A collection of ways Google G Suite for Education can be used in the library, including the creation of digital spaces, supporting research, organising thinking and making connections beyond the classroom.
One of the areas that the team that I work in supports is GSuite. This year we have looked to provide for some different stakeholders within school, one of which are librarians. I have written before about the future of libraries, touching on ideas of a hybrid learning space always open. Here then are some further thoughts on the ways that GSuite can support these changes:
A significant change in recent times has been the development of virtual spaces. David White describes this intersection between the physical and digital as a coalescent space. Google provides a number of options including: Sites, Plus, Classroom and Blogger. Each application has its own set of features and affordances.
(New) Google Sites is a static website builder that allows a lot of drop and drag. It offers a number of possibilities. It is also now found within Google Drive and allows users to embed a wide range of content. One of the limitations is the ability to converse and the use of mobile platforms to create and update.
Another option is Google Plus. Like Facebook and Facebook Pages, Plus provides the means to create communities where people can meet and share. These can be both public and private. Additionally, Plus allows users to organise resources in collections.
A development over recent years has been Google Classroom. This space allows many of the features of Plus communities, but in a closed environment. A recent addition to classroom has been the ability to engage across domains.
The original Google space is Blogger. One of the original blogging platforms, Blogger allows for an open and dynamic presentation of content. This could be a shared space for different writers, a place to collect links or a space to document news and updates.
There are so many options for spaces. However, rather than choosing one or the other, sometimes the best option is combining different solutions, whether it be a Site and a G+ community or a blog and a Classroom space.
- Learning professionally with Google+ Communities – Camilla Elliott explains some of the benefits of Google+ Communities for sharing and collaborating. This is seen as an alternative to other spaces, such as Facebook Pages.
- Triple Differentiation in Google Classroom – Beginning, Middle, and End – Eric Curts demonstrates how Google Classroom can be used to differentiate learning. This post also explores many of the newer features, such as setting specific work for individual students, incorporate different resources and allow students to submit a wide range of products.
- The Many Faces of Blogging – To make sense of the possibilities afforded by blogging, this post identifies seven different approaches to help in developing a deeper understanding.
- Communities, Networks and Connected Learning with Google – An investigation into the technology associated wtih the development of digital communities and networks inside and outside of the classroom.
In an age of abundance, customised content and fake news, one of the more important roles for a library is to develop digital citizenship. For David White, this is about being an “expert at navigating content, not owning it.” A common use of libraries then is to support research and investigation. Google provides a number of tools to support this, such as:
- Ngram Viewer allows you to compare the language captured by Google’s attempt to digitise the world’s libraries.
- Trends provides a way to filter and frame Google’s search data, this includes the ability to visualises current searches.
- Google News goes beyond microfiche to archive hundreds of newspapers from around the world.
Another collection of strategies comes via Mike Caulfield and his work around fact checking. In his book Web Literacy for Student Fact Checkers, Caulfield outlines four key strategies:
- Check for previous work: Look around to see if someone else has already fact-checked the claim or provided a synthesis of research.
Go upstream to the source: Go “upstream” to the source of the claim. Most web content is not original. Get to the original source to understand the trustworthiness of the information.
Read laterally: Read laterally. Once you get to the source of a claim, read what other people say about the source (publication, author, etc.). The truth is in the network.
Circle back: If you get lost, or hit dead ends, or find yourself going down an increasingly confusing rabbit hole, back up and start over knowing what you know now. You’re likely to take a more informed path with different search terms and better decisions.
This book also explains how to use Google Books to track down quotes and use reverse image search to find the origin of an image.
To support these strategies, Caulfield also started a new site, Four Moves. This has been designed to provide prompts and practice to support students with the act of fact checking.
It is often stated that the best firewall is the human sitting using the computer. That is part of the reason Google developed Be Internet Awesome, a program designed to support students to be better online citizens. It is organised around five fundamentals – being smart, alert, strong, kind and brave – and mixes together a curriculum with a series of game-based activities.
It is important to note that Digital citizenship can mean many things to many people. Sometimes the best thing to do is start by defining what it means within your own content.
- Google Search Presentation – Anthony Speranza provides some tricks to making the most of searching with Google.
- Be Internet Awesome – A range of resources developed by Google to help kids be safe, confident explorers of the online world.
- Web Literacy for Student Fact-Checkers – Mike Caulfield provides a range of strategies, tactics and tools, which, properly used, can get students closer to the truth of a statement or image.
- Four Moves – A collection of activities to support Caulfield’s work with fact checking and digital citizenship.
Beyond Book Reports
The traditional perception of the library are rows and rows of books and with this the age old practice of standard book reports. It would be therefore easy to use technology to just reproduce this. The problem though is it fails to recognise new possibilities associted with the various features and affordances.
One possibility is to explore place using the range of geo tools. Whether it be plotting a narrative with Google Tour Builder, going on a Lit Trip with Google Earth, collating books from around the world with My Maps, exploring places with Google Cardboard or testing your knowledge with Smarty Pins.
Another potential is to use Google Forms to gather student reviews and then publish these with Awesome Tables. These reviews could even be audio or video recordings, collected using the file upload question format. Videos could even be played within a Google Slide, therefore avoiding the need to upload to YouTube.
HyperDocs provide another way of rethinking how students respond to books. They are documents which incorporate different interactive activities, usually involving a range of choice. They help provide the structure for self-determined learners. A creative activity involving hyperlinks is the making of a ‘choose your own adventure’ story. Another format to support thinking and research is the Iron Chef Lesson Plan, which involves working collaboratively to develop ideas and understanding.
- HyperDocs and the teacher librarian – Joyce Valenza provides an introduction to HyperDocs and how they might apply to libraries.
- Choose Your Own Adventure Stories with Google Docs – Eric Curts provides a guide to creating a Choose Your Own Adventure Story.
- My Tables are Awesome – John Stewart explains the power and potential of Awesome Tables to organise data and information.
Libraries are often the space within a school which provides the possibility to go beyond the subject silos. In regards to curriculum, this provides the opportunity to explore other areas, such as the critical and creative thinking curriculum.
Google provides a number of ways to make our critical thinking visible. This can come in many formats, whether it be conducting brainstorms, organising ideas using graphic templates or representing understanding using infographics. For creative responses, you can make poems or digital comics. Two tools useful for working collaboratively with text and visuals are Drawings and Slides.
Gone are the days of libraries being silent spaces dedicated to independent reading and reaearch. Now they are spaces design to spark conversation and creativity. A part of this is the inclusion of makerspaces, but another change is the addition of games and a focus on collaborative problem solving. One possibility in this area is BreakoutEDU. Based on the escape room, BreakoutEDU provides a way of engaging with the wider space, but they can also be a way of developing critical thinking. An extension of this are digital BreakoutEDU experiences.
- Collaborative Magnetic Poetry with Google Drawings – Kasey Bell shares interactive template with Google Drawings that you and your students can use to get creative. and poetry
- A Guide to Visualisations – A summary of ten different forms of visualisations and how they can fit within the classroom.
- 30 Free Google Drawings Graphic Organizers – Eric Curts shares a collection of graphic organisers created with Drawings.
- The Next Awesome Thing In Your Classroom – Digital BreakoutEDU – Tom Mullaney provides a twist on BreakoutEDU by making them digital.
The move of libraries into the digital realm not only opens learning up into different spaces, but it also provides different connected opportunities outside of the school.
Hangouts Meet allows for synchronous video connections beyond the four walls of the classroom. This could include sending out an impromptu invite or scheduling an event beforehand. Whereas previously recordings had to be done using YouTube Live, users can now record with Meet and save to Drive. Virtual connections can be used to connect different classrooms, conduct virtual debates or provide an alternative point of access to classroom material.
Google provides a number ways for sharing video for asyncronius connections. This could be as simple as a presentation with Slides or content added to a blog. Another possibility often overlook is the ability to create a shared channel in YouTube. This allows multiple people to manage things and passing on content if they leave. In addition to uploading video, a channel can be used to share curated playlists of appropriate content. An important topic with the increasing influence of algorithms on what is shown on YouTube.
- Finding a class to partner with virtually AND activities to do together – Matt Miller shares a number of strategies for partnering with a virtual class, as well as a number of activities to explore.
- Do You Have What It Takes To Be The Next World Booktalk Champion??? – Brad Gustafson shares another booktalk challenge. Gustafson facilities so many great global projects, all documented on his site.
- Google Cultural Institute Puts Us All Onstage – Michael Cooper explains how the cultural institute allows you to go beyond a simple walkthrough of places on YouTube to being able to move around the ballet or through a gallery using the technology developed for Google Street View.
- Creating Virtual Reality Content in Minecraft with Year 4 – Lee Hewes explains how his students created virtual reality content within Minecraft.
So there it is, a breakdown of some ways that Google can be incorporated into the library. One thing to be mindful of is not every application is covered by the standard collection notice. I have also excluded some that I am unsure about from educational sense, such as Google Books, as they do not seem to be available in Australia.
So what about you? Would you have structured things differently? Or maybe you have an activity that could be added? Or even a resource? As always, comments welcome or you could even write your own post and send me a webmention.
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