Who wants to THINK, CREATE, SHARE AND GROW? Mirah J. Dow, Ph.D. mdow@emporia.edu January 12, 2018

Please introduce yourself. Welcome, everyone. Please introduce yourself.

Some beginning assumptions Already, you are an excellent educator. There is always more to learn. Standards evolve responding to new needs and opportunities. In Kansas, there is strong agreement that school librarianship is the work of professional educators. School librarians function as partners and co-teachers with other teachers.

Assumptions (continued) Research is a complex, academic endeavor. No one does it well working alone. ESSA (2015) opens the door to new strategies for instruction and accountability. Good writing is rewriting. Our time together today is brief. There is much to learn. More learning will require continued and continuous engagement. You will leave today with plans to use/apply.

Children and youth today depend on our abilities to teach them how to live and survive in a highly technical workforce. Original drawing by Jessica Brown and Christina Brumfield LI794 Skills for a Deep Technical Workforce: Obtaining, Evaluating, and Communicating Information. SPRING 2017

Teaching and learning topics begins early.

Inquiry must be interesting and meaningful. From Country Living, Jan/Feb 2017, p. 36

Learning basic principles and skills is important to inquiry process learning. writing a rough draft geographic map questions elements of a story Learning and applying sight words making charts and graphs Photos from Marshall Elementary School, Eureka, KS Posted on Facebook

Today Part I – Awareness Part II – Resources Part III – In-practice Part IV – Reflect Part V – Write goal

Research Literacy National Standards State Standards Part I – Awareness Research Literacy National Standards State Standards

Research – What is it? Dow, M. J., & Sutton, S. W. (2017). Research Literacy. Retrieved from https://www.emporia.edu/slim/programs/ph.d.-program/A+THEORY+OF+RESEARCH+LITERACY.pdf?language_id=1

Research – What is it? (continued) Dow, M. J., & Sutton, S. W. (2017). Research literacy self-assessment. Retrieved from https://www.emporia.edu/slim/programs/ph.d.-program/Self-Assessment+Survey+Dow+and+Sutton+rev+2010-10-24.pdf?language_id=1 Use this to determine your strengths and areas for continued growth. Know when to ask for assistance.

Over all, what are we trying to facilitate in our students? Identify topic (determine keywords) State a claim (take a position) Identify a problem to be improved or solved Pose a question that can be answered Answer the question based on evidence from published, authoritative sources of authority Search, selection, evaluate and use published courses to construct a solution to the problem

Types of claims. Claims of Facts or existence Average global temperatures have risen to unprecedented levels within the past decade. Definition and classification Birds, not reptiles, are the direct descendants of dinosaurs. Cause and consequences Needles make shots hurt too much. Exposure to second hand cigarette smoke is a leading contributor to lung cancer. Head trauma sustained during school sports causes life-long health problems. Claims of evaluation or appraisal Shakespeare’s greatest comedy is As You Like It. Gluten-free diets are not best for everyone. Action or policy School should be free for everyone. Kansas should increase extraction fees on natural gas drilling to fund education. Kansas should discontinue notification of annual personal property taxes to increase state funds for highways. Adapted from Booth et al. (2016). The craft of research (4th ed.), p.123.

Assembling Reasons and Evidence Topic Introductory Claim Conclusion Reason 1 Reason 2 Reason 3 Reason 4 Evidence 1 Evidence 2 Evidence 3 Evidence 4

See some written examples Emporia State Institutional Repository Collection (ESIRC) https://www.emporia.edu/library See manuscripts Topic-Problem; Question; Claim; Research- based Evidence; Action plan for change, improvement or resolution of the problem

National Standards Structure http://standards.aasl.org/project/explainer-videos/ Review standards handouts

Part II – Resources The AASL Standards Web Portal: Accessing Standards and Support Resources https://aasl.digitellinc.com/aasl/sessions/863/view

Part III – In practice Inquire - Listen for what students say they do. Hear students’ voices about the standards https://www.youtube.com/watch?v=QlGLPyAFqVc Inquire - Listen for what students say they do.

Part III – in practice CURATE - Listen for what students say they do? Hear students’ voices about the standards - http://standards.aasl.org/videos/ CURATE - Listen for what students say they do?

Part IV – Set Goals and Grow Reflect – determine an area of growth; a self-reflection process Develop area of growth – focus on one or two areas most essential to the coming year Develop a goal – use the S. M. A. R. T. goal process Assess Progress – on-going assessment of progress is critical Measure Growth – By the end of the semester or school learn, you can look back at progress assessments; compare present with past AASL, National School Library Standards for Learners, School Librarians, and School Libraries, Developing a Growth Plan, 2018, p. 164.

Goal Setting S SPECIFIC: A specific goal is based on a competency within standards. M MEASUREABLE: A measureable goal is one that can be assessed with quantitative or qualitative data - - or both. A ACHIEVEABLE: An achievable goal is one that is narrow enough to be accomplished (based on a competency not a top-level key commitment). R REALISTIC: A realistic goal is one that can be accomplished given the current circumstances of the school library (budget, staff, schedules, etc.) T TIMELY: A timely goal is one that can be accomplished within a set time period (one semester, one school year) and is relevant to the current school library priorities. AASL, National School Library Standards for Learners, School Librarians, and School Libraries, 2018, p. 165

Part V Please write one goal. Share it with small group. Question? Final comments?