#10: Final Blog Post (Closing a Chapter)

#10:  Final Blog Post

    This semester closes yet another chapter in my studies towards my SLIS degree and it has been a wonderful learning experience over the past few months.  I have been introduced to the International Society for Technology in Education standards and compared (and contrasted) them with the American Association for School Library standards.  I have learned about devise agnostic tools, which are tools that can be used regardless of the devise one is using.  We have discussed cyberbullying and even shared our personal stories of struggling with bullying or advocating against it.  I have learned a lot about many important issues that will aid me in my success as a future school librarian but my biggest take away is that, where ever I am hired, I would like to make our library a place that is accessible and welcoming to all.  

    I have learned, even from our website creation assignment, that when making a library accessible to all it takes time, careful thought, and consideration.  What is amazing about accessibility to all is that adjustments that are made to help one specific patron who is differently abled may also help someone else who may not necessarily be differently abled.  In making these accommodations, you essentially get two for the price of one.  Successful accommodations make the space more beneficial for all patrons!  That is a win-win!  

    Being an educator and school librarian is not a job that should be done in isolation and when trying to find out more about accessibility, it takes a village.  It takes a team!  I will be sure to consult other educators (and stakeholders) who have experience or ideas about making the library more accessible and draw ideas from their comments or suggestions.  In short, I will do my best to make sure that all students are able to use our library space efficiently and effectively.  Whether it be a place to leave their cares behind while they travel to a different world via an audio book, learn to code in our makerspace, or find confidence in their ability to work with our school news production.... I hope to create an environment where everyone is welcome, acknowledge, and able to thrive.  Thank you for an amazing class this semester!

#9: Augmented and Virtual Reality

 Post#9 - Who Would Have Thought: 

Augmented and Virtual Reality in Education

    Growing up in the 80's and 90's, my brothers and I played video game consoles like Sega Genesis, Nintendo, and the handheld Gameboy.  I remember the graphics on the Gameboy were a multitude of various shades of light and dark green dots that animated my screen with flat images.  Over time, all the game consoles evolved to make the video gaming experience more realistic with color (and more realistic graphics and 3-D images).  Back in the 90's, I never would have thought that gaming, virtual, and augmented reality would become so popular in the library science field and that these tools would be used as teaching tools in education.  One popular example is the Pokémon GO phenomenon, an augmented reality game.  

Augmented Reality (AR) and Virtual Reality (VR):  What's the Difference?  

    Massis (2015) explains, "Virtual Reality strives to completely simulate an immersive sensory experience indistinguishable from the real […] often using technologies like headsets that attempt to completely deprive human sensory organs like the eyes from any stimuli outside of that which is artificially generated by the VR technology. Augmented Reality strives to overlay additional layers of useful (e.g. actionable, descriptive, informative, directional) media onto the real without replacing it" (p. 796).  

What's Pokemon GO?  

    RayL (2015) describes the phenomenon like this:  "This augmented reality game requires players to use their smartphones to capture Pokémon.  To do so, you will need to explore your real-world surroundings.  Since your child will be exploring the real world, this is an activity for both parent/caregiver and child.  In simplest terms, Pokémon GO is a scavenger hunt with a basic battle element" (para. 2).  The Pokémon GO app can be downloaded at https://www.pokemongo.com/en-us/.  Once the user downloads the app onto their smartphones, he/she is ready to battle!  

    So, after hearing about this craze years ago...I might be inclined to try it now that all of the popularity has settled down.  As I read the articles, I wondered how was this augmented reality game considered to be educational and why were libraries loving little Pikachu and everything Poke?  Not only was the game great to get people up an moving but libraries (and other educational places of interest) were also featured as "Poke Stops" (hot spots for capturing creatures).  Not only do libraries love Pokémon GO, but some educators do as well.  Farber (2016) states, that this augmented reality game teaches digital citizenship, meta-cognition and problem solving skills, resilience, and encourages meaningful conversation while visiting the stops.  This application may also be used to teach students directional skills and map reading.  In short, this tool can be used to have fun and play, but it can also be used as a teaching/learning tool, in disguise. To read more about how Pokémon GO can be used educationally, click the links below.  

Additional Readings: 

• Why Pokémon Go and the Library Make a Perfect Partnership 

        https://www.alsc.ala.org/blog/2016/07/pokemon-go-library-perfect-partnership/

• Teaching Geography with Pokémon Go 

           https://sgsup.asu.edu/teaching-geography-pok%C3%A9mon-go 

• Ways to Use Pokemon Go in the Classroom (*Love this website) 

            https://www.teachingideas.co.uk/computing/ways-to-use-pokemon-go-in-the-classroom

References

Farber, M. (2016, July 22). The educational potential of Pokémon go. 

     Edutopia. https://www.edutopia.org/discussion/educational-potential-pokemon-   

        go#:~:text=But%20they%20also%20teach%20problem,game's%20growing%20communit%

     20of%20practice.

Massis, B. (2015). Using virtual and augmented reality in the library. New Library World, 

     116(11/12), 796–799.

Blog #8: Ballin' on a Budget: Making a Makerspace Work on Any Budget

 Ballin' on a Budget:  

Making a Makerspace Work 

on Any Budget

        After moving to Summerville, I must say that I was disappointed in the local library that I was “zoned” to, after being a resident in Columbia.  The Richland Library, located downtown in Columbia, SC, was amazing! I will never let go of my Where the Wild Things Are themed library card and I am excited to hear (from Dr. Moorefield-Lang’s lecture) about all the changes that they have made to include various makerspaces.  I would love to visit their spaces to see how the library has evolved.  Now, on to makerspaces in the school library…

        What is a makerspace?  Britton (2016) defines it as a place that promotes learning through play (with a possible integration of science, math, technology, arts, and engineering).  So, you are a school librarian, and you want to join the “Makerspace Movement”.  The first step is to identify the needs, passions, and interests of your patrons. The makerspace will not be effective if no one is interested in the idea that you have selected, so do your research!  Makerspaces do not have to be expensive and use the latest and cutting-edge technology.  One can start off small, with little things to tinker with.  This could be as simple and inexpensive as working with cloth, tape, or even coloring pages.  Use other resources (like YouTube) and friends to help you with ideas.  Makerspaces can also be a means to build partnerships with the community by inviting community members into the school library to share their knowledge with patrons and the patrons use that knowledge to foster their creations. 

        Makerspaces is not just about having your patrons “do stuff”.  It is more purposeful.  It encourages our students to problem solve, create, and collaborate.  What I love most about makerspaces is that students may not find a solution to their problem initially, but the building of their perseverance is key.  I think it is important for students today to understand that sometimes failure is a part of life.  Life will have many challenges and one must persevere, by overcoming no matter what.  In addition to perseverance, problem solving, and collaboration/communication skills students can glean a multitude of life skills from engaging in the library’s makerspace. 

        We have all seen the makerspaces with modern, spacious, and soundproof rooms.  The space might include a high-tech 3-d printer, Spheros, or an audio-visual room that looks like a mini newsroom. A new teacher-library, this may cause feelings of defeat or ignite sparks of creation and innovation.  How do you start a school library makerspace, especially if funding is scant? Rendina (2016) gives school librarians tips on how to start, once you know the needs, interests, and passions of your students. 

1.  Share Your Vision with All People – Tell EVERYONE about your vision!  They will support you!  Speak up and tell them about your amazing project!   

2.  Seek Out Donations – Let community members know what you are looking for.  Search yard sales, the Goodwill, donated/unused materials (like Legos) from families in the community, or host a drive for cardboard or other materials. 

3.  Work with What You have Got – Look around your school.  Those old storage rooms filled with forgotten/unused items might hold makerspace “gems”. 

4.  Crowd Fund Your Makerspace – Use resources like DonorsChoose.org, GoFundMe, and Kickstart to fund your school’s makerspace.  Writing grants may also be useful in finding monies to fund your space. 

5.  Go Make Stuff – Do not get discouraged if your makerspace does not have the bells and whistles that we see in the pictures.  Be creative and create an environment in which the kids will want to use the space to create, regardless of the cost of the resources.

Happy making! :-D 

References

Johnson, S. (n.d.). Building a makerspace on a budget. Tierney. 

https://www.tierney.com/building-a-makerspace-on-a-budget/

Rendina, D. (2018, February 22). How to start a makerspace when you are 

broke. Knowledge Quest. https://knowledgequest.aasl.org/start-makerspace-

 youre-broke/