welcome everyone. Secession for of using emerging technology to advance your school library program. This is session for edits all about hybrid programming. We want to thank Ed Web for posting this series. M. Follett software company for sponsoring it.

So what is hybrid programming? It is fluid, 24 seven instructional delivery that combines in real life teaching with an online component. It provides students with on-demand, as needed instruction.

Why a hybrid program? We all know that not all teachers teach the same way. What Hybrid programming delivers, particularly at the library, is a leveling opportunity to provide students will instructional opportunities regardless of their teachers idiosyncrasies without minimizing individual teacher creativity. Hybrid programming allows students to access lessons when they need it, reinforcing instruction when needed, and providing extension opportunities for higher achieving students. It also really helps special education teachers support their learners. And consider the value of hybrid programming last year when we were in the throes of delivering a assured experience to 333 freshmen in the middle of a swine flu epidemic when 10 to 12% of our students were absent for one and two-week stretches. Hybrid programming also offers professional development. Consider it a gift it is to a newbie teacher to have access to every project that has come through the library in the last three years, the assignment, the rubrics, the library instructions, and any supplemental resources. Also, consider the positive influence on technophobic teachers to see the powerful impact the instructional use of emerging technology can have on learners. We all know that communication is critical to student success, and district administration. Clearly, the fact that students can show their parents exactly how they are being taught to conduct research is a huge help in school to home communication. I know that for our district this is one of five district goals, and has been so for the past four years. Administrators will think twice before removing a librarian or cutting back on library services if there is a solid body of evidence to demonstrate the support that program offers to all students, across all disciplines the hybrid platform shows just this. like a reverse domino effect, hybrid programming promotes collaboration with the library. This is especially true with assured experiences. If the district requires the library to work with all teachers for one project on the fee the success of that relationship particularly when it’s documented online it really does incite the teacher to seek out the library and support for projects that occur between a short experiences.

Takes time: Good news, you can start today Bad news: it’ll be awhile before it feels complete. George Lucas once said, “A movie is never finished, it is only abandoned.” This is the same idea. Start with baby steps. And let it grow.

our first year fee hybrid program, we really just put in very skeletal instructions. Included the teacher assignment a list of useful databases . We included hints on how to use the online catalog for each project. We added some keywords we created the space for online collaboration, not that it was used during the first year.

In year two, we really fleshed it out. We adjusted to include new resources talk about changes in the collection and curriculum modified the assignment and updated as needed. We expanded our suggestions for research. Fine tuning as often as possible. Focusing more on topics within each projects than the overall project itself. We flushed out the lists of keywords we expanded the space for online collaboration adding a discussion forum for faculty to student, and another one for student to student communication. We also added links to support materials including rubrics graphic organizers etc.

Year three we really ramped it up and reached for wow factor. We are incorporating lots of screenshots, video tutorials, direct links to e-books and electronic resources, fun narrative that ranges from broad overview to the minutia, tables, images, extension instructions including links to external how to tutorials and ethical use guidelines.

this is one block from our online course management system. I am going to To keep today’s conversation generic. we can talk about online course management systems in the chat. As you can see from the scrollbar, this only represents about a third of the entire project block.

over the next few slides and going to break down what Goes into a project block. I will extract segments from differentproject blocks Much of what I will show you today is drawn from a project that is assigned to every freshman in social studies within the first three weeks of the school year. I’m considering making a T-shirt that says high school Boot Camp suck it up because our freshman have to transition into advanced techno fest through a drastic immersion program. they need to log onto the network, Moodle, Google labs, destiny, the database page, which is password protected, figure out the key for access authentication on all of our databases, and so much more. This is where The value of having an online support system is incalculable. So let’s take a look

very often we start out with an overview often conversational and narrative in this instance we are telling students how to approach a sophomore year history simulation where Napoleon is put on trial. They’re each given sets of cllues and they take on the role of a suspect in the proceedings and it is their tendency to get caught up in the minutia. So we start out this project by warning them that they have to have the big picture in mind before they can start understanding their witnesses role in this trial. Traditionally this is something we would’ve mentioned in the face to face lesson, but they are likely to forget it between instructional time and the time they actually sit down to do the work. this is a great opportunity for us to explain to students what are dealbreaker facts that they have to be familiar with before they get started in the bulk of their research in this case they have to know Concordat Restoration Jacobins Civil Code this is the kind of information that in a face-to-face instruction, they are unlikely to write down and or remember. Even if they do write it down chances are there will spell it incorrectly. And for librarians to take time to write things down on the board are smartboard is onerous given the limited time they have with students. Using the online supplemental space to to impart this kind of information makes the face time instruction more targeted and succinct

this list can grow to be expansive. But my guess is you all have something to contribute. The ongoing communication between librarian and class allows for continuous instruction. In a bizarre way, they are never really gone. Weekend always catch them via e-mail or on the forum, and that permits an ebb and flow to ICT instruction that we’ve never really seen before.

This is the kind of thing I’ve always wanted students to do, it never really permitted myself to class instruction time to show them how to do it. Now, because it’s on the the a course block, it’s part of the lesson without ever having taken class time to talk about it. Are you asking yourselves how we make sure kids get here? We have tricks. We’d only to databases, because we want to teach them how to access it through our website. But we do link directly to e-books we know they will use. We also embed documents they will need to access. And, we incorporate essential questions they will need to answer. What proof do we have that our students visit online library? They have to enroll. So far this year, 805 students have enrolled in the first quarter.

This by the way, is called snag it. It is available for windows at a cost. And it is available for Mac in beta form. If you are a Mac user, I would get it now while you still can. It is awesome that takes screenshots and makes them look like this. It, like camtasia, is made by techsmith. There are plenty of free resources out there that do similar things. Last week I opened up a new discussion thread for you to contribute to a list of products you use for screen capture screen casting and course management take a look and see what they are and add your own

there’s so much going on in this second segment that I have broken it down further into the next few slides the first link takes students to an external website where we have posted the images and text from a book that inspired this project. Only students participating in this project have access to the site and it will be taken down next week once the project is finished in order to remain within copyright compliance. Then, we show a link to an online tutorial that reviews a 10 minute lesson on shortcuts to help format bibliographies. than we compare a proper MLA seven bibliography to one that is crafted out of copy and pasted snippets from a variety of databases websites and a destiny citation list. So let’s take a look at this

this is the external website I was talking about. One of our social studies teachers scanned images and accompanying text into a website and organized a table of contents for each assigned topic. Each country name links to interest active image and text

For obvious reasons,reasons I covered up the image and text. But this is what each of the links on the last slide will take you to. You’ll note that the top teacher embedded proper MLA 7 citation for this Page.

this is one of the three tutorials we’ve made about using destiny our new library management system This one, shows students how to compile bibliographies through the online catalog. I will take this opportunity to thank Follett, the makers of destiny, for sponsoring this webinar series.

this is the link to a bibliography that has been compiled through citations that were copied and pasted from destiny, databases, websites and easybib. It shows students what needs to be fixed in order to create

a correct bibliography this too is linked to the Project block

we include screenshots remind students which buttons to click once in a recommended database - the kind of information that students tend to think they will remember in a face-to-face less than, failed to write down, and then not use the resource that all under the pretext that it “ doesn’t work” or because “there isn’t anything there”

here’s another example of how screenshots and serve as reminders about database navigation.

We used the project blocks to remind students about other tools they have at their disposal. Their school designed planner contains six pages library instruction. We even made an accompanying tutorial called your planner is your friend and posted it to YouTube many teachers showed up in class during the first week of school. Visual reminders about the use of icons in our website navigation menu with corresponding username and password information also helps students

I’m including this slide to show how the process evolves. Last year, before I had Sangit, we use Flickr to display screenshots. This will be modified next year. We learned that students tend to use the embedded screenshots more readily than linked screenshots.

I mentioned this a few slides back, but direct links to e-books does help to bring students to the course block. Staggering them throughout the block and embedding it in your narrative encourages students to read through the block something they frequently fail to do.

We embed the questions and research tasks in the narrative as well. It keeps them focused on as they work bringing them back again and again throughout their research time.

We also include links to the Canton library the town library all reference librarians at new Canaan Library have access to our online course management system. They can monitor assignments as they go up and post comments feedback to students in their designated forum at any time

we also include instructions on how to IM a reference librarian until 8 PM about the project

you may remember this graph and session 3, it was administered here in the online course management system. The quiz was designed here administered here and the results are analyzed other software and extractable into a spreadsheet

we use peer review for bibliography of valuation students can upload their own bibliographies exchange them and use an online form to grade them this is an exercise that has been very successful with juniors as they embark on the first of their two research paper’s in the 11th grade. They find this process far more instructive than face to face instruction

as you can see here group members use the forums to exchange resources and collaborate in this forum students from three separate US history sections shared research tips to find resources on economic influences during the American Revolution

are you wondering about time? This is clearly a challenge to launch but consider how much more you can do once this is the place. With online complement face-to-face instruction you can turn over instruction to the teachers when they are ready. You can pre-record a lesson and uploaded to your online course and have students view it you are unavailable. For assured experiences, when we have to see 17 sections of a given curricular subject, we can let students rely on the online course to get started, join in when we are available and target help those who need it the most

remember to start with baby steps it takes years of slow

the impact of hybrid programming has surpassed my wildest imagining. It is taking collaboration tool level not only with teachers and students but with administrators, community. It has completely open the channels of curricular communication, and eliminated the 19th and 20th century closed door high school experience

began thanks solid for sponsoring this series ends at Web for posting it now of the four to joining you to chat thank you for participating in using emerge prove your school library program

Using Emerging Tech to Advance Your School Library Program Session 4: Hybrid Programming Sponsored by

What is hybrid programming? ONLINE/IRL INSTRUCTION

Why Hybrid? Standardization Differentiation Professional Development Communication Visibility Advocacy Sponsored by

Work load: Roll it out slowly Year 1 Year 2 Year 3

Year 1: The bare bones Keep it simple. Adjust as you go. Teacher assignment List of useful databases Hints for online catalog Keywords for searching Space for online collaboration

Year 2: Flesh it out Add some meat to your bones. Adjust as you go. Adjust to include new resources and changes in collection AND curriculum Add town/public library Enhance suggestions Flesh out keyword lists Expand space for online collaboration Link to support materials

Year 3: Wow factor! Ramp it up Incorporate gimmicks Make it irresistible Have fun Screenshots Multimedia Narrative Humor Broad to specific Sponsored by

Let’s break it down! Sponsored by

Overview: The big picture Hey there! So Napoleon’s on trial, eh? You will need to research two areas: 1) Napoleon, his objectives, his motivation, his programs, his reforms, his empire - loosely, the impact of the Napoleonic Empire on the global community, and the more localized, French community 2) your witness, his/her provenance (where he/she lived), his/her "agenda", and then, if you cannot find any resources that describe his/her relationship with Napoleon (and, in many cases you won't), you will need to infer or speculate about his/her sentiments toward Napoleon.

Did you ever want to… Teach more than you had time for? Add something to instruction after the fact? Cover something the classroom teacher would deem irrelevant?

When working on research for a class at NCHS (use Firefox as a browser), you should always have multiple tabs open - www.nchslmc.org, Destiny (online library catalog), the NCHS database page, and the Library Moodle (Quarter 1 for now).

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How to… Learn more Find books Online resources Planner Online Catalog Databases

Databases

eBooks Sponsored by

Research questions What foods make up the traditional diet of your assigned country? (database and print resources) Compare the traditional diet of the region/country to the diet of your assigned family. In what ways are they similar? different? How can you account for the differences? What does the diet of the family reveal about their lives? In what ways has agriculture shaped their diet and lives? What does it reveal about the family’s connection to markets and trade networks? What impact has the world food and/or water crisis had on your assigned country? (in general if you cannot locate an article on your country) (Browner version) Think about your own weekly diet. Is it a “typical” American diet? How is it similar and/or different from what other Americans eat? (You may incorporate information gathered for your health project to help you.) (5 -Other version) Using data about your own diet gathered for health class, how does your diet differ from the typical diet in the USA? Similarities? What similarities and differences do you see between your diet and your assigned family's? Explain the reasons for these similarities and differences.

Forum

Communication Sponsored by

Wondering about…

Work load: Roll it out slowly Year 1 Year 2 Year 3

Collaborate

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Curriculum map Have you ever done curriculum mapping? This is it!