Leadership and ALSC<\/p>\n
#LeadALSC<\/p>\n
I’m taking notes on the programs I’m attending at ALA Annual Conference. This one I was invited to because I’m going to chair ALSC’s Grant Administration Committee this coming year.<\/p>\n
Here are my notes!<\/p>\n
Media Mentorship White Paper — get a copy!
\n2016 Bill Morris Seminar coming up next Midwinter
\nApplications due August 13, 2015 Joining with colleagues at CSK committee.
\n2016 ALSC Institute coming up in Charlotte
\nNew semester of ALSC online courses available. Start Monday July 13.
\nALSC book lists ala.org\/alsc\/booklists
\nBuilding STEAM with Dia
\nSummer Reading Lists
\nGraphic Novels Reading List
\nALSC Professional Awards Applications due Fall 2015.
\n2015 ALSC Awards Presentation Monday 8-10 3006(W)
\nMembership Meeting 10:30-11:30
\nMonday 1-2:30 President’s Program about common core – Melissa Sweet and Julie Cheatham
\nLook at Usbby.org for conference in NYC.
\nMet everyone!
\nThank you for saying Yes!<\/p>\n
Kevin Maher — Washington Office Update
\nAppropriations bills moving through Congress now. House bill was bad for education, cutting funding for education. IMLS was level funded, though. Library funding slight boost to leadership grants. Eliminated some programs. Head Start gets a boost. Innovative Approaches to Literacy kept funding. IDEA gets a boost.
\nAfter this, becomes murky. This is just appropriations bills. Controversial things get added to this. There will be fights over appropriations bills.
\ne-rate funding — need to get ready to apply for it.
\nFCC has proposed expanding the Lifeline program. Broadband to low income.
\nSen Jack Reed — Effective School Library program bill in the works. Allow schools to spend money in library programs. Include library and librarians in definitions.
\nProbably won’t see a final bill this year. Regulations will probably come from a new administration.<\/p>\n
Lisa Guernsey, author of Screen Time
\nAuthors of white paper on media mentor (Cen Campbell, Amy…)
\nLisa was their inspiration.
\nMentoring can be like planting a seed.
\nWe may not always see the results.
\nImportant, worthwhile work.
\nWhat better place to find media mentors than at your library.
\nAmy Poehler — Main takeaways
\n“It is a fundamental …”
\nWe tend to be attuned to our communities.
\nChildren and families are using digital media in increasing numbers.
\nContent developers are marketing digital content to children more and more every day.
\nExperts in child health and development have been weighing in on appropriate use.
\nWe’re not necessarily seeing those three things overlap.
\nSome informed children and parents and some less informed.
\nParents and children need support to make the best use.
\nIt’s a chaotic, emerging field.
\nWhat families need is a guide. Think librarian!
\nAffirms vital role of librarian in media advice.
\nChildren require mediated and guided experiences.
\nKids need mediated access, even with alphabet books.
\nMedia mentors support children & families in their media decisions.
\nLisa Guernsey:
\nA constant and continual supporter of libraries and librarians.
\nCommitment to action in the Media Mentorship white paper is inspiring.
\nLiteracy and Equity:
\nThe Critical Role of Media Mentors
\nEquity needs to be at the core. We need to reach all kids.
\nAbility to be creators and expressors.
\nEdcentral.org — from New America, a thinktank in DC. (Education policy)
\nnew book: Tap, Click, Read, with Michael Levine
\nWhat does it mean to be literate in the digital age?
\n2 years of research on this book.
\nMichael Levine is on Joan Ganz Cooney Center
\nThe Quiet Crisis: So many kids today are struggling to learn to read proficiently.
\nnumbers have been flat since 2009 — 2\/3 of American 4th graders are not reading proficiently. Numbers for children of color and children with free & reduced lunch — over 80%<\/p>\n
Even if you look at state tests, still in 40-50% range.
\nTechnology can be the elephant in the room when we’re talking about this.
\nHow do we bring that in?
\nFour principles:
\n1) When it comes to literacy, becoming literate isn’t just the skill of decoding. Also need knowledge.
\n2) Parents are critical in children’s lives, though they don’t have to be strong readers themselves.
\n3) If we were to ignore where technology fits, we’ll miss opportunities to reach them.
\n4) If we think technology is the answer, we’re lost. It’s an assistant to human beings.
\nWhat parents get instead: Mixed messages.
\nLook at all these apps! Or NO! Don’t expose young children to that!
\nMiddle to upper income strata worry about it and grapple with it.
\nLower income want tools for their kids.
\nTouchy subject — American Academy of Pediatrics statement. (Some really good stuff) Recognizes need for families to have a media plan. They discourage screens under age of 2. This is based on research for Passive Media Use.
\nWhat about skyping with Grandma, interactive media use?
\nStart grappling with these issues!
\nMedia overload? Apps in itunes store — over 1 million apps now
\nEducation section — 80,000 apps.
\n“Educational” apps explosion.
\nWhat Science Tells Us —
\nEcological Perspectives on Development — idea that there are many different pieces that come into children’s lives. Many different layers.
\nThere’s more research than you might think.
\nIt’s about a lot more than time limits.
\n3 Cs framework: We have to recognize the Content, Context, and the individual Child and what they need.
\nContent: A lot of studies now on educational TV.
\nEven Barney helped kids interact better — were more civil to each other on the playground.
\nPlenty of research that shows adult content is not good for little kids. Kids between 1 and 3 with a lot of exposure to adult programs are performing worse on executive function. Controlled for economic level.<\/p>\n
Straightline storytelling (helps)
\nParticipation – where children can talk back
\nLabeling on screen
\nEngagement
\nRepetition, review, routine
\nNon-violence
\nNot as much research as you’d think, because it’s unethical to put violent content in front of children
\nA long way to go in the research about what interactive content even means.
\nWe have learned if the interactivity is tied to what you’re trying to teach them, that helps. Not indiscriminate clicking!
\nContext:
\nAvoid background TV!!!! Distinguish between purposeful foreground media use.
\nIt affects the way children are playing and parent-child interaction.
\nPromote good sleep. Light from screens isn’t good.
\nHour before sleep shouldn’t have a lot of light on their eyes.
\nOther healthy routines (like physical play!) How do you want your child’s day to go?
\nThink about the whole healthy routine for a child
\nInteract with Media together! This may be critical for young children
\nDialogic questioning techniques with reading
\nParents can be distracted by cell phones — not good for kids.
\nA lot of judging and judgment calls that go into this.
\nIs it spoiling kids to give them constant attention?
\nIndividual Child:
\nUnder Age Two:
\nCan they learn from screen media without an adult around? Can they learn from a children’s book without an adult around.
\nA few studies: a mixed bag. Mostly, they need adult interaction.
\nTune into individual needs!
\nScience is still evolving, but needs to underpin what we do.
\nThe Field is Responding (of Early Childhood)
\n“Take a Giant Step” — about early childhood teachers.
\n“Strengthening Teaching and Learning”
\n*NAEYC — “Position Statement on Technologies” guidepost for the field.
\nBe professionals. Think about what you’re using
\n“Technology and Digital Media in the Early Years”
\nPaper out from 0 to 3.
\n“Pioneering Literacy in the Digital Wild West”
\nEvaluating Apps & ebooks.
\nLooked at a sample of apps from a two-month period. Do some analysis
\nMany are aimed at 3 to 5 year olds (55%)
\nMost say they’re teaching basic literacy skills. (list of 23 literacy skills and looked for evidence)
\nAlphabet apps especially high. Narrative and story-telling, not as much.
\nApp developers gave almost no info about who they were. Less than 5% mentioned any literacy or language expert.
\nPutting Human Interaction (not Tech) first.
\nAllow technology to be an assistant.
\natlas.newamerica.org
\nTexting, video, and tablets — Using new tools to encourage families to talk & learn together
\nReady Rosie — video modeling for parents
\nMedia Mentors
\nA new position for the 21st century — help families find these things!
\nChildren’s librarians can become that!
\nA lot of organizations are trying to play this role. (Commonsense Media – but they’re not in communities, working with families directly.)
\nPublic Resources – We should be making sure all families have access and can find these resources.
\nPowerpoint is available at mediamentorship under ALSC.
\nQuestions: Crucial to be interacting with the parent. For under twos, it’s the joint moments that are so important.
\nReading on screen versus reading a book: Research is mostly on people who already know how to read.
\nHighlighting words might help with fluency. It’s not clear how long to use them.
\nWe’re at the beginning of some very interesting questions.
\nAnother issue: Learning to keyboard versus learning to print and write.
\nNational Association of Media Literacy Education meeting – Finland is phasing out cursive writing.
\nKeep the interpersonal in interactive! Say this to parents! (Saroj Ghoting)<\/p>\n","protected":false},"excerpt":{"rendered":"
Leadership and ALSC #LeadALSC I’m taking notes on the programs I’m attending at ALA Annual Conference. This one I was invited to because I’m going to chair ALSC’s Grant Administration Committee this coming year. Here are my notes! Media Mentorship White Paper — get a copy! 2016 Bill Morris Seminar coming up next Midwinter Applications […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[207,419],"tags":[357],"class_list":["post-27856","post","type-post","status-publish","format-standard","hentry","category-conference-corner","category-conf-corner","tag-alaac15"],"_links":{"self":[{"href":"https:\/\/sonderbooks.com\/blog\/index.php?rest_route=\/wp\/v2\/posts\/27856","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sonderbooks.com\/blog\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sonderbooks.com\/blog\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sonderbooks.com\/blog\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/sonderbooks.com\/blog\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=27856"}],"version-history":[{"count":1,"href":"https:\/\/sonderbooks.com\/blog\/index.php?rest_route=\/wp\/v2\/posts\/27856\/revisions"}],"predecessor-version":[{"id":42788,"href":"https:\/\/sonderbooks.com\/blog\/index.php?rest_route=\/wp\/v2\/posts\/27856\/revisions\/42788"}],"wp:attachment":[{"href":"https:\/\/sonderbooks.com\/blog\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=27856"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sonderbooks.com\/blog\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=27856"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sonderbooks.com\/blog\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=27856"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}