Our first round of Table Talks for TMC6 papers is complete!
While this blogger wasn't able to capture all of the wonderful discussions taking place, here's a snapshot of two collaborative conversations that took place.
Some snippets from a table discussion of the paper include:
“The biggest obstacle is teachers wondering how do I keep kids safe?” A safety guide and having conversations with students before they participate in the chat help with this. Every discussion starts with setting norms created by students.
People collaborate in different ways. Kids are watching, listening, and participating with the opportunity over the entire month to continue the conversations through "slow chats" and choose to participate in a variety of ways; there are lots of different entry points.
Having one expert adult online can really help prompt thinking among students.
This paper is helpful in advocating for positive use of personal devices and social media for students in areas and schools where there is a movement to ban personal devices.
The growth in students who participate in the ways they express themselves online is an amazing journey.
Discussion of social media platforms, perceptions of Twitter, and whether students interested in using other platforms. “It has to be organic” - students should decide what that looks like, what the commitment level is, and how they will use it.
It can be so very validating for students to see their ideas engaged with.
Students have the option to participate in chats without sharing any identifiable personal information if teachers facilitate.
Connections Between Campuses: Creating a Collaborative OCULA/OSLA Information Literacy Toolkit by Heather Buchansky
Snippets from a table discussion of the paper include:
This information literacy toolkit aims to begin a conversation about bridging the gap between secondary and post-secondary staff with the common goal of helping students develop research skills that will help them succeed.
Some participants at post-secondary institutions have identified gaps and start by asking whether students have used school or public libraries.
Outreach initiatives can be one solution.
Teachers, teacher-librarians, post-secondary instructors and post-secondary library staff should all be part of the conversation.
How do we go about identifying skills students need? “The more humans you have involved and the more diversity of perspectives, the more helpful.”
Different teachers come to the LLC different amounts, which can result in inequities for students who may have inconsistent experiences within schools. How do teacher-librarians facilitate this in a realistic way?
How scalable are our solutions? What’s sustainable?
What about schools that don’t have a post-secondary institution nearby?
What can be done online, on paper, in person, and what requires every student on a computer?
How can we show warmth to address library anxiety? Would short videos or webinars be accessible solutions? Can they have the warmth factor?
Discussion of mandatory library instruction in post-secondary and attaching a credit or value to it.
How many students would take a library instruction course as an elective? People don’t know what they don’t know.
Thank you for capturing the conversations, Jordan!
ReplyDeleteIt was my pleasure; thanks to you and the other authors for your papers and the great discussions!
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