Digital Badges for Professional Development: Meeting the Evolving Needs of Library Personnel with the CLA School Library Standards
Notice bibliographique
Résumé
Sandra Bebbington, MISProject Leader: Digital Citizenship, Information Literacy and School Libraries. Quebec School Librarians Network (QSLiN). Ministere de l'Education-Direction des services a la communaute anglophone. Quebecsandra.bebbington@education.gouv.qc.caEllen Goldfinch, MLSCollaborator: Information Literacy and School Libraries. Quebec School Librarians Network (QSLiN). Ministere de l'Education-Direction des services a la communaute anglophone. Quebecellen.goldfinch@education.gouv.gc.caJulian Taylor, MLISCollaborator: Digital Citizenship, Information Literacy and School Libraries. Quebec School Librarians Network (QSLiN). Ministere de l'Education-Direction des services a la communaute anglophone. Quebecjulian.taylor@education.gouv.qc.caIntroductionHaving innovative and up-to-date school libraries has been increasingly important, as education has evolved exponentially over the past few decades. While there is a myriad of studies that show evidence of the importance of school libraries' impact on student achievement (Lance & Hofschire, 2012; Barak, 2012; Haycock, 2011, Oberg, 2011), remaining valuable and relevant to the school community is essential to the school library's survival. Having qualified up-to-date library personnel is an essential piece of the puzzle if we want engaging library programs and effective library spaces. According to Fields (2015), adaptation is the key to remaining relevant in this quickly evolving profession. To be able to adapt, opportunities in new competencies must be made visible (Fields, 2015, p. 1). This can be difficult in the world of education, as teaching and learning strategies are constantly changing. school library staff, we are strategically positioned to make a difference in the school dynamic. According to Marge Cox (2015), As school library professionals, we have the wonderful opportunity to work with the entire staff. This circumstance provides us with the chance to get to know them better than most of the other staff members do. We can help set the tone for the (p.48). Two of the greatest barriers to receiving professional development are time and money (Bellardo-Hahn & Lester, 2012). Creating opportunities for professional development that are economical (or free) and flexible can potentially increase the number of participants seeking new professional learning opportunities. Online learning programs that incorporate digital badges can help fill this need.This article looks at how the Canadian Library Association (CLA) has made the competencies for school librarianship more standardized and visible, and how a group of librarians in Quebec has made efforts to adapt these competencies into a userfriendly, free and accessible form of professional development. We will discuss the process by which QSLiN undertook to incorporate digital badges as a component of our professional development initiatives as well as our desire to see our school libraries evolve into a ubiquitous part of every school. This is the first phase of a pilot project that will allow us to assess the success of our initiative and make any necessary changes before we begin to incorporate the badges into other areas of QSLiN's professional development program.Canadian School Library StandardsThe CLA published their innovative and much anticipated guide for school libraries in May 2014. This document, titled Leading Learning, is a comprehensive guide that discusses how the school library can evolve into a dynamic Library Learning Commons (LLC). These standards have created a pathway by which school library personnel can work to improve their libraries. This publication is a godsend to anyone working in school libraries as it covers every facet of the library, for example, library design, collection development and literacy. It also includes a variety of resources, links, templates and examples to help library personnel improve their school library and better support the 21st century learner. …
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,013 | 0,020 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,002 | 0,003 |
| Études des sciences et des technologies | 0,018 | 0,006 |
| Communication savante | 0,019 | 0,010 |
| Science ouverte | 0,003 | 0,012 |
| Intégrité de la recherche | 0,005 | 0,006 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,039 | 0,011 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».