Cybrarian

QUESTION : CAN THE FOLLOWING ALSO BE APPLIED FOR MUTUAL EMPOWERMENT ?

CYBRARIANS² ? , in a Peer to Peer , Connectivist Approach  ? With no " Masters" , no " Students " , only "Mutual Learners" through "Learning Opportunities"

also see : Boundary Spanner

Librarians Evolving into Cybrarians

Cybrarians and P2P Paradigm

Interview with Michel Bauwens , by Richard Poynder

http://poynder.blogspot.com/2006/09/p2p-blueprint-for-future.html

extract :

Michel Bauwens: Certainly some credit me with the invention of the cybrarian concept, although I'm not sure that that is strictly correct — often new terms are independently coined by different people as and when new technology creates the need for them.

Cybrarian at Schools

http://www.infotoday.com/MMSchools/mar00/murray.htm

by Janet Murray Information Specialist • Nile C. Kinnick High School • Yokosuka, Japan MultiMedia Schools • March/April 2000

New Roles for Librarians

• Navigator: Learn to navigate and effectively search the Internet.

• Teacher and Collaborator: Collaborate with teachers to design and implement authentic learning activities that utilize Internet resources.

• Evaluator: Develop evaluation tools and actively integrate evaluation into the curriculum.

• Publisher: Create resource guides that assist students, teachers, administrators, and parents to find quality Internet sites that are relevant to the curriculum.

• Program Administrator: Work collaboratively with members of the learning community to develop program policies related to Internet use.

• Staff Developer: Take a lead role in teaching faculty and administration to use the Internet effectively and to integrate Internet use into the curriculum.

• Family Resource: Promote positive and creative uses of the Internet to families.

Big 6

http://www.janetsinfo.com/big6info.htm

http://www.big6.com/showarticle.php?id=175

   * Big6 Step 1. Task Definition: 

ISTE NETS expects students to “use technology resources for solving problems and making informed decisions.” Students (and even some adults) often need to be persuaded that information processing and problem-solving strategies are a skill they will need throughout their lives. I use examples like buying a car or choosing a college to establish the importance of learning these skills.

   * Big6 Step 2. Information Seeking Strategies: 

ISTE NETS expects students to “evaluate and select new information resources . . . based on [their] appropriateness for specific tasks.” Students typically think the Internet has all the answers, but may become frustrated at their inability to instantly locate pertinent information by typing a word or two into Yahoo. I encourage students to use a subject directory that arranges relevant, reliable sites hierarchically by subject. We also spend time evaluating Web sites for authority, accuracy, currency, relevance and objectivity.

   * Big6 Step 3. Location and Access: 

ISTE NETS expects students to “use technology to locate, evaluate, and collect information from a variety of sources.” Understanding how search engines work, and how they differ from subject directories, helps students search more efficiently and effectively. I encourage students to search using synonyms and related topics, to compare the results of the same search in different search engines, and to use Boolean logic to refine their searches.

   * Big6 Step 4. Use of Information: 

ISTE NETS expects students to “practice responsible use of technology systems, information, and software.” In addition to citing their sources, I encourage them to analyze sources for objectivity by identifying the sponsoring organization and comparing the information retrieved to that found in another source.

   * Big6 Step 5. Synthesis: 

ISTE NETS expects students to “use a variety of media and formats to communicate information and ideas effectively to multiple audiences.” I encourage teachers to consider alternatives to the traditional research paper. PowerPoint presentations and Web pages require students to synthesize their information by using a minimum number of words for their maximum informational impact. WebQuests can also be effective synthesizing tools when students are researching authentic, challenging tasks that may have multiple points of view and no prescribed answers.

   * Big6 Step 6. Evaluation: 

ISTE NETS expects students to “use technology tools to enhance learning, increase productivity, and promote creativity.” At the end of every Big6 experience, students must evaluate both their product and their process. Did the use of technology enhance their learning experience? Did they use technology to create their product?

Using a matrix that correlates the Big6 skills with national standards helps me guide my students and teachers toward achieving those standards while using the Internet for research. Future columns will focus on using each of the Big6 skills in the context of library research.

ISTE - NETS

The National Educational Technology Standards (NETS) Project is an ongoing initiative of the International Society for Technology in Education (ISTE)

The primary goal of the ISTE NETS Project is to enable stakeholders in PreK-12 education to develop national standards for educational uses of technology that facilitate school improvement in the United States. The NETS Project will work to define standards for students, integrating curriculum technology, technology support, and standards for student assessment and evaluation of technology use.

http://cnets.iste.org/students/s_stands.html

Technology Foundation Standards for All Students

The technology foundation standards for students are divided into six broad categories. Standards within each category are to be introduced, reinforced, and mastered by students. These categories provide a framework for linking performance indicators within the Profiles for Technology Literate Students to the standards. Teachers can use these standards and profiles as guidelines for planning technology-based activities in which students achieve success in learning, communication, and life skills.

Technology Foundation Standards for Students

  1. Basic operations and concepts
         * Students demonstrate a sound understanding of the nature and operation of technology systems.
         * Students are proficient in the use of technology. 

  2. Social, ethical, and human issues
         * Students understand the ethical, cultural, and societal issues related to technology.
         * Students practice responsible use of technology systems, information, and software.
         * Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. 

  3. Technology productivity tools
         * Students use technology tools to enhance learning, increase productivity, and promote creativity.
         * Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. 

  4. Technology communications tools
         * Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
         * Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 

  5. Technology research tools
         * Students use technology to locate, evaluate, and collect information from a variety of sources.
         * Students use technology tools to process data and report results.
         * Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks. 

  6. Technology problem-solving and decision-making tools
         * Students use technology resources for solving problems and making informed decisions.
         * Students employ technology in the development of strategies for solving problems in the real world.