Search this site
Other stuff

Follow me on Twitter at:


All banner artwork by Brady Johnson, college student and (semi-) starving artist.

Locations of visitors to this page

My latest book:


        Available now

       Available Now

Available now 

My book Machines are the easy part; people are the hard part is now available as a free download at Lulu.

 The Blue Skunk Fan Page on Facebook

EdTech Update





So just what SHOULD librarians be teaching?

"As I have argued in Reading Is Our Business (2006), for too long library media specialists have abdicated our rightful position as critical partners in the development of reading comprehension. As a result, funds are being diverted from school libraries to purchase classroom libraries, library media specialists are being replaced by instructional assistants and when certified librarians are employed, they are not viewed as instructional leaders or as full partners in the learning process." Sharon Grimes

"... our CORE, unique curriculum contribution is information literacy - defined as information problem-solving and involving the learning of information skills and understandings. It's the INFORMATION side that is uniquely ours. Among all educators, we are the ones uniquely responsible for ensuring that INFORMATION skills are learned by students." Mike Eisenberg (see response)

"What might some of the functions of the Virtual Librarian be? Network administrator certainly. Staff trainer in using e-mail, remote file storage, and Internet search engines. An electronic information evaluator and selector. A teacher who can develop information evaluation skills in her staff and students. Certainly webmaster for the library, if not the school. When information is transmitted to a class instead of the class being transmitted to the media center, where should the Virtual Librarian be working with students? Simply, everywhere – both physically and as a “cybrarian.”" - Doug Johnson 

Information literacy. Reading. Technology. Where should our primary teaching responsibilites lie if we are to both serve our students and make ourselves vital to our schools' programs? In the quotes above, two well-respected library gurus and one flake each offer different perspectives on the question.

Given the new student standards from AASL and ISTE, this might be good time to reflect on what our own programs look like  - and perhaps what they ought to look like.

I don't believe Ms Grimes, Dr. Eisenberg or I would suggest a library instructional program that is entirely IL, entirely reading or  entirely tech focused. All programs will contain some element of each skill set. But probably not in equal measures:


How and why might these proportions change?

Reading focus 


The diagram above shows what the skill emphasis looks like in many schools, especially at the elementary level, with reading being given a greater emphasis. With greater concern over basic reading abilities as measured by test scores, more library programs are adopting this model. The reading bubble will be larger in schools with a large percentage of students who are not testing at grade level.

My hope is that library media programs have intrinsic reading motivation and free volunteer reading as their core contributions to a school's reading program - not just more bodies doing basal readers, worksheets and the reading method du jour. By providing and promoting high interest materials at a variety of reading levels that meet a variety of developmental needs, we will create kids who not only can read by want to read.

Oh, I've alway argued that reading fiction that meets a student's development needs (aka Huck's "Books for Ages and Stages" work) is a form of information literacy. Kids get questions about themselves and their world answered vicariously through the actions of fictional characters.


Technology focus


An increasing number of schools seem to be emphasising technology as a focus of the librarian's instructional (and managerial) responsibility. I see this happening especially in schools where there is no separate "technology integration specialist" available to students and teachers. This is also more prevelant at the secondary level.

The key to this being a successful model is that the library media specialist is able to actually teach the application technology tools, not just the applications themselves (nor only be used as a technician). As suggested by the new ISTE Standard, two-thirds of which address information literacy or problem-solving, the technology and information literacy bubbles are increasingly overlapping - good educational technology use means using technology to solve problems, answer question and communicate the findings.

But it is the application of technology like the application of reading skills, that should be a primary element of the library media specialist's teaching responsibilities. 


Information literacy focus 


Personally I'd like this to be our model - that our programs acknowledge our roles as reading and tech teachers, but we empahsis the application of these skills in an IL model that helps solve real problems and answer genuine questions. Reading and technology, while important, are subsumed by our curriculum that actually ask for kids to put the those skills to use.

Where do ethics, highter-order thinking skills, group problem-solving, and all those "dispositions" like fit into this model? My sense is that the larger the information literacy bubble, the more opportunity library media specialists and teacher will have to address these areas both formally and informally within the context of the IL projects. Asking kids to do just do  traditional "research" does not give them practice using these "21st century" skills.

So which model best fits your school? In an e-mail discussing this question, Eiseberg writes: "it shouldn't be the librarian whom makes these types of choices.  There should be a building team - principal, key teachers, teacher-librarian - who determines each year the priorities of the library & info program ..." I would add to this even a formal library advisory committee can provide input into the goals and activities of your program.

The best library program is the one that best supports the needs and goals of its school. It doesn't get much simpler than that. 

So, OK, I sound a lot more confident of these ideas than I really am. What does your library curriculum model look like? Who determines it? Will it change because of the new standards? 





Students Face(book)ing suspension

Wizard of Id: The peasants are revolting.
King: They certainly are. - Johnny Hart

protester2.jpgStudents in the Minneapolis suburban community of Eden Prairie are facing disciplinary actions after their Facebook photos are sent to school officials. The Star-Tribune story is here. AP article here.

Interesting factoid from the AP story:

Eden Prairie High School has about 3,300 students, and Facebook lists about 2,800 members in its network for the school, including more than 500 from the current senior class. A spot check Wednesday showed some have posted dozens and even hundreds of pictures. However, most members use a privacy setting to limit access to their profiles to authorized users.

Johnson's three safety concerns of the social web from Rules for the Social Web, Threshold, Summer 2007:

  • Protecting children from predators.
  • Protecting children from each other (cyberbulling).
  • Protecting children from themselves.

If the figures from the article above are accurate, about 85% of Eden Prairie's students have an online presence. Are educators adequately addressing these concerns? What percentage of educators are aware of these concerns?

BTW, nice to see some school walkouts again. Takes me back to when my classmates and I walked out as high school students. But for us it was protesting a pro-Vietnam war legislator speaking at our high school during the late 60s. 



Is this blog blocked?

I am always sort of tickled when Blue Skunk readers tell me that they have to read my blog at home or in an RSS feed reader because it is blocked by their school or other Internet provider.* It lends one's content a certain cachet.

If your organization (or state or country or spouse) blocks this blog, would you let me know by leaving a comment or sending me an email <doug0077 (a)>.

I see this as a reverse promotional strategy. Everybody knows that if you want something read or viewed, you get it on somebody's banned list. I expect a lot more traffic when I can proudly state 'The Blue Skunk Blog - Banned by Schools Around the World"

On a related? note, I will be giving a talk in Second Life next week. Here's the dope: (Catch that, filter?)

Tuesday, January 15, 6 PM SLT
ISTE Speakers Series Session
Maintaining Intellectual Freedom in a Filtered World
The Chicago Public Schools Department of Libraries presents Doug Johnson (SL: BlueSkunk Johnson), Director of Media and Technology, Mankato Public Schools. This session will summarize the concepts of intellectual freedom as they have traditionally applied to schools and libraries, suggest ways that these values should be extended to online resources, and conlcude with a strategy for using Internet filters appropriately. Discussion will follow. Be sure to attend - if you're not blocked. Moderated by Lisa Perez, Area Library Coordinator, Chicago Public Schools Department of Libraries and Information Services.

See you there!

dougio.jpg*Yes, the blog is still blocked even after I removed all my photos from my mispent youth when I was a Chippendale dancer.