Models of Constant and Purposeful Change

With Professor Torres' suggested blog journal entry topic of "Library 2.0 as a model for constant and purposeful change" in mind, as I was reading "Towards School Library 2.0: An Introduction to Social Software Tools for Teacher Librarians" by Dean Giustini and Jo-Anne Naslund, I couldn't help but think of the school classroom as an equally (if not even more) appropriate model of constant and purposeful change.

In order for a teacher to connect with every single one of the students in her classroom, she must attempt to diversify her lessons, constantly and purposefully changing and adjusting her plans and activities in one way to best meet the needs of the traditional text-based learners, in another way to engage the more audio/visual learners, in yet another way to address the bodily/kinesthetic learners, etc.

The teacher must first be aware of many different types of lesson plans and activities that exist, must evaluate them and select which ones she feels will help her to best meet the needs of her students, must implement them in her actual classroom with her actual students to see if they are as successful and effective as she expected them to be, and then must make further changes and adjustments as necessary.

Giustini and Naslund suggest taking the same approach to Library 2.0 technologies in their article: The librarian must first be aware of the many different types of Library 2.0 technologies that exist, must evaluate them and select which ones she fells will work best in her particular library in her particular school and with her particular students and teachers, must use them herself and must make them available for student and teacher use to see if they function as successfully and effectively as she expected them to, and must make further changes and adjustments as necessary.

School classrooms and Library 2.0: two excellent models of constant and purposeful change.