Collaboration and Computers in Learning

According to a new study, using such strategies and technologies in conjunction had a more positive impact than having individual students use computers, or having students collaborate without using computers.

Key findings include:

-       First, the collaboration had significant positive effects on knowledge gain, skill acquisition, and student perceptions in computer-based learning conditions.

-       Second, computer use led to positive effects on knowledge gain, skill acquisition, student perceptions, group task performance, and social interaction in collaborative learning contexts.

-       Third, the use of extra learning environments or tools produced a medium effect for knowledge gain, and supporting strategies resulted in a positive effects on knowledge gain.

Chen, J., Wang, M., Kirschner, P. A., & Tsai, C. (2018). The role of collaboration, computer use, learning environments, and supporting strategies in CSCL: A meta-analysis. Review of Educational Research, 88(6), 799-843. https://dx.doi.org/10.3102/0034654318791584

Findings from Survey on Student Learning

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According to one report, the learning environment of schooling in American education has grown from the 19th century concept of a single, ungraded classroom and the “little red schoolhouse” to a complex, differentiated building that serves the physical, aesthetic, affective, behavioral, social, cultural, as well as intellectual needs of youth. Along with architectural changes have been pedagogical developments such as constructivist-based teaching methods, career education, and service-learning. This report states that when the paradigm shift of the late 20th century introduced information and technology to schooling, the technological teaching tools were initially additive, rather than transformative. Smartboards, e-book readers, Web 2.0, social networking, and mobile devices, not to mention the Scratch and Flash software enable young learners to become interactive consumers of information as well as content providers. An attendant shift in pedagogy, however, has not happened on a large scale. With an emphasis on technology, rather than information, this report states that education is missing the mark. While technology is important to 21st century learning, information is the raw material for constructing knowledge.

Todd, R. J., Gordon, C. A., & Lu, Y. (2011). One common goal: student learning - Report of findings and recommendations of the New Jersey school library survey phase 2.

New Brunswick, NJ: Center for International Scholarship in School Libraries (CISSL). http://www.njasl.info/wp-content/NJ_study/2011_Phase2Report.pdf

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A study of pro-social behavior in adolescents looked at the ability for this conduct to grow over time. Schools that foster this behavior can eventually see fewer behavioral problems. Furthermore, volunteering is a great way to impact pro-social skills, depending on the kind of projects selected.
Schools may need to step up, and support students in creating matches with organizations, or encouraging students to go online on their own to find groups or community sites that interest them.
Walker, L., Carlo, G., & Memmott-Elison, M. (2017). Longitudinal change in adolescents' prosocial behavior toward strangers, friends, and family. Journal of Research on Adolescence, 57, 90-98. https://doi.org/10.1111/jora.12362

Librarian 2.0 in a Technological World

This study discusses a research project that fills this gap. Funded by the Australian Learning and Teaching Council, the project identifies the key skills, knowledge, and attributes required by “librarian 2.0.” Eight themes emerged as being critical to “librarian 2.0”: technology, communication, teamwork, user focus, business savvy, evidence based practice, learning and education, and personal traits. This article will provide a detailed discussion on each of these themes. The study’s findings also suggest that “librarian 2.0” is a state of mind, and that the Australian LIS profession is undergoing a significant shift in “attitude.”

Partridge, H., Lee, J., & Munro, C. (2010). Becoming “librarian 2.0”: The skills, knowledge, and attributes required by library and information science professionals in a web 2.0 world (and beyond). Library Trends, 59(1-2), 315-335. https://www.ideals.illinois.edu/bitstream/handle/2142/18735/59.1-2.partridge.pdf