Running head: AN ASSESSMENT OF INFORMATIONAL & TECHNOLOGICAL LITERACY TRAINING

An Assessment of Informational & Technological Literacy Training: Preparing Staff & Students to Teach & Learn in the 21st Century Shari Wickline Wright State University

AN ASSESSMENT OF INFORMATIONAL & TECHNOLOGICAL LITERACY TRAINING

Abstract This paper looks at a six-month study on a school districts current level of training opportunities for staff and students in relation to technological integration. The report uses data gathered by surveys, observation, and interviewing to define a need and develop a plan of action to address the areas of concern. The objective of the research is to show a relationship between staff and students informational and technological literacy skills, and the direct role a School Librarian/Technology Coach has in 21st Century learning. This paper will begin to answer the question of whether a school librarian, trained in 21st Century teaching and learning skills, can have an impact on students and staff abilities in the areas of information and technology usage.

AN ASSESSMENT OF INFORAMTIONAL & TECHNOLOGICAL LITERACY TRAINING

An Assessment of Informational & Technological Literacy Training: Preparing Staff & Students to Teach & Learn in the 21st Century The purpose of this Action Research Report is to provide evidence to support the need of a School Librarian / Technology Coach that is specially trained in integrating 21st Century information, technology, and media skills into a school districts current curriculum. The significance of this role is to be a leader in assimilating these new skills to meet the evolving learning and professional needs of todays students and teachers. The research being used to support this need has been gathered from current academic articles and data gathered during a library / technology internship at a K-12 public school district. When thinking about the question of whether a school librarian, trained in 21st Century teaching and learning skills, can have an impact on students and staff abilities in the areas of information and technology usage, we need to assess the need using a direct method. The process used to begin answering this question is to first identify if there is a need not being met by K-12 school districts. The second step is to locate a district currently not meeting this need, conduct research to support this claim, and develop a plan of action that can be implemented to create a positive reform. The district used in the review was the Tipp City School District in Tipp City, Ohio. The district consists of five buildings broken down by grade level; K-1, 2-3, 4-5, 6-8, and 9-12, with an approximate student population of 2600. The district has one full-time licensed media specialist that splits hours between the high school and middle school buildings. The intermediate and both primary school buildings have their own full-time library paraprofessional as well. It has been a vision of the district to integrate more technology into the

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curriculum so that the students begin to develop the skills necessary to succeed in tomorrows workforce. Due to budget restraints the district is currently facing, various strategies are being tested to assist in offsetting the financial costs of running a school system. One big expense for any district is the cost of maintaining current technology subscriptions and licenses to legally run software used by students and staff. As open-source software and applications become more readily available at no or minimal costs to users, school districts are on the ground floor of testing their uses in educational settings. One application in particular has been catching the attention of many learning institutions: Google Docs for Educators. If implemented properly, Google Docs can begin to fade out Microsoft Office, eventually eliminating costly licensing fees. According to the technology department at Tipp City Schools, the district spent approximately $70,000 to purchase the Microsoft product license for its computers some 2 - 3 years ago. With the Google Applications, a district can easily eliminate this cost, freeing up funds to offset budget restraints in other areas. The main issue facing Tipp City, or any district, in making a transition from Microsoft to Google is properly training teachers and students in how to access and navigate through the programs. This is the area of focus for the Action Research Study. The district installed Google Docs on district computers with the intention of it being used by staff and then students. One issue facing those unfamiliar with any of Googles office applications is that they navigate differently than Microsoft. If provided with training to ease the transition from one program to the other, teachers and students can easily begin to utilize all that this open-source software has to offer. The first identified need for the district is directly related to the addition of Google Docs to the network, without any formal staff or student training. The second need deals with the lack of professional developments geared towards the specific needs of the teachers and adequate sessions for students. With the permission of the district

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administrators, technology department, building principals, and staff, a survey was administered to the K-1 and 2-3 grade building personnel and to a group of 6-8 grade students to assess prior knowledge and ability to use Google Docs. The pre-survey revealed that 82% of staff and students surveyed had no previous exposure to Google Docs prior to the 2012-2013 academic school year.

The findings of the pre-survey and in-person interviewing determined a need for formal training in how to access and use Google Docs for staff and students. Once this determination was made, a plan of action was put into place to see if offering content specific trainings, geared towards the unique needs of the staff and students, would increase usability among the research participants. According to a 2012 American Library Association School Library Research Report, a School Librarian is the individual within a district that has the unique leadership training to plan and implement information and technology training sessions for staff and students (Johnston, 2012). With only one individual in the district licensed in this specialized area, it becomes difficult for a district to offer on-going technology enrichment that is individualized to meet the unique learning needs of the staff and students.

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On November 13, 2012 the first of a series of Google trainings was held for the staff at the K-3 grade levels. The training had to be very basic and instruct the attendees on how to access and navigate their Google Docs accounts. The skill and comfort level during the first introductory sessions was very minimal or nonexistent. By the end of the forty-five minute session, the participants gained an understanding in accessing and setting up a basic document. The post-survey at the end of the session displays that there was an increase in ability and comfort level, from not comfortable to somewhat comfortable, or higher.

To ensure that staff and students kept utilizing the Google Apps, follow-up, one-on-one instruction, and small group sessions occurred. By being readily available to assist the staff and

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students with the learning process, an observable increase in usage began to transpire. In January 2013, a second series of sessions was held for the staff to address any questions about setting up a Google Doc and to provide instruction on inserting images. It was during the next couple of months that more collaboration on classroom lessons began to take place for the students to begin to integrate Google Docs and Google Presentation into their coursework. It was also during January that a sixteen week Web 2.0 Camp was started for students in grades 68. The implementation of the Google Apps trainings, Web 2.0 camp, and direct class

instruction, all with an individualized approach, began to build a foundation in 21st Century Teaching and Learning Skills for the participating staff and students. According to the research report by Johnston (2012), students cannot become literate in the area of information and technology if those instructing them do not have adequate training or are uncomfortable with the notion of change. Todays students need to be presented with ample opportunities to work collaboratively using various forms of media. This becomes daunting and even impossible if those teaching do not have the skill set to efficiently use the tools themselves. A School Librarian / Technology Coach that is specifically trained in adapting current learning trends to fit the needs of the districts curriculum can work collaboratively with all stakeholders to move Tipp City Schools into a 21st Century Learning Superdome. The question

being answered by this Action Research Report is: does a school librarian, trained in 21st Century Teaching and Learning Skills, have a direct impact on student and staff abilities to grow in the areas of information, technology, and media usage? The answer is yes! It is evident from the research findings that even with minimal opportunities for training and practice, an individual will display an observable increase in their understanding and progress in skill development. A school librarians job is one that requires many hats: they are an administrator of their library, a

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teacher, a collaborative learning partner, a leader in the area of information and technology literacy training, and advocate for bringing an awareness of the need for such a uniquely trained individual to be staffed in every building within a district.

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Bibliography Johnston, M. (2012). School librarians as technology integration leaders: Enablers and barriers to leadership enactment. Research Journal of the American Academy of School Librarians, 15, 1-33. Retrieved from ERIC Database.