Horan
writes about the importance of putting technology in its place in the library
writing center. The technology itself is
not as important as how it is used to enhance writing instruction. The goal is to find the balance between
technology and a student’s active participation in critical thinking. The technology highlighted involves web based
products rather than hardware. The day
of the jump drive is over replaced by Google Drive as the perfect familiar
place for students to use to format their writing assignments. Because it works similarly to Microsoft Word,
it is easy for students to understand how it works. The automatic save feature is practical
because it will save student work even if something goes wrong in the building
or the computer hard drive crashes. In
addition, the Google Drive storage cloud makes the student’s work accessible
from any computer. Students who are
reluctant to write can use a voice recognition mode in the Microsoft Word
program, which allows them to bypass an impediment that affects some students.
Research work is enhanced by teaching the “Big6” a push in college circles that
would benefit high school students. This list of literacy skills include task definition, information
seeking strategies, location and access, use of information, synthesis, and evaluation. In particular evaluation of resources is the
key skill that all good research requires.
Cornell University library hosts a site that teaches users how to evaluate a website.
The
teaching strategies suggested in this article include the idea of a library
writing lab and the direct instruction of using databases. A writing lab that operates with extended
hours especially during the research assignment that is typical in most high
schools across the curriculum would support teaching standards and college
readiness goals. The opportunity to
devote specific time to review and update the research skills of students would
certainly support classroom teachers.
Another technique that would enhance the learning experience is direct
instruction on how to use databases.
Most programs include this skill, but Horan extends this to the public
library. He encourages students to get a
library card for the local library and teaches them how to tap into those
databases in order to extend their research beyond the walls of the school
library. This works to teach research
skills and to connect the student to understanding that research does not end
when they graduate.
Horan,
T. (2015). Technology and your school library writing center. School Library Monthly 31(6). P. 5-7.
