Learning4Life School Library Media Programs Reconsidered and Relevant

What is L4L? School Library Media Programs Reconsidered and Relevant

How Does L4L Do That? School Library Programs Reconsidered and Relevant

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant 21 st Century Flexible Learning Environments

Where Can We Begin? Shift FROM Library Skills Rigid Schedules Skills taught in isolation TO Information, Media, Digital Literacy/ICT Flexible Schedules Skills (dispositions, responsibilities, and assessment) embedded in the context of the teaching and learning process School Library Programs Reconsidered and Relevant

Where Can We Begin? Shift FROM Pencil and notebook LP’s and cassettes Telephone Antenna mail “Encyclopedia” The Mall TO Laptop, Netbook, PDA CD’s, DVD’s MP3’s & downloads Cell Phone, Smart Phone Satellite, Cable, Streaming , IM, social networks “Search Engines” Web 2.0 School Library Programs Reconsidered and Relevant

What Does It Look Like? Shift School Library Programs Reconsidered and Relevant

What Does It Look Like? Shift School Library Programs Reconsidered and Relevant

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant Revised Learning Standards

Where Can We Begin? Shift FROM Students read to memorize/learn the information that will be the basis of classroom assessments or statewide standardized tests. TO Reading is a window to the world School Library Programs Reconsidered and Relevant

Where Can We Begin? Shift FROM Students use facts to write reports or Students conduct a search once to find evidence to defend a thesis or answer an essential question. TO Inquiry provides a framework for learning. Use of a research model guides the student’s effort School Library Programs Reconsidered and Relevant

Where Can We Begin? Shift FROM Students are taught how to distinguish between paraphrasing and using a direct quote, how to cite sources and how to avoid plagiarism. TO Ethical behavior in the use of information must be taught. Students recognize and appreciate and respect the concept of intellectual property. School Library Programs Reconsidered and Relevant

Where Can We Begin? Shift FROM Students need to know how to use software for word processing, spreadsheets, databases, and presentations to produce the end product of research or a class assignment. TO Technology skills are crucial for future employment needs—For lifelong learning students need to be literate in information and technology. They contribute to content creation through the use of Technology tools. School Library Programs Reconsidered and Relevant

Where Can We Begin? Shift FROM Equitable access is a key component for education TO Equitable access is a key component for education School Library Programs Reconsidered and Relevant

Where Can We Begin? Shift FROM Literacy is the ability to read, write, listen and speak. Technology literacy include the basic skills to use technology. Examples: keyboarding to use word processors or assembling the parts of a computer— monitor, cpu, keyboard, mouse, perhaps attaching a printer. TO The definition of information literacy has become more complex as resources and technologies have changed—Students need digital, visual, textual and technological literacies School Library Programs Reconsidered and Relevant

Where Can We Begin? Shift FROM Students need to acquire critical thinking and problem solving skills. So much information is easily accessible on the Internet that students need to be taught how to evaluate information found on an Internet site. TO The continuing expansion of information demands that all students acquire the thinking skills that will enable them to learn on their own—Students need the skills to effectively & efficiently use and critically evaluate information. School Library Programs Reconsidered and Relevant

Where Can We Begin? Shift FROM Learning is an individual matter—There is a fine line between collaboration and cheating. Group work must be monitored to be sure every student does their fair share of the work. TO Learning has a social context—Students learn collaboratively in face-to- face situations and through technology. Students work more frequently in teams in 21 st century learning and employment.. School Library Programs Reconsidered and Relevant

Where Can We Begin? Shift FROM School libraries support the school curriculum-- School libraries provide equitable access to a variety of electronic and print sources and school librarians cooperate with content area teachers to match resources with curricular needs and teach research skills and technology skills to some students. TO School libraries are essential to the development of learning skills—School libraries provide equitable access to a variety of electronic and print sources and school librarians collaborate to embed information and technology literacy skills in content area learning. School Library Programs Reconsidered and Relevant

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant The Standards: A 4x4 Approach

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant LEARNERS USE SKILLS, RESOURCES, & TOOLS TO: 1.Inquire, think critically, and gain knowledge. 2.Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3.Share knowledge and participate ethically and productively as members of our democratic society. 4.Pursue personal and aesthetic growth.

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant Evidence of the Standards in Action Are Expressed Through: 1.Skills 2.Dispositions in Action 3.Responsibilities 4.Self-Assessment Strategies

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant Starting with Skills

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant Consult “Standards in Action” for practical tips

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant Review and Adapt Examples of Alignment

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant Illinois Massachusetts New Hampshire

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant Teaching for Learning

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant Teaching for Learning involves: Building Collaborative Partnerships The Role of Reading Addressing Multiple Literacies Effective Practices for Inquiry Assessment

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant Teaching for Learning involves: Building Collaborative Partnerships The Role of Reading Addressing Multiple Literacies Effective Practices for Inquiry Assessment

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant Teaching for Learning involves: Building Collaborative Partnerships The Role of Reading Addressing Multiple Literacies Effective Practices for Inquiry Assessment

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant Provide access points for content area integration Allow for assured experiences and structure across grade levels and disciplines Ensure multiple opportunities for students to “practice” research using the tools of research (including technology) “Guided inquiry” = “Knowledge Construction” ICT and Research Models

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant Promote critical thinking and problem solving Foster engaging, collaborative, and authentic learning Afford opportunities for curricular alignment and interdisciplinary collaboration Provide scaling/scaffolding of the research process Offer multiple options for end product. Allow for assessments of product and process Characteristics of the Models

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant Characteristics of the Models Present Synthesize Select information to use Analyze and evaluate information Gather information Develop a search strategy Create a purpose/focus Define further if needed/narrow the topic Define the task/problem/need for \ information

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant The Research Continuum What we already know What we need to find out Resources that may help Resources identified as useful Abstract and synthesize information Knowledge The Learning Need

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant Create a team (administrators, teachers, lms, TI’s) to research and consider use of an inquiry/ research model which also integrates technology Adopt/adapt/build a model based on needs (identified by district strategic plan, learning goals, graduation standards) Agree upon terms and vocabulary Provide professional development Next Steps

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant A Revised Job Description

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant Consider using this as a discussion starter among stakeholder groups―administrators, colleagues, parents―as a checklist of what is required to: assess how prepared you and/or your program are to participate in making the vision a reality identify what areas you need to address through professional development develop personal and program short- and long-range goals and objectives establish personal and program priorities

What do you think? Shift School Library Programs Reconsidered and Relevant Report outs from discussion

What do you think? Shift School Library Programs Reconsidered and Relevant Barriers or L$L

What do you think? Shift School Library Programs Reconsidered and Relevant The Vision

Where Can We Begin? Shift School Library Programs Reconsidered and Relevant Wrap Up and Questions

References School Library Programs Reconsidered and Relevant American Association of School Librarians “Standards for the 21st-Century Learner.” gstandards/AASL_LearningStandards.pdf (accessed September 15, 2009). gstandards/AASL_LearningStandards.pdf ——— Standards for the 21-stCentury Learner in Action: Chicago: ALA. ——— Empowering Learners: Guidelines for School Library Media Programs. Chicago: ALA.

Attributions School Library Programs Reconsidered and Relevant Standards/GLE/Benchmark Alignment: Illinois School Library Association/Becky Robinson Londonderry School District/ Susan Ballard Massachusetts School Library Association/Valerie Diggs Context Exercises: Judi Moreillon and Kristin Fontichiaro Kathy Lowe and Susan Ballard Shifts: Susan Ballard, Janet Roche, Maureen Snider Job Description: Londonderry School District, Sara Kelly Johns, Kathleen McBroom, Cassandra E. Osterloh, Jane Prestebak