Have you ever picked up a book only to discover at some point that you’ve already read it? I keep telling myself I’m going to stay current with my Goodreads account or try to find that small journal I started several years ago to keep track of books I’ve read. The busier I get the more this task sinks to the bottom of my to-do list, but every so often something jolts me back to reality and I know I really have to get more organized with my ‘have read’ list.
I recently picked up A Tale for the Time Being by Ruth Ozeki, a mesmerizing and meditative tale of time and how we inhabit it. It wasn’t until I was close to the end of the book (about 400 pages in) that the scene where Ruth’s dog is missing and turns up under her porch stirred a distant memory and it was then I realized that I had already read this book—probably about seven years ago if my memory serves me well. Lists are great, don’t get me wrong, but I realize if I had kept that list, I probably wouldn’t have reread this book given all the others in my ‘need to read’ pile. But, oh, what I would have missed by not being immersed once again in a book that brought me so much pleasure and that I’d gladly read again.
Book lists aside, I do, however, keep a list of the professional development I attend, mostly because I like to stay abreast of trends in the field of education and librarianship, and a list helps me keep track of gaps in my knowledge and areas I want to revisit. This summer, I’ve found a number of invaluable PD opportunities that are helping me hit my professional goals for the coming year. So here’s what I’ve added to my PD list so far—perhaps you might find them helpful, as well.
How to Save Ourselves from Disinformation with The New York Times
This webinar, presented by The New York Times, was short but packed with lots of great examples students, especially older ones, will likely be able to relate to. Of particular interest is the segment, “A Conversation With Former Radicals, Caleb Cain and Caolan Robertson” that starts at 2:51 and addresses radicalization that happens through YouTube. Later in the video, comedian Sarah Silverman talks about her perspective on who to follow for the truth. You can watch the entire webinar here:
NewsLit Camp with CNN and the Wall Street Journal
At the top of my list of research skills to focus on this year will be helping my students develop the skills to discern fact from fiction, understand the role disinformation and misinformation plays in the news landscape, as well as the role journalists and a free press plays in our democracy. I attended two of The News Literacy Project’s #NewsLitCamps and found them incredibly informative. Listening to reporters from CNN and the Wall Street Journal gave me personal insight into the challenges facing journalists and the media in reporting controversial and challenging issues. As part of the #NewsLitCamps, the NLP provides participants with an overwhelming array of resources to help put together a meaningful unit on this topic.
In addition to their outreach programming, they are the creators of Checkology, interactive lessons to test your students’ knowledge and understanding of what makes a source credible. These lessons help students develop skills to evaluate reliable sources and information and allow them (and you) to chart their progress. Last year I used their Checkology platform in my New Student Seminar and found the options to have students either work independently or as a group on their tutorials added to its functionality and allowed me to adapt assignments based on what we were covering or was happening in the news at the time. I’m pleased to see they have added a new lesson on Conspiratorial Thinking. Checkology is free and has lots of wonderful educator resources, including their weekly newsletter, The Sift, to keep you up-to-date on relevant media news along with examples of recent misinformation and resources to get the conversation going with your students.They also will connect you with a journalist for a virtual or in-person visit – check out their Newsroom-to-Classroom resources for more information.
Designing for Equity | The Global Online Academy
While my school will be back fully in person next year, I love the flexibility of creating hybrid lessons that I can use to support all of my students. Last year I took part in GOA’s Design Bootcamp and this year I continued with their free Designing for Equity five-day course. Each day we explored ways to disrupt, design, and discuss key elements essential to equitable design: Community, Content, Assessment, and Grading. We explored first-hand accounts, heard teacher and student voices and discussed ways to create a learning environment where all of our students feel welcome and one that encourages them to feel that they belong. I found the resources on grading for equity challenged me to think about what that assigned number really means—to me and especially to my students. I would encourage anyone who struggles with the concept and process of grading to check out Joe Friedman’s Grading for Equity. Readings from it have encouraged me to think more deeply about my grades and evaluate if they: 1) describe a S’s level of mastery, 2) evaluate Ss based on their knowledge, not their environment, history, or behavior, 3) support hope and a growth mindset, and 4) ‘lift the veil’ on how to succeed. Numbers three and four resonate with me as my goals for my students include helping them develop a sense of agency over their own learning and belief in themselves that they are capable of succeeding. This course left me with an extensive reading list which I plan to add to our Race, Racism, and Anti-Racism guide, so stay tuned if you’re interested in exploring more.
ThinkerAnalytix: How We Argue
The homepage on ThinkerAnalytix says it all:
ThinkerAnalytix has partnered with the Harvard Department of Philosophy to help students develop logical thinking skills through the use of argument mapping using the interactive platform Mindmup Atlas. ThinkerAnalytix offers a subscription-based course which a number of our member independent schools use, but there are also lots of free interactive puzzles/ argument maps (referred to as ‘toy arguments’) that you can use to help students master critical thinking skills, effectively communicate their independently formed ideas, and engage in productive discussions taking into account opposing points of view. This two-day workshop was truly inspiring as the sessions were run by teachers at the middle, secondary and university level who currently incorporate argument mapping into their curriculum. Many of the presenters were philosophy majors or faculty who taught philosophy courses and possessed strong argumentation skills. Listening to them makes me regret not having taken any philosophy courses in college—something all of our students would benefit from, as well. I could also see this being a useful complement to the question formulation technique (QFT) I explored in the Right Question Institute’s course on Teaching Students to Ask their Own Primary Source Questions, which I’ll save for another post.
AISL Summer Institute 2021: Incubating Creativity
Last, but definitely not least, my favorite PD this summer was our own AISL Summer Institute 2021: Incubating Creativity hosted by Melinda Holmes at Darlington School, Rome, GA and facilitated by the authors of the book of the same name, Incubating Creativity at Your Library, Laura Damon-Moore and Erinn Batykefer. While I learned so much from the other PD I did this summer, I think you all can relate to the challenge of being a librarian in a sea of teachers. I’m approaching the learning primarily from the POV of how I can use this knowledge to collaborate with teachers on these skills, while their focus is on how they can incorporate the skills into their curriculum. It’s definitely given me insight into how I might approach future collaborations.
That said, the Summer Institute is great because as colleagues from an academic perspective, we share similar goals to more fully integrate our library program into the curriculum and the academic life of the school. I loved hearing what other folks were doing and appreciated the care that Melinda put into the structure of the day. Although it was virtual, between content sessions we had the opportunity to do stretching with Kate Grantham, slow drawing with Lisa Elchuk, and book art with Michael Jacobs who makes amazing book art for the Darlington School. During the content sessions we explored how we might bring creative programming into our ongoing library programs. I feel blessed to be part of such a creative, committed group of librarians. I’ll leave you with a sampling of some of the brainstorming/planning we accomplished individually and collaboratively.
If, like me, you find yourself having to explain why you’re spending so much of your time off actually enjoying a deep dive into PD this summer, perhaps edX will help—their motto is: “Restless learners change the world” (or at least our little corner of it).
Note: For those of you concerned that all I’m doing is professional development this summer, I would like to put your mind at ease. I have been indulging my newly found love of growing Dahlias, introduced to me by a colleague at work (thanks, Rebecca!). This is my third summer growing them and I’m just beginning to feel like I know what I’m doing. Each year, I learn a little bit more about how to care for them so they can be their best, most beautiful selves. Here are a few blooms from last summer to provide inspiration to my current plants, who hopefully will get the hint and start blooming any week now.
Here’s hoping everyone has a restful, growthful summer!