Actionbound at School: An Introduction to Library Use with Apps & Co.
Notice bibliographique
Résumé
IntroductionEven the best school library will become deserted if students are not introduced systematically to its usage and the resulting opportunities to improve and strengthen their reading competency. It is the school librarian's responsibility to support students' development towards becoming proficient researchers, to provide targeted assignments to facilitate the discovery of information, and to kindle or expand their enjoyment of the library at the same time (Suhl-Strohmenger, 2012, p. 151).School librarians work at the intersection of administration and services, technical support, and teaching. I worked as the director of a multimedia library at a vocational college (Berufskolleg) in North Rhine-Westphalia for 12 years. I considered it my responsibility to contribute to and expand our students' information literacy, starting with introducing all incoming students to the services and to the staff of the school library. I believe that this is the foundation on which everything else is built. It was a great feat of strength, given that there were up to 1000 students each year and I was the only full-time employee.I constantly tried to optimize this task in terms of organization and didactic approach. I learned early on that as a librarian, I quickly gained professional authority in the eyes of our young adult target groups when they realized that I was able to use new media confidently and was not just an old-timey bookworm. It was therefore an obvious idea to increase the integration of mobile devices into learning activities, and to turn this into a project for my coursework on didactics (Educational Media) at the Learning Lab of the University of Duisburg-Essen.In addition, in early 2015 I received an inquiry from the Media Advisory Center North Rhine-Westphalia (Medienberatung Nordrhein-Westfalen), which was looking for pilot projects for an app for educational scavenger hunts that was in development. In return, they offered guidance for the development of the scavenger hunt. This seemed ideal for my purposes. I also hoped to gain additional insights on BYOD (Bring Your Own Device) teaching models for myself and for the school. For these reasons, I decided to use the app BIPARCOURS (or rather its predecessor, Actionbound, as BIPARCOURS had not yet been published) in order to implement a mobile-device supported introduction to library use for incoming students.Aspects of designing a mobile-device supported educational programPrior to implementing this type of educational program, thoughtful planning and a thorough analysis of existing resources and goals are indispensable. At a minimum, they should include the following aspects, which will be discussed below:1. Program objectives2. Target groups3. Market analysis4. Existing resources5. Learning/teaching objectives6. Effects of device-supported learning7. Organization and timetable8. Potential analysis1.Educational goals and objectivesPossible goals of the use of digital in educational programs include: image enhancement; reduced workload; conservation of resources; feedback, etc. The specific objectives for the scavenger hunt app at our vocational college are discussed below.The main educational goal was the introduction of around 40 incoming classes per year to the school center. These introductory sessions need to happen during the first few weeks of the school year, so that individual students, classes and small groups, can subsequently use the library.The main goal of the introductory session is to convey to the students that the school library - and libraries in general - is a pleasant and helpful place, to introduce them to the staff, and to lower psychological barriers around libraries as an institution. Basic rules of usage and why they exist are also introduced in a focused manner, so that they do not need to be explained to individual students and discussed repeatedly. …
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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 | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,003 | 0,002 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,006 | 0,010 |
| Science ouverte | 0,001 | 0,005 |
| Intégrité de la recherche | 0,003 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,107 | 0,067 |
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 ».