Annotated Bibliography

Gifted Services and Resources Wiki annotated bibliography

The following books are important resources within the Department of Academics and Student Learning. Gifted Intervention Specialists are incorporating the work of these researchers as they develop support for high achieving, gifted learners. We recommend all of these selected works in order to deepen your understanding of 21st Century Learning and P21 Initiatives.

Bellanca, J. , & Brandt, R. (2010). 21st Century Skills, Rethinking How Students Learn.
Bloomington, Indiana: Solution Tree Press.
This anthology of article contributions examines instruction and learning in our rapidly evolving global and technological world. Each chapter contribution is written by a leader within K-12 educational administration. Each chapter focusses on the themes of 21st century skills: Why are 21st century skills needed for learning in our future; which skills are most important?; What can be done to help schools include these skills in their repertoire so that 21st century learning results?

Bogost, I. (2016). Play Anything: The Pleasure Of Limits,The Uses of Boredom, & The Secret Of Games. New York, New York. Basic Books.
This book's author is a visionary game designer, philosopher, and writer. He shares his perspective on transforming the boring, everyday tedium into playful possibilities. He shares that life's everyday necessities, the boredom, can be reanalyzed and embraced. Play Anything reveals that games appeal to us not because they are fun, but because they set limitations. What happens then is an acceptance of limitations, a narrowing of focus, and enjoyment.

Burton, F., Krechevsky, M. & Rivard, M. (2011). The Ohio Visible Learning Project. Dayton, Ohio:
Greyden Press.
Funded by a dissemination grant for the Ohio Department of Education, this user-friendly, concrete guide demonstrates how documentation can be used by teachers and students in oder to deepen and expand content and process learning in various curricular areas in order to support P21 initiatives.

Chen, M. (2010). Education Nation. San Francisco, California: Jossey-Bass.
This book draws upon the author's experience in media (PBS and The George Lucas Educational Foundation) showing how to put the edge into education and revolutionize learning through innovative classroom practices and uses of technology. In this digital age, the author emphasizes the need to embrace and utilize technology on a routine basis within the classroom and school district supporting the goals of 21st century learning standards.

Costa, A., & Kallick. B. (2009). Habits of Mind Across the Curriculum. Alexandria, Virginia: ASCD.
This book is a collection of stories documenting how educators are changing classrooms into thoughtful places. Teachers describe their ways of introducing and sustaining Habits of Mind. They provide specific details for implementation which support the real purpose of education - to create critical, creative problem solvers who will support our democracy. The text includes a variety of ways educators can plan to apply the sixteen habits of mind into the daily learning environment. These Habits of Mind are: Persisting, managing impulsivity, listening with understanding and empathy, thinking flexibly, metacognition, striving for accuracy, questioning and posing problems, applying past knowledge to new situations, thinking and communicating with clarity and precision, gathering data through all senses, creating-imagining-innovating, respond with wonderment and awe, taking responsible risks, finding humor, thinking independently, and remaining open to continuous learning.

Csikszentmihalyi, M. (2000). Beyond Boredom and Anxiety, Experiencing Flow in Work and Play. San Francisco, California: Jossey-Bass.
This ground breaking work, originally published in 1975, is presented by world renowned University of Chicago Psychology professor, Mihaly Csikszentmihaly. It is based upon the compilation of research studying flow within people whose expertise embraces repetition, hard work, tenacity, and determination. It is a seminal work that relates strongly to the need for encouraging children, teenagers, and adults to accept the importance of the state of mind of being bored and next steps when that occurs.

Couros, G. (2015). The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a
Culture of Creativity. San Diego, California: Dave Burgess Consulting, Inc.
This book focuses on creating the mindset, culture,and relationships to empower staff to be willing and able to embrace innovation within their school and classroom. That author begins by defining innovation as a way of thinking that creates something new and better. Innovation can come from either invention - something totally new or iteration- change of something that already exists. But if it does not meet the idea of new and better, it is not innovative. There is also discussion of the concepts of school verses learning. Couros does an excellent job stressing the need to prepare our students to succeed in a future that will include a variety of technology use and careers that are not even defined yet. The themes presented in this book support the work of Thomas Friedman emphasizing the development of students' skills in the following areas: cognitive ability, leadership, humility, ownership, and expertise.

Hattie, J., Fisher, D., & Frey, N. (2017). Visible Learning for Mathematics: What Works Best to
Optimize Student Learning Grades K-12. Thousand Oaks, California: Corwin.
This book pulls together research and best practice to support effective teaching methodologies in math education from a vertical, K-12 perspective. It highlights eight essential teaching practices to support meaningful learning: Establish mathematics goals to focus learning; implement tasks that promote reading and problem solving; use and connect mathematical representations; facilitate meaningful mathematical discourse; pose purposeful questions; build procedural fluency from conceptual understanding; support productive struggle in learning mathematics; elicit and use evidence of student thinking. I have included this text in the bibliography because there exists an extremely high level of interest by parents and teachers for acceleration in this academic area. This text supports what needs to happen in math classrooms K-12.

Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the Standard For Project Based Learning.
Alexandria, Virginia: ASCD.
This book was written to help teacher and administrator understand and implement the highest quality project based learning, the Gold Standard of PBL. The authors share specific strategies and ideas to deepen educators' perception of PBL, which requires much more of the teacher than finding or creating a project and then turning it over to students to complete. PBL expects new type of instruction and new types of learning from staff and students, and the book embeds P21 initiatives throughout the numerous examples. This book has been an excellent source for our gifted intervention specialists as they plan their activities with cognitively gifted students. It can also be a strong resources for any educator, administrator, or parent.

Newport, C. (2016). Deep Work: Rules For Focussed Success In A Distracted World. New York, New York: Hachette Book Group, Inc.
This work by Dartmouth and MIT grad emphasizes the importance of embracing boredom and doing hard things. His position is that deep work makes you better at what you do and provides the sense of fulfillment that comes from true craftsmanship.This book is a mix of cultural criticism (quit social media) and actionable advice (allow yourself to be bored in order to strengthen your weaknesses).

Ritchhart, R. (2015). Creating Cultures of Thinking. San Francisco, California: Jossey-Bass.
Ron Ritchhart is a senior research associate with Project Zero at the Harvard Graduate School of Education. This book captures his insight and expertise with respect to building dynamic learning communities that engage students, promote deep understanding, and sustain a lifetime of inquiry. The author believes in enculturation, which his research supports as the key to deep learning and the development of habits of mind, dispositions needed for success in a changing world. 21st century skills are a major focus of the author's work and incorporation of the development of these skills with an emphasis on learning verses work, understanding verses knowledge, deep learning as apposed to surface learning, independence verses dependence, growth verses fixed mindset, exploration and developing expectations. The author pushes teachers and administrators (and parents) to go beyond the traditional 20th century school experience to embrace innovation and change in order to do what is right for our children.

Sheffield, L. (1999). Developing Mathematically Promising Students, Reston, Virginia: National Council of Teachers of Mathematics.
This resource is a compilation of thirty-four articles that focus on curriculum, instruction, and assessment to support our most promising mathematically talented students. Mathematical promise was defined by the authors as those students whose learning characteristics indicate strong ability, motivation, understanding of complexity, and willingness to delve into a variety of mathematical experience and opportunity. The work of multiple contributors gives guidance to next steps to support these students in Kindergarten through post-secondary.

Sweitzer, L. (2014). The Elephant In The ADHD Room. Philadelphia, Pennsylvania: Jessica Kingsley Publishers.
This book is based upon the author's experience with individuals with and without a diagnosis of ADHS. This book addresses the concept of boredom and the need to escape that feeling by some children and adults rather than beneficial ways to deal with it. The author shares practical, common sense approaches for understanding and dealing with boredom.

Trilling, B., & Fadel, C. (2009). 21st Century Skills, Learning For Life In Our Times. San Francisco,
California: Jossey-Bass.
This book by Bernie Trilling and Charles Fadel was introduced to me back in 2009. It was the text for a graduate course on instructional needs and change in the 21st century. It is now an important foundational text which our gifted services members use with all instructional planning. The premise of the book is that the world has changed so fundamentally in the last few decades that the roles of learning and education have also changed forever. Though many skills of the past century are still needed (critical thinking and problem solving), how these skills are taught and incorporated into daily 21st century life need to be addressed. Also, many skills which need to be mastered that fall under the domain of digital media literacy were not even a part of 20th century learning; they were just an add on during the 1990's. The authors propose that there are four powerful and converging forces leading us toward new ways of learning for life in the 21st century: Knowledge work, thinking tools, digital lifestyles, and learning research. The book supports this position with research and methods to address the changing needs within the educational setting.

Wagner, T. (2012). Creating Innovators, The Making of Young People Who Will Change the
World. New York, New York: Scribner.
Tony Wagner is the founder and co-director of the Change Leadership Group at the Harvard Graduate School of Education. In this book, Tony Wagner explores what parents, teachers, and empires must do to develop the capacities of young people to become innovators. He strongly emphasizes and captures specific examples of young people's trajectory with education and new career options, many of which support experience over four year degrees. Wagner identifies a pattern of creative, innovative childhood play leads to adolescents and adults who have a better understanding of their interests, talents, and passions which lead to a deeper sense of purpose with career and life goals. This work gives specific examples and support for what educators and parents should be doing in order to support the positive growth of their students and children in the 21st century.

Wagner, T. & Dintersmith, T. (2015). Most Likely to Succeed, Preparing Our Kids For The
Innovation Era. New York, New York: Scribner.
In this book, Tony Wagner partners with Ted Dintersmith, who is a successful businessman, to support the need for change in 21st century education. The authors share specific examples and research in order to emphasize that the changing economy and social frameworks make it necessary for educators to revisit the goals of public education and respond with a 21st century focus. There is analysis of the purpose of education, the DNA of our current system, and the need for a vision for what teaching, learning, and assessment needs to do in order to join the world that is immersed in P21 initiatives.


The following articles utilize research which supports the implementation of wikispaces as an effective tool for sharing accurate, timely, and relevant information within a learning community. This Personal Learning Network wiki is a means by which details regarding gifted services and education within Dublin City Schools can be shared while fostering collaboration.

Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? Educause Review, 41(2) (March/April). Retrieved November 2016 from
This article gives a brief history of the world wide web and the ways in which technology has promoted collaboration. The idea dates as far back as the 1960's and JCR Licklider's thoughts on using networked computing to connect people in order to boost their knowledge and ability to learn. I found it very useful with support in the formation of the wiki as a Personal Learning Network - PLN. There is a focus on the openness of this type of information tool and strength gained from it.

Barton, M. (2004). Embrace the wiki way! Retrieved November 2016 from
This article was selected specifically as justification for using a wiki as an instructional tool. The author focuses on teaching writing through a wiki, but teaching any academic concept applies. He specifies how a wiki works, how it is collaborative but “safe” in our technologically driven world. The author also shares prospective ideas for using wikis to assist students with the development of their writing skills; he uses humor and both good and bad examples. He also shares innovative ways to include wikis in order for educators to incorporate further technology into their teaching methodologies.

Benckenorff, P. (2009) Using wikis to help first year students develop collaborative knowledge management skills for tomorrow. Proceedings of the 12th Pacific Rim First Year in Higher Education Conference on: 12th Pacific Rim First Year in Higher Education Conference, 29 June – 1 July 2009. Townsville, QLD, Australia. Retrieved November 2016 from
This article, which supports the use of 21st century learning standards and technology integration, covers a brief history of Web 2.0 and wikis. I found it to be an excellent resource for the purposes of developing and integrating wiki use for credible, consistent and collaborative information sharing. The research focus of the study was to: examine students' views about the flexibility and was of use with a wiki; assess the extent to which wikis encourage collaborative learning and reflection; and evaluate the extent to which wikis influence perceptions of fair and equitable teamwork. Detailed information regarding the study and results are shared, with positive impact in each area of focus.

Clark, C.J., & Mason, E. B. (2008). Wiki way of working, Internet Reference Services Quarterly, Vol. 13(1), 113-132. Retrieved November 2016 from
This article describes who three digital tools are used in combination at a graduate school library in order to create a wiki way of learning. The focus of the article is on the creation of the wiki and the lessons learned from implementation of this collaborative learning technology resource.

Csiszer, B. (2011). A Wiki for the classroom. Retrieved November 2016 from
This resource gives a strong overview and support for educators to implement the use of wikis within their classroom. It shares a brief history of wikis, types and features, best use and possible cost. It also shares detailed explanation for set up for any educators that are new to wikis. The benefits of wiki use is shared in detail, along with possible drawbacks. The article also includes the National Educational Technology Standards and Performance Indicators for Students, NETS, and the alignment with the use of wikispaces to these standards.

Doyle, B. (2006). When to wiki, when to blog. Retrieved November 2016 from
This paper discusses the use of wikis and blogs in different phases of a writing course for adult ELL students. The paper focuses on the potential implication issues that need to be considered when incorporating the use of a wiki verses a blog. The adult learners course, "Writing Skills for University Studies", was a required course at the university. The author contends that the use of wikis and blogs assists both the students and faculty. "Students need dialogue with their teachers and with other students in order to consolidate and check on their own learning." The author proposes that wikis and blogs help to promote a great social presence and create a sense of classroom community, particularly in an open distance learning environment.

Evans, P. (2006). The wiki factor. BizEd, January/Februrary, 28-32. Retrieved November 2016 from
This article shares how businesses are embracing wiki software, and it may be the change in how businesses keep up with the pace of innovation. The focus is on educators within the business classroom (undergraduate and graduate) but applies to any educational setting. The positive emphasis is on wikis as a collaborative, technological tool for all.

Gomes, R., & Sousa, L. G. (2013). Teaching and Learning Through Wikis in Higher Education, International
Journal of Information and Education Technology, Vol. 3, No. 6, December 2013. Retrieved November 2016 from
The authors of this paper support the incorporation of web 2.0 tools, such as wikis, to contribute the development of students' professional and innovation skills. The research shared in this paper shows that by incorporating wikis in the school workplace, educators can better prepare students to make innovative sues of collaborative software tools and collaborate with their peers. These are skills valued by the business community as key innovation ins the business practices of today and in the future, with direct alignment to P21 initiatives and standards.

Matthew, K., Felvegi, E., & Callaway, R. (2009). Wiki as a Collaborative Learning Tool in a Languge Arts Methods Class. Journal of Research on Technology in Education, 42 (1), 51-72. Retrieved November 2016 from
This research article studies the impact of contributing to a class wiki within a language arts methods class for emerging ELA teachers. The responses and reflections of the 37 participants indicate that contribution to the wiki led to a deeper understanding of the course content and was personally beneficial. This research supports the position that wikis have the potential to provide structure and support for students as they collaborate, create, and learn from one another.

Tonkin, E. (2005). Making the case for a wiki. Ariadne, Issue 42, January. Retrieved November 2016 from
The author shares a historical perspective of the wiki, its uses and strengths and limitations. She also shares the variety of types of wikis: single user ("marvelous way of collecting and presenting information over a period of time" as I will be doing), or collaborative writing wiki, or knowledge base wiki. The article also sharing comparison features of various wiki implementations and future trends.