The way students of the new "Net Generation" think and find, view, manipulate, process and use information has dramatically changed from the previous generation. While multitasking, they mentally and physically interact with their world on a daily basis. In creating library programs to address these students, it is important to define what their needs are, restructure the delivery of instruction according to those needs, incorporate a flexible library schedule with open access to address point of need access, learn and offer new technologies(!) in tandem with the classroom teachers, create and sustain remote online access creating a virtual library for anytime access, assure the freedom of the librarian to sustain a leadership role in the library program through adequate library staffing, and transform existing library buildings to meet the technological needs of these students. If the librarian can be the “go to” person in the building for supporting Web 2.0+ technologies, the library remains the information-rich learning hub of the school.I like David Warlick's 10 step method for integrating oneself into 21st C. thinking and self-development as an educator. Our community of learners on the 2.0 playground this summer is a prime example of teachers/librarians who want to learn how to reach/teach/inspire/facilitate the digital natives we are given the opportunity to come into contact with each year. The digital language we are learning to speak requires networking/sharing with peers and maximum technology support. The final step in our journey is sharing successes with our uninformed (and possibly technophobic!) colleagues and “inviting them into the conversation,” so that they can develop an interest in joining the ranks of the digitally literate life-long learners.
I ran across this video when checking out TeacherTube. It is a “top rated” and “most viewed” video on the site. I can see why. It speaks loudly as to why we must continue to transform our teaching and evolve as educators.
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