USA today released a story about jobs that won’t exist in 2030. Librarianship was on the list. Consequently, my social media feeds – full of librarians – went up in flames. To contradict the story, others wrote opposing viewpoints.
I have no idea whether or not libraries will survive this rapidly changing information age. Most people in education still see the need, but outside of education it’s a different story. Undoubtedly, I see the need for librarians in elementary school especially, but, honestly, I’m not convinced for secondary students.
Of course, I see the need for curated information, research skills, academic honesty, etc. In my experience, though, much of this is already being done (sometimes well, sometimes not) by teachers – not ever thinking about the library. Culture has made the shift. Teachers and high schools students don’t have the time to come to the library (Yes, I know the library must then go to them, and a huge part of librarianship is advocacy, but that’s for another post)
Taking this course, reading this book, and discovering that I don’t really have the personality traits/skills to transform my library for the future, has helped inspire me to leave the profression. Living in a highly censored country, along with talks of comprising net neutrality in America, made this decision even easier. All in all, I’m excited about teaching in a classroom again, making daily connections with students, and learning new things.
I recently discovered one of the best school librarian’s in the America, The Unquiet Librarian, for some of the same reasons, made the same decision.
With all that in mind, as I look to the future in teaching English Language Arts, I promise my future students that I will not lecture them 40 minutes everyday. I’ll keep this poignant story at the forefront, as I begin to plan my actions for the future.
I also promise to actively tinker with these 3 different frameworks (?)/theories of learning: Gaming, play, and reverse instruction. All 3 are open invitations to shake up our industrial aged methods of teaching. I enjoyed delving deeper into the flipped classroom, as it was something that piqued my interest in a previous post
And I do, no doubt, intend to flip my future class to some degree, exploring the use of vodcasts, podcasts, etc.
But, for this post, I’d like to hone in on gaming a little bit….
As a beginning librarian in grad school, I explored gaming in schools. Chris Harris had used games in his own teaching, written some articles and was leading the movement. He’s still leading the way…
As an English language arts teacher, I’d be interested in using games in a few different ways, but I’m particularly interested in using games as an assessment tool. Anybody ever try?
Assessment doesn’t usually leave people feeling excited, but, maybe using it as an assessment tool could change that? As all COETAILers know, most tests don’t accurately measure useful skills needed today. Games might actually give us a better gage of problem solving and data extraction skills.
Looks like using gaming as assessment hasn’t been perfected, and, like anything else, it will take trial and error to get it right. However, it looks promising.
Here are some resources to help us get started.