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| Biblioteca Laredo |
Uma leitura inspiradora
Soffiato, Donatella Lombello Biblioteche scolastiche al tempo del digitale / Donatella Lombello SoffiatoResumo:
; Mario Priore ; col. Anna Cristini, Luisa Marcquardt, Antonella De Robbio. - 1ª
ed. - Milano Editrice Bibliografica : 2018. - 1 v. - (Biblioteconomia e scienza
dell'informazione ; 17). - Bibliografia. - ISBN 978-88-7075-996-9
Leitura e escrita tradicionais e digitais, produção de conteúdos informativos e narrativas híbridas, information and reading literacy, digital lending: como muda o papel da biblioteca escolar na era da internet, para responder aos novos desafios educativos, entre aulas aumentadas, turmas decompostas, e flipped classroom?
No espaço educativo da escola, transforma-se o paradigma da abordagem ao saber e à literatura. Novas modalidades didático-metodológicas, entre a leitura "potenciada", ou partilhada na web, digital storytelling, e os testes lineares-sequenciais, permitem aos nossos alunos saber conjugar, nas soluções dos problemas do conhecimento e também a capacidade de interpretar as páginas literárias tempos contraídos e fragmentados da rede, com o tempo - offline - mais distendido da reflexão e da elaboração, pessoal e colectiva.
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Fonte
da imagem: http://goo.gl/GJKHzD
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| Logo Recursos Educativos Abertos tecnologias e aprendizagem em rede (Portugal, 2013) |
RESEARCH (2012) CONCLUSIONThis study adds to the evidence that all K–12 students need and deserve quality school library programs with full-time certified staff. Students are more likely to succeed when they have library programs that are well staffed, well funded, technologically well equipped, well stocked, and more accessible. And, the neediest learners may benefit the most from trained librarians and quality library programs.However, much work still needs to be done to use this research to reach influential stakeholders who control the future of school library programs and their staffing. While many states are pursuing state reforms and regulations, this doesn’t negate the role of the individual school librarian to learn and share these findings locally. Everyone needs to nurture library champions who will defend the position that all K–12 school students need and deserve full-time school librarians and well-resourced school libraries in order to develop the skills needed to be productive in the 21st century.
Actually, there are two points that I saw in the article which highlight ‘some of the activities of librarians do within their schools to make these students perform so much better in school’ as you requested.- teaching the Standards for the 21st-Century Learner, and- teaching inquiry-based learning.You can see the information in the section titled “The role of the school library program and academic standards”. The information mentions “dramatically higher scores” and students being less likely to score below basic.Also, I think you are correct that the “cataloging and shelving” activities you mention do not make the difference in student achievement. That is probably why schools where the full-time librarians have support staff do better than where there is no support staff (because the support staff would be doing the cataloging and shelving type activities and the librarian would be spending more of his/her time teaching the 21st century skills and inquiry-based learning activities that make the difference).
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| Imagem daqui. The Learning commons, Scott Library Deitar abaixo paredes físicas e, ou, de funcionamento, e alargar as condições de privacidade ao mesmo tempo que se enriquecem os meios para a convivência e a colaboroação |
Múltiplas
Funções numa Área Comum de Aprendizagens
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Biblioteca Tradicional
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Biblioteca Virtual
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Construção de Conhecimento
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Desenvolvimento sustentável da Escola
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"Pour B. Devauchelle (2012), ces perspectives pourraient trouver leur place dans des « maisons de la connaissance », des lieux ouverts et modulables qui permettraient d’accéder aux savoirs à l’école comme on y accède aujourd’hui hors l’école. Des maisons de la connaissance qui favoriseraient les tâches de recherche et de gestion intelligente des contenus, plutôt que les opérations de mémoire basées sur l’accumulation de ces contenus, aujourd’hui obsolètes.Des maisons de la connaissance qui donneraient une vraie chance à la personnalisation des apprentissages, qui miseraient sur les savoirs partagés et soutiendraient l’essor d’une culture de la collaboration qui fait tellement défaut dans les écoles françaises. Des maisons de la connaissance qui conduiraient à repenser l’organisation scolaire et à faire des établissements des lieux de décloisonnement des savoirs. "
ENDRIZZI, Laure. Jeunesse 2.0 : les pratiques relationnelles au coeur des média sociaux. in Dossier d'actualité veille et analyses / IFÉ Institut Français de l'Éducation. Nº 71 (Fev. 2012), p.21 [destaques meus]
