• says

      Thanks, Doug. I’m going to forward your revised library sign to a few people in our district. I’ve had more than a few discussions with librarians and others about their negative approach to what happens in “their” space.

    • says

      Thanks, Keith. I’ve found we talk a lot about students learning to collaborate and then post signs like this one from one of our high schools that conveys the opposite message.

  1. says


    Wouldn’t this sign be a great conversation starter at a workshop where the goal was to get teachers to think about how the world has changed how we approach teaching and learning?

    LOVE it!

    • Mark says

      I thought the question was pretty clear on its face, but here: Would you encourage students to collaborate on a summative assessment? How could you judge what the student actually knows or understands versus what he/she has copied from another student?

      • says

        The thinking behind the statement on the first sign is a reflection of the idea that learning is a solitary and isolated pursuit and will also be measured in isolation. That kind of learning is most often based on the retention of concrete bits of information, stuff that’s easily Googleable.

        However, I’ve always thought than if an assessment (summative or otherwise) is easy to cheat on, it’s probably not a valid assessment. Should we be testing on material that a student “knows” or what they can do with that information? If it’s the later, then we need far different tools for assessing student progress than are assumed by the thinking behind the sign.

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