DATE Casa Latina Tiffany

Regarding the Children's Literacy Group - I have to say I am impressed with their flexibility and their perspective in understanding how to adapt their lesson to the group they had.  From an instructional stand point, they were able to model read aloud and interaction for the adult that came, they served the needs of one child that was able to participate in the story time and craft and while they may not know this, the success for those who did come will be passed on to others, meaning more people will come and see next time.  I would consider that a success!

Regarding Tess's post about technology - I would agree that it is important to know the expectations of the class before making purchases.  While tablets can be quite inexpensive, stop motion animation software, for example, will often will not work on Android tablets.  Windows based tablets might be a better investment for supporting work and academic needs of the women.  "Starting where we are" regarding technology, would mean teaching Google docs in addition to Office since they are used in so many settings and are common to everyone and free!

Regarding the Adult Literacy Class - Discussion before application was the perfect way to start instruction and validate the interests and concerns of the women.  I'm sure they felt that and I hope everyone can continue modeling that type of interaction so people feel involved in decisions and willing to speak up instead of feeling unable to participate.

Tiffany - Reflection #4: Integrated Instruction/Assessment

24 hours after students receive instruction they forget 80% of what they "learned".  Last summer I attended the Library Instruction West conference in Portland where I focused on classes that presented low-tech ways of teaching information literacy.  A note from Emily at Casa Latina indicated that almost half of their original lab is not operating at the moment.  I was reminded that many times "hands on" literacy learning does not have to involve technology to be effective. By far my favorite class at the conference was on "Teaching Information Literacy through Drawing" presented by the University of Hawaii.  Librarians David Brier and Vickery Lebbin used large sheets of paper, scented markers and collaborative groups to discuss, draw and share ideas based on questions fundamental to information literacy:  "What worries you most about using the internet?", "How does Google help you search?", "How do you get help with finding information?".  The drawings were a way for people to discuss topics while collaborating, then share with the class.  (Also a great pre or post assessment tool that is unintimidating.)  While the presenters have not yet published their paper on their techniques and research, they previously published a peer reviewed article on using short stories to spur discussion of similar topics.  (Which I added to the "Readings" folder). This particular technique makes sense in a constructivist learning/assessment atmosphere.  (I also posted an article on a constructivist approach to teaching information literacy, also sometimes called a "flipped" classroom - another great experience at the Library Instruction West event.)  I would love to see instruction and integrated assessment at Casa Latina that will make the classes more than instructional - they will be memorable!

DATE Reflection #3: On the value of information Tiffany

This week I attended the ASIS&T (Association of Information Science and Technology) conference in Seattle.  I listened to speakers that shared ways of interpreting information objects like health care surveys, domestic violence reports, and media releases on news items.  During an exercise on discourse analysis, the concept of interpretive context, bias and language was discussed as we reviewed reports on a shooting in urban Canada.  Tables of seated information professionals read over articles circling words, taking notes and sharing their views of how differently information could be shared.   As I listened carefully to their interpretations I was reminded of our readings in which the idea of value is placed on information.  These people were easily able to question the validity of the various media interpretations of the shooting, yet nobody explored the possibility that their own views might not be superior to those of information shared by primary sources or secondary news sources.  

In our own work, Ivette asked us what kind of information we might "need" from the women we are working with.  It occurred to me after rattling off a list of information that might be useful in later grant reporting and analysis, that it would be really interesting to know what the women might "need" to know about their involvement with the program from beginning to end.  In all of our work, I think it's important to remember that education, experience, context, membership in a certain culture, ethnicity etc. does not make our interpretation of information any more valid than that of others. 

DATE Reflection #2 TIffany

As I read this week, some things jump out at me as I think about my past experience with teaching bilingual learners in my own community.  The article on Critical Constructivism highlighted the "value of knowledge traditionally dismissed by academics".  I thought about a very objectivist approach to education adopted by our local schools in which English is demanded in all activities.  They do not value the second language of our students and believe it gets in the way of their progress.  How can this be when most of the world speaks more than one language?  Both the language used at school and the language used at home are important to the whole person.

Also I read about a woman working in Haiti who was more interested in the specific goal of helping women learn to make money by teaching them to use computers.  "We do not use computers for fun..." she said, as if that meant her classes were of great importance.  I think fun can be just as important as finding a job, or getting health information or learning to use e-mail.  I think having fun can foster the very best kind of learning.

Finally, the article on Critical Constructivism helped me to put my finger on one of the most important parts of gathering information from participants. "Respect for subjugated knowledge can lead to expected responses rather than authentic responses."  What this means to me is that if people have the impression that certain answers are the "right" answers because those individuals have a higher level of educational experience, they may be afraid to be themselves and communicate in a way that is not real for them.  "Real" is always the best kind of information - no matter who gives the information - no matter what language - whether it is a stay at home Mom or a business woman - a girl or a teacher.

DATE Reflection TIffany

As I prepared for our second class I was hesitant to make an entry to the “Professional Journal” knowing I had not been able to physically volunteer or interact with group members.  Bray’s article on collaborative inquiry helped me evaluate my role as a project participant.  Viewing collaborative inquiry as a “cycle of reflection and action based on lived experience” became important when I understood Mezirow’s observation of reflection as “cognitive action”.  The background reading, research foundation, grant outline, classroom introduction and volunteer preparation have made the beginning of the class a good laboratory for the implementation of cognitive action that will inform further discussion, reflection and action within our groups.  I can honestly say that I enjoy the cognitive action piece of preparing for a project; and reflecting on experiences during project implementation will be more productive because of our preparation.

In simpler terms, because I live in a small town East of the mountains, I can’t really participate with the group.  But I learned that thinking about our studies and communicating with the group about plans and activities means that I can participate as I find connections and meaning through our readings.