In his blog "2¢ Worth," David Warlick poses a critical question:
"Will we, as a larger defining education community, come to accept social learning techniques and integrate them, or will we continue to fear and block these opportunities?" (Warlick, 2009)
As we reflect on the year 2009 and set goals for 2010, it's imperative to consider the environment in which our children are growing up. Let's take a closer look at the past year through the digital lens and the lens of social learning.
This YouTube video offers a retrospective of 2009 from a digital perspective.
The Year of 2009 in Technology:
The Top Ten Most Important tweets in 2009. This is from the buzzmarketing daily site.
This is a mash-up of the Top 25 Billboard Hits in 2009.
The most fascinating aspect of this journey is where I stumbled upon these valuable resources. Can you take a guess?
"How can you squander even one more day not taking advantage of the greatest shifts of our generation? " (Godin in Larkin).
"Why waste another day without seizing the greatest shifts of our generation?" (Godin in Larkin).
This video offers a quick glimpse into how individuals utilize Twitter. Twitter serves as a swift avenue to connect with others. I've been pondering how Twitter can enhance my professional endeavors, prompting me to delve into its functionalities and even send out a few tweets. (A tweet, essentially, is a message to the world... or at least your followers.) I've initiated the process of building my network by identifying educators already active on Twitter and integrating their connections into my own. Gradually, I'm expanding my network, aiming to amass a sufficient number of individuals with whom to collaborate and share teaching resources. Well, time to tweet away... Toodles!
After watching this video last Fall, I was filled with uncertainty. I didn't know where to begin my journey into online learning, but I sensed it was crucial to start connecting with the broader world beyond my physical space. Here are a few ways I initiated that journey:
3 Tools to Begin Connecting with the World
1. Delicious
Delicious is a social bookmarking site, allowing users to share, organize, search, and manage bookmarks of web resources (Wikipedia). Personally, I adore Delicious because it grants me access to my bookmarks from anywhere, at any time, and on any computer. I can bookmark sites at home and have them readily available when I'm at work. Moreover, I can explore other users' bookmarks, saving me time and providing a wealth of information beyond what I could find on my own.
2. YouTube/TeacherTube
YouTube takes the second spot for me. Whenever I need to learn something new, it's my go-to platform. For instance, last summer, I wanted to learn a couple of songs on the violin, so I turned to YouTube. I found tutorials from "expert village" to help me learn "Twinkle, Twinkle." It was a blast! Additionally, I love YouTube for classroom use. Short clips from YouTube are fantastic for capturing my students' attention.
3. Blogs
A blog is a type of website where individuals regularly post commentary, event descriptions, or other content such as graphics or videos (Wikipedia). I rely on blogs to stay abreast of the latest developments in the digital world. I recommend finding a few blogs that pique your interest and diving in! Look for blogs updated frequently to ensure you stay current with the rapidly evolving digital landscape.
I dabbled with Twitter a few months back when Ashton Kutcher challenged Larry King to a Twitter popularity contest. However, beyond that, I didn't explore much further as I felt my Facebook social network sufficed to keep me connected. Yet, after attending the Leading and Learning Conference in Red Deer today, where I listened to Will Richardson, a top edublogger and author of "Blogs, Wikis, and
Podcasts," I realized I needed to give tweeting another shot. Richardson argues that Twitter offers "passion-based learners" a platform to connect with each other. His previous inspiration led me to start reading blogs and eventually blogging myself, and now I'm eager to dive back into tweeting.
Richardson emphasized the importance of social networks in education, urging educators to teach digital learners about their online presence and how they can connect with others beyond their physical surroundings to learn. He highlighted the emergence of a new literacy, the "literacy of learning" online. There are myriad ways to connect with like-minded individuals and explore shared interests and passions, from groups of cyclists sharing daring adventures on YouTube and forums, to individuals seeking answers to questions on YouTube, Twitter, and Facebook.
Here's a video Richardson shared during his presentation to illustrate the power of social networks facilitating online learning.
Upon watching this video of a 12-year-old boy seeking answers to his questions, it becomes evident that this transcends mere technology; it's about culture. Digital natives are growing up in a digital world, where the internet is an integral part of daily life.
What networks do you engage with to facilitate learning beyond your physical space?
My perspective on learning in the 21st century underwent a significant transformation during my journey through EDES 501 and EDES 545. In EDES 501, I was introduced to a plethora of collaborative web 2.0 tools that could effectively engage students in the learning process. The excitement of exploring new technologies for education was so infectious that I eagerly enrolled in EDES 545.
This course commenced with a captivating exploration of Joyce Valenza's influential Manifesto, sparking deep reflection on the emerging concept of Library 2.0. Throughout the course, we engaged in lively discussions and debates on various topics, including:
1. Teaching Digital Natives
2. Filtering
3. The Digital Divide
4. Intellectual Freedom
5. Privacy
6. Technology Integration
7. Technology Professional Development
As I began to envision the future of learning, I embarked on a journey to capture moments of student engagement with technology within the school environment. Amidst these scenes, a whisper echoed in my mind:
"They are the future, and the future is now."
This mantra spurred me to contemplate what learning in the future might entail. Drawing upon insights from this course and EDES 501, I envisioned a learning environment characterized by innovation and empowerment. Quotes from our readings, particularly Valenza's Manifesto, encapsulated my vision of what teaching and learning with technology could and should encompass.
Now, I pose the question to you: What steps will you take to revolutionize your classroom for learning in the 21st century?
I recently joined the staff of an elementary school in my new town as the Grade One teacher. Over the last two months, I've been actively participating in their professional development activities, and we recently had a workshop on a new technology that I had never encountered before: the "Smart Table" by Smart
Technologies. During the PD session, we learned about its capabilities and how it could transform learning in the classroom. After the session, I eagerly inquired about when we would have it in our classroom, excited about the prospect of my students using it.
Personally, I find professional development in technology and web 2.0 highly effective in encouraging me to integrate technology into my teaching practice. I'm passionate about technology and believe it's incredibly beneficial for students. However, I often wonder about teachers who didn't grow up with technology or seem hesitant to try new tools. How can we inspire them to embrace technology in their practice?
In her article "A Professional Development Menu," Kimberely Ketterer discusses ways to motivate teachers to integrate technology into their classrooms. She highlights the digital divide between skilled and unskilled teachers and emphasizes the importance of professional development in bridging this gap (Ketterer, 2008). While I personally feel prepared to use new technology, I acknowledge that not everyone may share my comfort level. The professional development session certainly fueled my excitement, but I wonder if some teachers still feel hesitant.
How do you best learn technology?
During the workshop on the Smart Table, I spoke with a colleague about her experience with the Smartboard and whether she had tried using "Making Words" with it yet. She admitted she didn't know how, so I suggested we collaborate to develop a lesson she could use with her students. Last week, I introduced another teacher to the 2.0 tool "Animoto," knowing he was exploring new ways to integrate technology. Before class started, I showed him how easy it is to use. By recess, he was discussing some challenges he faced, and by the end of the day, he was excitedly sharing how he made a slideshow with it. Reflecting on these interactions, I realized that in these situations, I was acting as a "knowledge broker," as described in Plair's article "Revamping Professional Development for Technology Integration and Fluency" (Plair, 2008). Similarly, I plan to seek guidance from teachers experienced with technologies like the Smart Table and "Senteneo" in their classrooms, viewing them as potential mentors.
When supporting teachers in integrating technology into their curriculum, it's crucial to be aware of the different mentoring roles teachers may need for successful integration. In "Coach, Nurture, and Nudge," Ketterer describes teachers who prefer coaching, those who need nurturing to build confidence, and those who need a nudge out of their comfort zone (Ketterer, 2008). Understanding these preferences helps me tailor my approach and motivate others effectively.
In what ways can technology leaders inspire teachers to use technology in their lessons?
Camillo Gagliolo explores this question in her article "Help Teachers Mentor One Another" (Gagliolo, 2008). She suggests building professional learning communities focused on student learning, where teachers collaborate, give feedback, and reflect on improvements. Additionally, technology leaders can assist teachers in establishing a network of mentor teachers, facilitating peer-to-peer learning and support (Gagliolo, 2008). These strategies can empower teachers to successfully integrate technology.
I look forward to sharing my experiences with technology in the classroom and my ongoing journey of learning. Perhaps I'll continue blogging about my experiences as I strive to enhance my professional development.
I observed a Grade One Math lesson this morning where the teacher was experimenting with new ways to integrate technology. The class sang "The Bubblegum Song," a catchy tune about spending money on bubblegum, before gathering on the carpet to explore money concepts using the smartboard. The students were fully engaged as they interacted with the smartboard, learning about the stories behind Canadian coins, listening to the sound of a loon, viewing images of the Canadian mint in Manitoba, and matching coins with their respective values. They even simulated purchasing items from an online store. After the smartboard session, the students received their own set of coins to further explore and create number stories complete with pictures. It was an excellent lesson that prompted me to ponder:
"Has the use and integration of educational technology improved teaching and learning?"
I believe that when integrated effectively, educational technology can indeed enhance teaching and benefit all learners. Integrating technology into lessons provides students with opportunities to achieve learning outcomes in various ways.
According to Gardner's theory of multiple intelligences, students learn differently, and there are eight potential pathways to learning (Brualdi, 1998). By adopting a multiple intelligences approach to teaching and employing diverse strategies to reach all learners, integrating technology can seamlessly enhance any lesson plan. In the article "Why do teachers not practice what they believe regarding technology," Chen argues that for teachers to embrace technology in the classroom, they need to believe that its use will not hinder higher-level goals but rather help achieve them more effectively. Teachers must also feel confident in their ability to use technology and have sufficient resources (Chen, 2008). Utilizing tools like the smartboard effectively can provide students with visual, auditory, and hands-on learning experiences, unlike traditional lectures with PowerPoint presentations.
However, merely incorporating multiple intelligences into a lesson is not enough to ensure effectiveness; the learning must also be meaningful. In the article "Meaningful Technology Integration in Early Learning Environments," Weng et al. argue that integrating technology requires a constructivist framework and curriculum that emphasizes learner-centered exploration and active meaning-making (Weng et al., 2008). The choice of technology should align with classroom learning, teaching needs, and student requirements (Weng et al., 2008). Teacher perceptions of pedagogical beliefs significantly influence technology integration. In "A Study of Teacher Perceptions of Instructional Technology Integration," Gorder noted that classrooms where technology was integrated followed four pedagogical principles: active learning, mediation, collaboration, and interactivity (Jaffee in Gorder, 2008). While there are simple ways to integrate technology into daily lessons, such as accessing online resources like the weather channel or incorporating URLs into calendars, more meaningful integration involves utilizing web 2.0 tools like blogs, digital storytelling, podcasts, YouTube, simulations, virtual field trips, and discussion platforms like Skype, which can truly bring learning to life in the classroom.
For me, having a smartboard and easy access to computers in the classroom offers opportunities to incorporate engaging strategies and tools into my lessons. All learners benefit from using technology in their learning, and while we may be taking small steps toward effective implementation, the learning experience for students progresses from incremental to substantial leaps and bounds!
Have you ever searched your name on Google to see what comes up?
After watching the Google videos on privacy, I decided to conduct a search with my name. Guess what I found? Yes, there were countless results for Danielle Spencer! Thankfully, links about Russell Crowe's wife, Danielle Spencer, dominated the first and second pages. However, by the third page, there I was! My Facebook profile with my picture and this blog, "Up 2 Notches," were right there, plainly visible. I wondered if it was due to the "cookies" and "cache" stored in my temporary folders, as the Google videos explained. I needed to investigate further, so I tried the search on my husband's computer. Lo and behold, there I was again! I was "googleable." It left me feeling... exposed.
As an educator, I am always mindful of my professional conduct, including my online presence. Doug Johnson's tips for educators in "Lighting Lamps" resonated with me. He advises educators to exercise extreme caution when engaging in blogging or other forms of Internet communication (Johnson, 2008). His tips include "write assuming your boss is reading" and "gripe globally, praise locally" (Johnson, 2008). For me, my Facebook account is for social networking, my Ning is for sharing teaching ideas, and my blogs are platforms to share ideas and explore the realities of the digital world. And one reality is that when you are online, you are in the public domain.
How do we teach students that the internet is a public space and encourage them to be cautious with sharing private information? How do we cultivate responsible cybercitizens?
While the Canadian government's document titled "Children's Online Privacy" outlines steps to set expectations and standards by urging the industry to adopt the highest possible standard of privacy, we need to begin educating students about privacy.
One approach may involve modeling the importance of privacy. For instance, teaching students to keep passwords private and educating them on what constitutes private information, as suggested in "Social Studies Vision: Consider This" (Berson et al., 2004). Additionally, maintaining confidentiality of library records, as discussed in "The Ebb and Flow of Library Privacy," could serve as another effective way to model privacy.
Teachers can integrate lessons on responsible cybercitizenship in the classroom and leverage online resources to teach cyberskills. In the article "An Analysis of Electronic Media to Prepare Children for Safe and Ethical Practices in Digital Environments" by Berson and Desai, websites like Brainpop, ikeepsafe.org, Media Awareness Network, iSafe, Netsmartz, and Hector's World are recommended for practicing responsible online behavior (Berson et al., 2008). Of these, Hector's World stands out for its emphasis on privacy, explicitly instructing students to only enter a nickname and assuring them that no personal information will be kept or requested.
This discussion on privacy leads to the concept of the "Digital Dossier," which refers to the accumulation of personal data collected as people use digital technology (Di Gennaro, 2008). In "Born Digital," Palfrey and Gasser highlight the challenge of protecting young people's privacy concerning their digital identity due to economic incentives (Palfrey and Gasser, 2008). Nevertheless, we can educate students about digital tracking and the concept of leaving a "digital footprint."
In "Lighting Lamps," Johnson advises teachers to "write assuming your boss is reading" and "gripe globally, praise locally." As educators, we must teach our students to "write assuming your parents and the world are reading" and "think globally and act cybersafely" (because they can and probably are).
For this week's blog, I decided to inquire with my colleagues about how they address the issue of intellectual property with their students.
Before delving into discussions with my colleagues, I realized the importance of having a clear understanding of what intellectual property entails. I referred to Wikipedia for a concise definition, which states that intellectual property encompasses legal property rights over creations of the mind, including both artistic and commercial endeavors (Wikipedia). Rebecca Butler in "Borrowing Media from Around the World" further elaborates on this, highlighting various categories such as copyright, patent, trademarks, trade secrets, and brand names (Butler, 2005).
Reflecting on my own practices, I acknowledged instances where I've utilized both non-copyrighted and copyrighted material in my lessons. For example, I've incorporated images from National Geographic magazines and various websites into Science and Social Studies projects for my Grade One students. While I believed these materials enhanced my students' learning experiences, recent discussions prompted me to question whether using such resources was appropriate.
To navigate this dilemma, I turned to the "Code of Best Practices in Fair Use for Media Education," which outlines three fundamental rules to follow when unsure about using someone else's material:
1. Assess the potential for excessive economic harm to the owner of the material.
2. Act reasonably and in good faith with the material.
3. Evaluate whether using the material promotes the advancement of knowledge.
While adhering to these rules provides guidance, it's crucial for educators to teach students about plagiarism and the importance of respecting intellectual property. The landscape of information sharing is evolving, and new norms are emerging. Hence, it becomes imperative to instill responsible digital citizenship in students.
Mike Ribble's "four stage framework" for teaching digital citizenship offers a valuable model for educators to incorporate media literacy education from Grade 1 to Grade 12. This framework encompasses awareness, guided practice, modeling and demonstration, and feedback and analysis. Implementing these stages allows for a comprehensive approach to teaching students about respecting intellectual property and navigating the digital world responsibly.
During discussions with my colleagues, I discovered various strategies they employ to instill the concept of intellectual property in their students. Many primary grade teachers use terms like "fair use" and "copyrighted" when incorporating images or text from the internet and print materials into classroom projects. Additionally, emphasizing the value of students' own work by referring to them as authors and illustrators fosters a sense of ownership and respect for intellectual property.
As I continue to explore ways to teach primary students about respecting intellectual property, I remain committed to following best practices and integrating ongoing discussions about responsible technology use into our curriculum. These efforts will ensure that our students become informed and ethical digital citizens.
"It is dangerously destabilizing to have half the world on the cutting edge of technology while the other half struggles on the bare edge of survival." - Bill Clinton
The stark reality of the digital divide becomes apparent when considering that while 1 in 2 Americans are online, only 1 in 250 Africans have internet access, and the United States and Canada boast more internet users than Asia, Africa, and Latin America combined (Bridges.org). However, the divide isn't limited to a global scale; it exists within our own communities and schools.
What exactly is the digital divide?
Defined as "the gap between individuals, households, businesses and geographic areas at different socio-economic levels with regard to both their opportunities to access information and communication technology (ICTs) and to their use of the Internet for a wide variety of activities" (OECD in Looker and Thiessen, 2003), the digital divide encompasses disparities in access to and utilization of information and communication technologies (Bridges.org). It affects not only socio-economic factors but also extends to minority ethnic or language groups and individuals in rural and remote regions (Looker and Thiessen, 2003).
Why is the digital divide a pertinent issue for educators today?
Drawing from personal experiences in contrasting educational settings—an urban school versus a rural one—it becomes evident that disparities in information and communication technology exist within each institution. In the rural school, although basic technology infrastructure is in place, resources are scarce, and technical support is limited. Conversely, the urban school boasts more robust technological resources and easier access to professional development opportunities.
Despite differences in access to technology between these schools, challenges persist in integrating technology effectively, particularly with Web 2.0 tools. A model presented in "Web 2.0 in Schools: Our Digital Divide is Showing" outlines four levels of influence shaping the digital divide in educational settings:
1. Access: Questions arise regarding the reliability of the school network, availability of high-speed internet, and whether all students have access to computers both in school and at home.
2. Skill: Educators must assess their own proficiency in integrating technology into lessons and consider how to continually update their knowledge and skills. Factors such as family background and rural location may impact students' technological skill levels (Looker and Thiessen, 2003).
3. Policy: Schools must establish clear acceptable use policies and ensure the effectiveness of content filters to facilitate responsible technology use.
4. Motivation: Educators' motivation to learn about and integrate technology into their teaching practices is crucial, as is their ability to inspire and support colleagues in doing the same.
Proposed solutions to bridge the digital divide include initiatives to increase computer access for students, provide online professional development opportunities for educators, foster collaboration and motivation among teachers, and celebrate technological achievements within schools.
Is the digital divide closing?
While George Sciadas in "Unveiling the Digital Divide" suggests that the digital divide is narrowing overall, challenges persist, and the focus shifts to addressing disparities between various groups rather than simply haves and have-nots. Continued efforts guided by standards for 21st-century learners offer hope for bridging the gap and fostering equitable access to technology and education.
"To not teach technology use responsibly is neglecting the charge of universal education." - Don Knezek
The Problem:
Filters are meant to safeguard school networks from malware and inappropriate content, yet their indiscriminate use can hinder users from accessing valuable educational resources and exercising critical judgment (Ryan, 2003). While filters aim to block objectionable sites, their indiscriminate approach often restricts access to legitimate educational tools such as instant messaging, YouTube, and social networking platforms like Facebook. Additionally, filtering software, primarily developed by non-educators, operates based on pre-programmed stoplists, limiting transparency and efficacy (Schrader, 1999).
Beyond filtering out clearly inappropriate content, it falls upon educators and parents to teach students responsible internet usage. Educators should vet websites before incorporating them into lessons, just as they would preview videos. While students are online, supervision is essential to foster critical thinking and discernment in evaluating online information.
Why would we need provincial ministries to create web filtering standards for schools?
The assertion made in "Patrolling Web 2.0" underscores the need for educators, not external entities, to determine appropriate online resources for students. Arbitrary policies and web standards could curtail access to valuable educational tools and impede the development of critical digital literacy skills.
Our curriculum aims to equip students with essential knowledge, skills, and attitudes for future success, including adaptability to evolving societal trends and technological advancements (Alberta Learning). Therefore, cultivating critical thinking skills and the ability to evaluate online content are paramount. Establishing clear guidelines on acceptable internet use within the school fosters a safe and supportive learning environment where students understand boundaries and consequences.
The Solution:
Enhanced professional development opportunities for teachers are essential to equip them with the skills and knowledge necessary to educate students on responsible internet use (Villano, 2008). By exploring web 2.0 tools firsthand, teachers can recognize their educational potential and leverage them as teachable moments. Familiarity with the digital landscape enables educators to guide students in navigating online resources safely and critically evaluating content. Rather than resorting to censorship, fostering responsible internet use through education empowers students to become discerning digital citizens. As Will Richardson advocates, mastery of the web comes from active engagement and usage (Richardson, 2008).
Can you remember being in elementary school, and going to the library once a week to listen to a story from the librarian and then having the opportunity look at lots of books? You knew where to find the fiction and non-fiction books and learned all about the Dewey decimal system. When you had research projects, you knew where to find the encyclopedias, (which were very heavy, with super small print), and other references that fit the topic. The library was so much fun. It is now 20 years later and as a teacher, I still take my students to the library at least once a week, and when we do research projects the students know where the non-fiction books are found. They look forward to a special story read to them, by the librarian. After 20 years, the library seems them same.
What could and should a school library, in the 21st Century, look like?
The 21st Century library or Library 2.0, as it is often referred to, "aims at making the library space (both virtual and physical) more interactive, collaborative and encourages user participation and feedback in the development and maintenance of library services" (Wikipedia). Wikipedia points the reader in the direction of Laura Cohen's Librarian's 2.0 Manifesto, which was posted in 2006. She highlights how the information culture is changing fast and that libraries need to respond positively and to be an active participant and enjoy the positive change (Cohen, 2006). Cohen's statements reflect the need for change. Joyce Valenza's "Modest Manifesto," (posted on a Wiki, and in MP3 format, a 21st Century librarian's approach), provides a much more up to date and very comprehensive vision, reflecting the need for change and the ways to accomplish that. In her statements, she describes new ways to promote reading, and includes links like playaways, and while she states that librarians should use new technology tools for learning, she includes possible tools to use, like ipods to teach reading (Valenza, 2009). She provides a powerful vision of the teacher-librarian that and makes striking statements that reflect the potential of the librarian as a key leader in schools. After I read and reread the manifesto, and explored the School Libraries Worldwide site, a few statements from Valenza's manifesto kept speaking to me throughout the readings.
"Libraries must be everywhere and librarians must teach everywhere."
The phrase from Valenza's manifesto that "libraries must be everywhere and librarians must teach everywhere," created a great image in my mind of a person with a red cape flying from classroom to classroom with a laptop in hand (Valenza, 2009). Though I know Valenza means to have a presence and teach virtually, like the library she created online and physically, within the school. As I read through Valenza and Cohen's manifestos, I imagined the 21st century library and classroom. I realized that as a result of the course I took last term, I am starting to use more 2.0 tools in the classroom, including voicethreads and wikis and other 2.0 tools, but I still have a long way to go to turn my classroom into more of a 2.0 classroom. I have included digital books like tumblebooks books to my collection of resources in the classroom and will start to use ipods as a learning tool in centers. I am not a librarian, but sharing the information I am learning and trying to encourage other teachers to try web 2.0 tools, seems essential to me.
"Evaluate, to triangulate information in all media formats"
and "make solid, careful informed decisions."
I wondered what kinds of collections and to what extent we use media formats, with her statement, "evaluate, to triangulate information in all media formats" and "make solid, careful informed decisions" (Valenza, 2009). Considering that with new and emerging literacies, students need to interact, create and participate in their learning and they need to gain an understanding that the Internet is a collection of resources from different providers and be able to critically evaluate information (Asselin and Doiron, 2008). Teachers and librarians can teach students how to search and how to locate the information they are looking for. While searching skills are important there seems to be a movement towards categorizing the information shared online. We see this with social bookmarking sites like Delicious, and the library thing, where the users tag the information so others can find it. Something that I found interesting is the concept of "Open Access." Rick Kopak suggests that a resource like "open access" would give students access to credible and up to date journals (Kopak, 2008). This seems to be another way to begin categorizing the abundant information online. Teaching students to evaluate, categorize and make careful informed decisions is another role of the teacher-librarian.
"Embrace the multi-model, media rich learning environments ."
The 21st century librarian embraces the "multi-model, media rich learning environments" and understands that "exploration and freedom are key to engaging students in virtual environments to promote independent learning" (Valenza, 2009). The challenge is to use the media tools to enrich learning in meaningful and compelling ways (Todd, 2008). To get more people on board, teacher-librarians could use the tools to interact with their colleagues and use certain tools for professional development. Teacher- librarians can use web 2.0 tools like blogger, flickr and wikis, which bring rich media together to interact with peers and globally (Naslund and Guistini, 2008). We also need to consider other virtual environments like those that we see with gaming. Gaming can influence learning as gamers use their imagination, need to problem solve and learn about leadership, competition, teamwork and collaboration (Sanford, 2008). The virtual reality game Second Life can be used to teach various skills like design, query and the evaluation information retrieval systems (Kemp and Haycok, 2008). However, do the video games such as Warcraft, Warhammer, and Guild Wars fit into the curriculum and school values? Are there other video games that would fit the curriculum? I think there is potential for Civilization and Sim City to be great extensions to learning about economic growth in Grade 9 Social Studies. Perhaps, Second Life would be a learning tool to experience what it was like to live in Renaissance Europe, which is a unit in Grade 8 Social Studies. While we embrace virtual environments and virtual learning, whether we use web 2.0 tools or virtual reality games, we also need to embrace our school vision and ensure that what we teach is within the curriculum.
The changes during the 21st Century calls for teachers and teacher-librarians to guide students to learn from a variety of sources of information, and to learn how to construct meaning in technology-charged, information-rich environments (Kuhlthau, 2007). Using Valenza's vision as a place to understand the new roles of the librarian helps us to define what we could be doing and where we should be headed. In Valenza's words, teacher-librarians "represent our brand as a 21st century information professional” (Valenza, 2009)
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