Beth Mashburn

Article Summaries and Critiques

Digital Learning Environments
September 8, 2014

Beth Mashburn
Article Summaries and Critiques
September 8, 2014

Bliss, L., Cronin, B, & Salem, L. (2012). Smarter together: Collaborative tablet communities on
campus and reference services innovation. Library Technology Reports, 48(8), 17-21.
Retrieved from
http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=12&sid=11da087d-3773-4a74-
a6db-b011d7256687%40sessionmgr4001&hid=4205
Professional Practice
This article is about a group of reference librarians at San Diego State University who
created a Library Tablet User Community in order to master using a tablet and to see how they
could use the tablets to enhance their library program. The group wrote a proposal and was
awarded the tablets (iPads) and they met weekly to use them and learn to become experts at
using them. They brainstormed and helped each other master the tablets. As a result, they
became more comfortable and confident when talking with students about mobile learning apps.
They did realize, however, that less students had tablets than had smartphones and laptops. This
led the group to reevaluate how they would improve library services to reach all library users.
This article was very inspiring. I think it is great that these librarians wanted to master
the tablet to be able to help their patrons be able to use them more in their library. It is a good
start, but I do see that it is more likely that students would have a smart phone than a tablet. It
was good that they did find that some library services could be accessed with a smart phone, too.
They can use the knowledge they gained from mastering the iPads to enhance the services
provided by their library. The article is useful to library personnel or anyone wanting to connect
with their students.

Beth Mashburn
Article Summaries and Critiques
September 8, 2014

Gilcreast, J. (2014). From drab to fab: The tale of a crafty librarian and her quest to create a 21
st

century learning environment. Knowledge Quest, 42(4), 38-43. Retrieved from
http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=2657f7b5-2460-472c-ab0e-
421a30f3f467%40sessionmgr111&vid=4&hid=110
Professional Practice
This article is a synopsis of what a first year librarian did to transform her boring,
outdated library into a 21
st
century learning environment. Each year, she focused on certain
aspects of the library and transformed that part. The first year, she focused on weeding,
rearranging the physical space, building relationships within the school, and grant writing (from
which she was able to buy new books and a SMART Board). The second year she continued
weeding, provided teachers with professional development (mainly focused on the SMART
Board), wrote another grant, and added multicultural books to the collection. The third year she
wrote another grant and was able to buy new technology for the library (Flip Cams, software,
and a digital camera). By the fourth year, she was able to convince the principal to let her
transform a room adjacent to the library into a computer lab to be able to teach students 21
st

century technology skills. The sixth year, she focused on staff professional development, school-
wide literacy events, and rearranging how the books were shelved. Basically, by breaking the
large task into many small parts, she was able to create a technology-driven library for her
students and teachers.
I loved reading this article! The author did a great job of breaking down what she did
each year to improve her library. I think this article is helpful to any media specialist, new or
seasoned, who wants to make their library a central hub of the school. I like the point she makes
that the librarian should observe and see how the library is used and how it needs to be changed
to meet the needs of the students and teachers. Libraries are not just a place to go to check out
books; a library filled with technology can be such a useful resource for the entire school. I will
definitely use some of her suggestions when I become a media specialist.

Beth Mashburn
Article Summaries and Critiques
September 8, 2014

Himes, D., Pugach, M., & Staples, A. (2005). Rethinking the technology integration challenge:
Cases from three urban elementary schools. Journal of Research on Technology
Education, (37)3, 285-311. Retrieved from
http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=e1990023-e27c-480a-b2f4-
5660c3c0a0aa%40sessionmgr111&vid=8&hid=106
Research
This article was a qualitative research study examining how a similar set of technology
resources were put into use at three different elementary schools over the course of three years.
The technology was funded through a grant from the U.S. Department of Education. Schools
were given a certain amount of money to fund a technology specialist and to improve technology
within the schools. The outcomes of each school depended on how the principal viewed the
technology integration, if the technology integration aligned with the curriculum or if it was just
an add-on, how technologically savvy the teachers were or were willing to become, and if the
technology integration projects created by students were displayed for the public to see or not.
Outcomes were better if the principal was enthusiastic and open to suggestions about the new
technology, if it aligned with the curriculum, if teachers were willing to use the technology more
and learn it, and if student projects were displayed.
This article makes some good points about integrating technology into schools. All the
schools used for this study were low-income and more than 80% African-American. I do not
know if it would change the outcomes, but I would have liked to have seen more variety in the
schools that were used for the study. Also, only elementary schools were used. It may have
been beneficial to study middle and high schools, too. I think, too, if the schools were given
better guidance on how to use the funds, we may have seen a better outcome. For instance, if
the schools were given guidelines on what credentials the technology specialist had to have,
instead of letting them give just anyone the job. Two of the schools just moved a current teacher
into the role of technology specialist. Also, if schools were given better guidelines on what
hardware and software would be most beneficial, we may have seen better outcomes. For the
most part, I thought this article was a good read, and good for seeing some mistakes to avoid
when integrating technology into a school.
Beth Mashburn
Article Summaries and Critiques
September 8, 2014

Jacobs-Israel, M. & Moorefield-Lang, H. (2013). Redefining technology in libraries and schools.
Teacher Librarian, 41(2), 16-18. Retrieved from
http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=18ec522d-49c1-46cd-8cd0-
52385a94d231%40sessionmgr4002&vid=5&hid=4105
Theory into practice
This article discusses the American Association of School Librarians (AASL) Best Apps,
Best Websites, and the Substitution Augmentation Modification Redefinition (SAMR) Model.
In 2009, the AASL presented its first list of free, user-friendly websites that are useful in
collaboration and creativity. In 2013, the AASL presented the Best Apps for Teaching and
Learning. These lists are updated every year. The article also talks about the SAMR model,
which was developed by Ruben R. Puentedura to help librarians and others to measure at what
level they are using technology in their teaching. Substitution is the first level and it entails
simply replacing one type of technology with another, with no improvement. Augmentation is
the next level and here one type of technology substitutes another, with some type of
improvement. The third level is Modification and here, technology is used for task and idea
redesign. The final and highest level is Redefinition and this is when technology is used in the
creation of new tasks and ideas.
I enjoyed reading about the SAMR model and the AASL Best Websites and Best Apps.
Before I read this article, I had never heard of any of this. This is useful for media specialists or
any educator who uses technology to stay updated on the latest, greatest apps and websites, and
the model is very useful to measure the level the technology is being used. It is not enough to
simply be using technology, but we need to stay updated and make sure we are using the
technology to its fullest potential.

Beth Mashburn
Article Summaries and Critiques
September 8, 2014

Johnson, D. & Lagarde, J. (2014). Why do I still need a library when I have one in my pocket?
Teacher Librarian, 41(5), 40-44. Retrieved from
http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=2&sid=e83c910f-1026-405c-
961b-1f01e326b006%40sessionmgr4003&hid=4208
Professional Practice
This article discusses how libraries and librarians need to evolve with the initiatives for
every child to have an internet-connected device at their fingertips. It discusses not only how the
librarians role has to change, but also how the physical space of the library has to change. It
tells how libraries should no longer be just a warehouse for books, but they should be student-
centered, collaborative workspaces. The spaces should be technology-filled, and librarians need
to be able to help patrons with this technology. More electrical outlets are needed for charging
devices, better lighting is required to reduce screen glare, and places for laptops to be
comfortably worked on are needed. Spaces need to be made for student created work to be made
and displayed, and the proper technology to create should be made available in those spaces.
The collection should include many formats, not only print, but digital as well. Librarians should
be curating digital resources for students and faculty through web-based curation tools.
This article is a good read for librarians who want to know how to make themselves
needed in todays schools. I agree with all the points made, especially about modern librarians
needing to be the go-to people for technology help. Also, the article gives good ideas for
thinking about the physical space of the library. That could be useful when a library is being
redesigned or a new one is being built. Designers need to ensure that there are plenty of
electrical outlets in convenient spaces, there is good lighting, and that the furniture is useful to
what the patrons need it for.

Beth Mashburn
Article Summaries and Critiques
September 8, 2014

Jones, K., Klatt, H., Russell, E., Sobolik, J., Thompson, D., & Wieczorek, S. (2014). Exciting
times: A transformation of media centers, media specialists, and learning. Teacher
Librarian, 41(4), 21-25. Retrieved from
http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=2657f7b5-2460-472c-ab0e-
421a30f3f467%40sessionmgr111&vid=11&hid=110
Professional Practice
This article discusses what Kettle Moraine School District in southeast Wisconsin has
done to retain library media specialists and to develop their role. Their vision is Learning
without Boundaries and their main focus is personalized learning. They have a media specialist
in each of the schools in the district and each school is being suited to the people who use it.
They are creating open, flexible spaces available for collaboration and creating. At one of the
schools, they have a self-checkout system. Also, to increase the digital presence, if students have
access to the internet, they can access and download books and research through the library.
They are in the process of developing a virtual collection, where students can access e-books,
audiobooks, and digital databases. The article discusses how they are integrating more
technology to help students learn and create. They have incorporated Google Apps for
Education and Makerspace, collaborated with teachers to curate and share resources digitally,
and they allow students to publish learning projects onto digital portfolios. They hope that more
districts will follow their example of this transformation to digital citizenship.
This article is useful to school districts and can help them understand that the role of the
media specialist is changing and our libraries should reflect that. This is a good article to show
districts that skilled media specialists are really needed in our school systems today. I like the
way they discuss personalized learning and how students can take ownership of their learning. I
also like the idea of students creating digital portfolios. Personally, I have a 1st grader who does
not like school, but he loves his iPod, iPad, and computer. I think that if he were allowed to use
these tools at school to personalize his learning, he may be more engaged.

Beth Mashburn
Article Summaries and Critiques
September 8, 2014

Lamb, A. (2011). Bursting with potential: Mixing a media specialists palette. TechTrends,
55(4), 27-36. doi: 10.1007/s11528-011-0509-3
Professional Practice
This article discusses what media specialists need to know and do to be effective in
todays schools. First, they need to have the skills to communicate with everyone, from the
youngest patrons to the school administration. They should be able to communicate not only
face to face, but electronically also. Todays media specialists need to be able to administer
programs and prioritize. They need to be lifelong learners and understand how others learn and
integrate technology into the curriculum. They must know what to do with and where to find
information, whether it is print or electronic. They must use technology in solving problems,
getting information, and creating products, and they must be able to teach others how to use that
technology and integrate it into the curriculum. Finally, they need to use physical spaces and
virtual spaces for learning support.
This article is useful to any person who is or may become a media specialist who wants
to learn to be as effective as possible. The roles of the media specialist are changing and
technology plays a big part in that change. I would have liked for the author to discuss more
about what kinds of technology is most useful in collaborating with teachers. I did find the
article useful and enlightening.

Beth Mashburn
Article Summaries and Critiques
September 8, 2014

Piazza, S. (2001). The teacher-librarian as collaborative partner. Teacher Librarian, 28(4), 31-
34. Retrieved from http://eds.a.ebscohost.com/eds/delivery?sid=91bf4a87-a0ac-4675-
b771-
b201ccd82ba4%40sessionmgr4002&vid=16&hid=4105&ReturnUrl=http%3a%2f%2feds
.a.ebscohost.com%2feds%2fdetail%2fdetail%3fsid%3d91bf4a87-a0ac-4675-b771-
b201ccd82ba4%40sessionmgr4002%26vid%3d15%26hid%3d4105%26bdata%3dJnNpd
GU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d
Theory into Practice
This article discusses the concept of teachers needing funds of knowledge about their
students to be able to teach each student effectively. It also discusses the concept of classrooms
being a community of learners. Student success depends partly on their home and school
being connected somehow. With so many diverse home lives, though, it is sometimes difficult
for teachers to connect home and school. The PhOLKS Project allowed teachers and teacher-
librarians to learn about students home lives by sending cameras home with students and
allowing them to take pictures of things around their homes and communities that are important
to them. Once they took the pictures, the teachers developed them, and students were able to
create projects that could be shared with the class. They found that this project helped the
teachers and teacher-librarians learn a lot about their students that they would not have known
otherwise.
This article is useful to any school personnel who want to learn more about the
backgrounds of their students. This study is a little dated, but the underlying themes can still be
useful today. Where this study used 35mm cameras and film, students today could use digital
cameras, or even a smart phone or iPod to either take pictures or make videos of their homes and
communities. It is true that homes and schools need a connection in order for students to be
successful. Today there are a lot of choices of technology and web tools that could be used to
create wonderful projects for students to share to create a connected community of learners.

Beth Mashburn
Article Summaries and Critiques
September 8, 2014

Winn, M.F. (2013). Student perceptions of technology in the classroom: A faculty and student
collaboration. The Researcher: An Interdisciplinary Journal, 26(3), 21-33. Retrieved
from http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?sid=18ec522d-49c1-46cd-
8cd0-52385a94d231%40sessionmgr4002&vid=9&hid=4105
Research
This is a qualitative research study on what students think about technology in the
classroom. A college professor was perplexed at the lack of enthusiasm in his students and the
feeling he had missed something when he had brought all kinds of technology into the course he
was teaching. He decided to ask students their perceptions of technology for learning. He
surveyed his current students. He learned that students like visuals to enhance lectures, want
social media to be incorporated into the classroom, and that though most do, not all students
want a lot of technology in the classroom.
A problem with this study was that not many students completed the survey, even though
the professor offered extra credit for doing so. It may have been more useful to survey other
peoples students or past students, so that the current students did not have to fear that their grade
could be affected by how they answered the survey. I do think it is useful to survey students to
see what they want in the classroom. I found it interesting that not all students want a lot of
technology integrated into their learning. I think this could be because of a lack of confidence in
understanding technology. Any type of educator would benefit from surveying their students to
see what they need and how they learn best instead of just assuming.

Beth Mashburn
Article Summaries and Critiques
September 8, 2014

Woodward, T. (2012). Now is the time: Embrace communication media and data use.
Knowledge Quest, 40(3), 58-61. Retrieved from
http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=2657f7b5-2460-472c-ab0e-
421a30f3f467%40sessionmgr111&vid=8&hid=110
Professional Practice
This article discusses the evolving school library and changing role of the school
librarian. Some of the points discussed are books becoming digital, the growth of online K-12
education, research and information fluency being integrated into the core curriculum, and
budgets shrinking and rising testing pressures. Librarians are given suggestions by the author of
things to focus on as the role of the librarian changes. Suggestions include team teaching to
ensure teachers know the importance of library skills in the curriculum, embracing technology
like Twitter and SMS to communicate with students so that school librarians can be accessible
whenever and wherever the students are, and using data more ways than just the traditional ones.
I think this article is useful to media specialists because it gives them information about
how things in the library are changing and suggestions about how to change, too. I think some
old school librarians still believe that the library is just a place to check out books. With so much
becoming digital now, there is a shift in the role of the librarian. Unfortunately, in some districts
(like mine) media specialists are not being replaced when they retire. I can see why people may
think media specialists arent needed if they are not showing the school that they are
indispensable. It is unfortunate that some media specialists do not embrace technology and
integrate it into student learning. This article does a good job of giving a few suggestions of
things to think about as the role of the librarian changes. I think it would have been more useful
had the author given even more suggestions and points to think about.