sonhar

2ª sessão - Leituras facultativas

Library media specialists have big roles to fulfill as program administrators, information specialists, teachers, and instructional partners. But what about the more mundane tasks accomplished every day? These small things do make a big difference. In his book The Tipping Point: How Little Things Can Make a Big Difference, author Malcolm Gladwell details these routine behaviors that reap big rewards (2000). Gladwell identifies three types of people who can make a difference: mavens, connectors, and salesmen. He explains, "Mavens are data banks. They provide the message... Connectors are social glue: they spread it...." "Salesmen," he continues, they are the ones "with the skills to persuade us when we are unconvinced of what we are hearing..." (2000). When I read this, I immediately thought of individuals who fit into these three categories. But I wondered, "How do these analogies apply to library media specialists?" Eventually, I realized these categories identify the habits of exemplary library media specialists and make a big difference in the success of their practice. (...)

Impact as a 21st-Century Library Media Specialist
by Peggy Milam Creighton

2ª sessão - Leituras facultativas

The library media center has long been a beloved and specialized learning environment for students, a place rich with opportunities to pursue specialized inquiries, interests, and ideas. It is the most natural venue in schools for differentiation, integration of technology, and collaboration. In recent years, state and national standards for information literacy and technology have delineated a framework for what students are expected to know and be able to do as a result of their work in the library media center. Noted education researchers, system leaders, and authors as well as foundations have further bolstered the importance of the library media center as an integral part of 21st century learning so that students are prepared for the demands of the workplace. There has never been a more exciting or potentially powerful time to be a library media specialist.

There is, however, one fundamental problem that has existed for years and has frustrated specialists for years: How do we get the authority to teach students? If they don't come to the library media center at all or come for a meaningful purpose (i.e., a task where students are expected to work in critical and creative ways to collect, analyze, and synthesize information), then how can students be expected to achieve the standards?(...)

Where Does Your Authority Come From?
Empowering the Library Media Specialist as a True Partner in Student Achievement
by Allison Zmuda

2ª sessão - Leituras facultativas

Reflections are made on the role of the information professional as an active protagonist in the training of informational competences and in the support to the educative change in the learning society. The antecedents of the educative fuction of the information professional in the last centuries and the points of contact with contemporary approaches connected with the support to the learning-teaching process and the development of informational competences are analyzed. The centers of learning resources, the learning communities and the e-learning systems are studied as spaces of action of the information professional in this new educative context. It is stressed that this professional needs knowledge of learning theory and pedagogical methods, as well as skills and teaching experience to design effective user training programs and informational literacy programs.(...)

El profesional de la información en los contextos educativos de la sociedad del aprendizaje: espacios y competencias
Lic. Nancy Sánchez Tarragó1

2ª sessão - Leituras obrigatórias

Preparing students to meet the challenges of the 21st century has solidified the need for information literacy and technology as meaningful components of curriculum designs and instructional practices. The survey report Partnership for 21st Century Skills states that, when polled, voters rank the following areas as high priorities for schools (2007)

• computer and technology skills

• critical thinking and problem solving skills

• ethics and social responsability

• written and oral communications

• teamwork and collaboration

• lifelong learning and self-direction

• leadership

• crativity and innovation

• media literacy

• global awareness

(...)

Reframing the Library Media Specialist as a Learning Specialist

by Allison Zmuda and Violet H. Harada

2ª sessão - Leituras obrigatórias

I have begun writing this adress in one of the world's magnificent libraries, the Library of Congress, in Washington D.C. The scale and grandeur of the physical place and the enormity of its collection are difficult to comprehend. The collection includes more than 28 million catalogued books and other print materials in 460 languages, and has the largest rare book collection in North America, as well as the world's largest collectin of legal materials, films, maps, sheet music and sound recordings. Marble, gilt, brass, vaulted ceilings, mosaics honoring the professions, magnificent paintings depicting the creation and diffusion of knowledge and the role of literature and learning, sculptures featuring life and thought and honoring those who over centuries have made distinguished contributions - all these make it visually an awesome and inspiring place. I am working in the domed Reading Room of the Thomas Jefferson Wing, barely able to concentrate.

A mural by Edwin Blashfield depicting the great epochs of civilization adorns the apex of this enormous and embellished dome. In the cupola of the dome is another painting by Edwin Blashfield, and it is this that captures my attention. Here is painted a female figure, visible only to those in the Reading Room below, representing Human Understanding. Human Understanding. And atop this dome, on the outside of the building, is the "Torch of Learning". It is my view that the pinnacle, the centre, the heart of a library is the development of human understanding. My central claim in this paper is that the school library in the 21st Century is about constructing sense and new knowledge, and building an information infrastructure and information resources to enable this. This is the idea of the library as a knowledge space, not information. In order to achieve that, I believe we need to focus on three things: connections, not collections; actions, not positions; and evidence, not advocacy.(...)

Transitions for preferred futures of school libraries by Ross Todd

2ª sessão - Leituras obrigatórias: Texto da sessão

A Biblioteca Escolar desafios e oportunidades no contexto da mudança

2ª sessão- Tarefa 1: tabela matriz a utilizar para a realização da 1ª parte da tarefa

Tabela matriz a utilizar para a realização da 1ª parte da tarefa, conforme indicações do Guia da Sessão

2ª sessão - Leituras obrigatórias: Guia da sessão

Guia da Sessão

2ª sessão - Abertura

Mensagem das formadoras na plataforma Moodle:

Caros colegas,

Já está disponível a 2ª Sessão.

Antes de iniciarem as vossas actividades devem ler primeiro atentamente o Guia e o Texto da Unidade, os outros textos de leitura obrigatória, e só depois, tendo por base a tabela matriz disponível, devem debruçar-se sobre a realização da tarefa, que ocorrerá em duas fases.

Continuação de um bom trabalho!

Júlia e Margarida