ISKME and GSC, IMLS Project Year 3 March 1, 2017 Faculty Fellowship Kickoff Meeting K-12 Librarian Education and Open Education Practice ISKME and GSC, IMLS Project Year 3 March 1, 2017

School Librarians Advancing STEM Learning Project Team Amee Godwin, Director, Innovation, ISKME Letha Goger, Education & Library Consultant Cynthia Jimes , Director, Research & Learning, ISKME Susan Ballard, Project Advisor, GSC ISKME 2016:

Agenda Project Goals Y2 Learnings GSC Courses and Learning Objectives Module Ideas and Synergies Cohort Workflows and Timeline Present IMLS Project Goals Acknowledge the great work done during Year 1, highlighting a few example modules Share Year 2 Goals, Timeline, and Outcome

Open Education Practice: Faculty Guidelines D O M A I N of P R A C T I C E I. COLLECTION DEVELOPMENT Open Educational Resources II. TEACHING & LEARNING School-wide Culture of Inquiry III. LIBRARY ENVIRONMENT & PROGRAMMING Places of Inquiry & Discovery IV. LEADERSHIP & ADVOCACY Collaborative & Open Practice In year one of the practice, the development of OER modules was fairly open given that GHS was in the early stages of building their LMS courses. In year 2, ISKME has developed guidelines for faculty discussion for Collection Development – Open Digital Resources Teaching & Learning – Building school-wide, cross-disciplinary and authentic Inquiry Library Environments – Places of Inquiry & Discovery Leadership & Advocacy – Advancing Open Practice OER Collection Development 1. Understand how open educational resources (OER) support school curriculum and instructional goals; 2. Access and use OER collections in a variety of formats and genres, and determine if resources are openly licensed, freely accessible, adaptable, and portable; 3. Evaluate OER for their instructional value as outlined in recognized guidelines, such as Achieve’s Rubric for Evaluating OER Objects, EQUiP’s CCSS Rubrics; 4. Identify and organize online and digital collections of OER for seamless access and use by teachers and students. Teaching and Learning - Building Authentic Inquiry 1. Advance multiple literacies, including Common Core-aligned literacy, STEM-focused literacy, and digital literacy, and support cross-disciplinary inquiry across the curriculum (meta knowledge and skills); 2/ Provide guidance on the use of open digital resources and technologies that support teaching and learning, in alignment with national frameworks and standards (CCSS, NGSS, AASL, ISTE, C3); and 3. Model collaborative instructional practice with peers and foster partnerships across the school. Library Environments - Places of Inquiry and Discovery 1. Build library environments comprised of both physical and digital resources, tools, and spaces, designed to provide a local connection to a globally connected information landscape; 2. Understand and apply principles of open learning and maker culture toward building a library environment that provides non-cognitive learning experiences and discovery. Leadership and Advocacy - Advancing Open Practice 1. Understand, model, and share how open education practice brings a transformative shift from a proprietary and industrial education model to a participatory education model; 2. Use action research methods and personal reflection to build their own professional growth plan, to include aspects of open education practice, outreach and advocacy; and 3.Build a time-bound plan for providing professional development training to peers around open education practice, cross-disciplinary inquiry, and building student literacy across the curriculum with a school department, at a school or district-wide training, or at regional, state or national professional gatherings. Guidelines: http://bit.ly/1TYUfv9

The Cohort Model: Summary of Y2 Faculty Takeaways Based on interviews with Y2 faculty cohort members, fall 2016 (N=6) Faculty Takeaways for Y2 Faculty Suggestions for Changes to Y3 The peer review process and collaborative conversations were the most beneficial aspect of the project for many, and even more collaboration is needed Instill ways that the cohort can do upfront planning together around their modules, to see where there are overlapping themes or how they might build on each other’s work; Include additional opportunities for peer review While working with OER has enhanced curriculum building for some faculty, challenges remain, including determining use permissions and how to cite/reference OER, and how to integrate the OER-based materials into other courses and course components that are being taught Have focused discussions to address the challenges of OER integration into curriculum building, and how some of the cohort members have solved these challenges The faculty guidelines (as well as the school librarian practice rubric) were viewed favorably by many faculty, but it was not fully used as a guide to the module work None mentioned

Overview of Faculty Fellowship Activities Participate in project’s virtual meetings and contribute to the online discussion forum on the OER Commons hub Using the projects tools, develop a courseware module that emphasizes the instructional and leadership shifts relevant for the LMS certification program and that integrates one or more aspects related to OER or open educational practice for school librarians. Share your draft module with your peers and provide feedback to others Gather and integrate feedback from ISKME, Granite State College advisers, and other project participants and other educators The modules will be designed to integrate open education philosophy into school librarian professional practice.

Project Hub on OER Commons www.oercommons.org/hubs/imls/

Using the Module Builder to author and publish

Using the Discussion Forum to post prompts and responses

March – July (continued next slide) March April Year 3 Timeline March – July (continued next slide) March Discuss Y3 goals, faculty module criteria and engagement April Identify instructional topics, correlated to GSC, AASL and Professional Standards, identify learning/professional outcomes for modules. Faculty web conference: share topics, learning goals and module summaries with cohort May Refine module topics/goals/learning outcomes and begin to design for learning - sequence module, identify information to engage with, demonstration of learning/proficiency. Meet with Letha June Module scope and sequence is now outlined, continue designing for learning. Faculty web conference to share and receive feedback. July Design for learning, collaboration, feedback Meet with Letha

Year 3 Timeline August – October August Sept October Module draft published produced. Faculty web conference to share and receive feedback on each module, as last year Sept Module finalized, collaboration, feedback. October Module published, high-level faculty feedback and evaluation Faculty web conference; faculty interviews w/ research staff

Amee Godwin amee@iskme.org Letha Goger lethagoger@gmail.com Cynthia Jimes cynthia@iskme.org #GoOpen #OER #SLASL @iskme @oercommons