In the meantime, I came across the (edWeb) edFocus newsletter featuring a report from Project Tomorrow.
Three things jumped out at me on a quick read...
First, related to research:
My reaction: Because access to information has shifted predominately online, deciphering where and how to search and discern what to select is even more imperative. I wholeheartedly believe students benefit from the support of a librarian acting as a guide to help them understand the process of research.
This guidance includes teaching the skills necessary to make choices about which results are best for their needs and teaching the ethics of giving credit for the information they use.
It is equally imperative to teach them to recognize the metacognitive processes that align with problem-solving so that as their expectations and interests grow over time, so will their need to consider ways to approach challenges. This is best taught in context over an educational career.
Second, is related to the student's perspective on efficiency (Project, pg 7):
Developing agency and self-efficacy for learning on their own involves a different type of guidance and mentorship. This type of learning environment needs to be carefully crafted not only to meet the needs of students but also to guide them toward competencies related to the subject matter. Again, structure and skill sets can and should be customized to fit the student as they pursue educational interests and expectations. What I think can be prohibitive is the system itself. Does the system stymy
And finally, this post related to the student's perception of future skills:
Again, I would argue that students would benefit from an environment where support and structure exist in a way that guides the students through their educational experiences but also provides a foundation that addresses and focuses on these skills.
We assume all students can "do" these things, but for each skill listed above, students come with various degrees of competency. Each student can and should grow with these skill sets, but customizing through conferencing will guide them as they apply these skills within the context of the process and product.
Providing the opportunity to practice and apply these skill sets within a library program as it cycles throughout a student's educational career is a perfect avenue to provide structure for baseline exposure and growth. The cyclic nature of the program also supports students by allowing multiple opportunities to conference with a teacher librarian over time.
