Department of Education, University of the People

EDUC 5271 - Advanced Practices for Teaching Elementary and Middle School Literacy

Dr. Amanda Nugent

Sept 21, 2022

1
Introduction

Libraries have been noted all over the world to provide free and equitable access to information

for all, in written, electronic or audiovisual form. They play an essential role in creating literate

environments and promoting literacy by providing relevant and attractive reading material for all

ages and literacy levels as well as offering adult and family literacy classes. Libraries also assist

in locating, using, and interpreting suitable information that fosters recreation, lifelong learning,

creative imagination, literacy enhancement, informed citizenship, individual research, and

critical thinking, which results in the empowerment of the world. Literacy also facilitates the

participation of democracy without leaders becoming corrupt and inept. (Nyariki, 2016). I will

analyze the Brooklyn Public Library and Technology for Literacy (DeCandido, Office, 2000)

The Most Important Fact Surrounding the Case

The most important fact surrounding the case is that the library has improved on the programmes

offered at the facilities by introducing technology with literacy learning. the library is now

providing instruction using different methods. The library is now enabling individuals to access

library-wide online access to traditional catalog and indexing resources using new media. They

have now invested in interactive laser disks for children and workstations where the public can

have Internet access.

The Key Issues Surrounding the Case

The key issues surrounding this case is that it is very expensive to incorporate technology into

the library. They need to train the staff for its proper implementation Therefore, they have to

2
depend on state budgets, donations from businesses, and local communities. They also have to

consider the maintenance of the PCs and laptops which can be very costly. One of the aims of

introducing literacy programs is to reduce the illiteracy rates of low-income families.

(DeCandido & Office, 2000).

Alternative Courses of Action

While developing their plan of integrating technology they came up with a new plan and

discovered that learning is a natural process when you are involved in activities that are

important and useful. They also found out that learning can be a noisy, collaborative process and

involves sharing information, asking questions, and listening. They also discovered that learning

doesn't happen in a neat, orderly sequence. “We didn't learn how to use Microsoft Word by

following an instruction manual, and we didn't need drill-and-practice to retain skills"

(DeCandido & Office, 2000). They believed that when technology is integrated into project-

based activities, the traditional concept and process of teaching have to be changed. The active

learning experiences that they had provided a sharp contrast to what students were provided

within the computer rooms. They discovered that the drill-and-practice software required

acquiring information based on real-world context and working in isolation within a prescribed

curriculum. “It did not tap the power of the computer to find, sort, and process information.

Realizing that the computer was an important source of information and means of

communication, we had to figure out how to immediately assist learners in mastering the use of

technology.” (DeCandido & Office, 2000). They believed that when technology is integrated

into project-based activities, the traditional concept and process of teaching have to be changed.

The Course of Action Based on the New Literacies.

3
The Brooklyn Public Library has made great strides in the implementation of its programmes.

Technology was used to support writing. “Desktop publishing gave learners the experience of

being insiders in the writing world. By including graphics and experimenting with text formats,

they could publish work.” (DeCandido & Office, 2000). They were also introduced to the

project-based approach that assisted them to organize their learning around themes that they

were interested in. They engaged in projects such as creating newsletters, family albums, travel

guides, poetry anthologies, children’s stories, book-review databases, family trees, cookbooks,

celebrity research, topics in the news, pie chart results of student-conducted surveys, family

stories, and projects for black and women’s history months. “Projects moved them into deeper

levels of thought and provided new opportunities to process information and develop skills.

Internet sites made it easy to find information and creativity tools helped students turn their

research into finished products.” (DeCandido & Office, 2000).

Using technology in project-based learning can be beneficial to learners. “Computer-based

technologies may support and extend well-designed learning activities, particularly in terms of

improving student motivation and engagement with tasks, and providing access to simulated or

modeled phenomena not otherwise available. Many new technologies are interactive, it is now

easier to create environments in which students can learn by doing, receive feedback and

continually refine their understanding and build new knowledge. These technologies can also

provide access to a vast array of information, (including digital libraries), data for analysis, tools

for organizing ideas (concept maps), presenting ideas (Powerpoint presentations), and people

who provide information, feedback, and inspiration.” (Donelly, 2005).

4
The Best Course of Action With the New Literacies

The key to real change was staff development. “Goals and a vision for technology use were

clearly communicated to all staff members. We knew that if tutors and students were to use

technology, all staff members had to be computer literate. Therefore, by necessity, the money for

staff development was written into every grant in order to assure that our vision became a reality.

Becoming proficient in the use of technology would also take some time, therefore, training is

needed to be flexible and designed to meet everyone’s needs. . “For PBL to be successful, there

must be a shift in the definition and expectations of the teacher, and acceptance of breaking from

the traditional “teacher and students” model.” (Berkeley, 2017). Teachers must be able to:

● Provide support, empathy, and inspiration

● Foster higher-order thinking, growth, and engagement.
● Create classroom activities based on students’ understanding.
● Experiment and feel free and safe from strict time constraints. (Berkeley, 2017)
“In PBL, teachers are part of the student journey of learning on multiple levels. Teachers must

find balance as they are constantly engaging with students, peer teachers, and educational

opportunities in the PBL process.” (Berkeley, 2017). Libraries must also cater to everyone

regardless of their financial background. “Exposed to different applications of technology in

their life, users nowadays are more adept at its use and are expecting to have access to it in their

times of need. In libraries, users that are knowledgeable in using computers and the Internet for

their research demand nothing less than a computer with Internet access. However, this may not

be true and not applicable to those who have no access to such technologies due to financial

difficulties. Thus, two different kinds of users have emerged that libraries must cater to: the

“haves” and “have-nots”. Ideally, a balance must be maintained in providing services for both

5
groups so that all users will have equal access to information. This can be effectively done

through the use of powerful and appropriate technologies.” (LisbdNetwork, 2022)

Conclusion

In conclusion, with the introduction of technology, the whole scenario of libraries has changed.

There is a shift from traditional libraries to hybrid libraries. The role of educators has also

changed as they become facilitators of learning. “The Brooklyn Public Library Literacy Program

students have not only crossed the digital divide but they have built bridges and towers to

lifelong learning. Their success and positive word of mouth keep the adults arriving at our doors

and, as a library, the door is always open” (DeCandido & Office, 2000).

6
References

Berkeley, M. (2017). The Role of the Teacher in High-Quality PBL

https://www.gettingsmart.com/2017/04/20/role-teacher-student-centered-learning/

DeCandido, G. A., & Office, F. L. A. O. S. (2000). Literacy and libraries: learning from case
studies. Retrieved from eBook Central (accessed through LIRN)

Donnelly, R. (2005) Using Technology to Support Project and Problem-based Learning. In T.

Barrett & I. McClelland (Eds.) Handbook of Enquiry and Problem-based Learning: Irish Case
Studies and International Perspectives (pp.157-178). NUI Galway.

LisbdNetwork, (2022). Impact of ICT in Library and Society

https://www.lisedunetwork.com/impact-of-ict-in-library-and-society/

Nyariki, L. (2016). Libraries and Literacy… Is there a connection to quality education?

https://www.adeanet.org/fr/blogs/libraries-literacy-there-connection-quality-education