1. KANSAS Strategies for Educational Improvement June 3, 2016, University of Kansas, Memorial Union Dr. Kenneth Thompson, Department of Physical Sciences Dr. Mirah Dow, School of Library and Information Management Emporia State Universit y

2. specialize with Emporia State University’s Information, Technology and Scientific Literacy Certificate This project was made possible in part by the Institute of Museum and Library Services. http://tinyurl.com/publhlc

3. What is distinctive about this strategy for educational improvement? Research agenda focused on co-teaching Two university professors with different areas of expertise model co-teaching Begins with the premise that information, technology, and scientific literacy skills are central to all 21 st century learning and work New enrollment strategy: differently licensed teachers learn together in the same university classroom (virtual and face-to-face) Interdisciplinary: science, mathematics, and information science New curriculum based on several sets of academic and professional standards pulled together as learning outcomes in four (4) courses Teachers learn new ways of thinking before teaching P-12 students New certificate distinguishes teacher’s specialized knowledge and skills

4. ESU’s certificate requires 4 courses, 12 credit hours. Science, Technology, Engineering, and Mathematics Classrooms and Competitions: Asking Questions, and Defining Problems Key Literacy Connections in STEM Subjects: Conducting Investigations, Analyzing, and Interpreting Data Advancing and Defending New Ideas: Engaging an Argument from Evidence STEM Skills for a Deep Technical Workforce: Obtaining, Evaluating, and Communicating Information

5. Today’s session title: Improving Learning for Early Career Scientists and Engineers: Asking Questions and Defining Problems Session Outcome We will share three instructional models and multiple educational strategies we recommend for asking questions and defining problems that can be solved with scientific methods. PHOTO BY EMPORIA STATE UNIVERSITY

6. Our intent: To lead change by rejecting the status quo that permits students to only ask and answer pre-determined questions. PHOTO BY EMPORIA STATE UNIVERSITY Teachers learn from each other as they share their own expertise.

7. Our rationale: If learners (P-12) are to develop information and guided inquiry skills, they must engage in assignments and projects that: are authentic tasks (meaningful to students on a personal or academic level); involve realistic environments; are highest quality asking students to conduct critical evaluation of sources to construct a position; are inherently social; and involve instruction that offer timely teacher interventions to move learners on at various points in their work.

8. Our curriculum is based on professional standards. “STEM literacy refers to an individual’s knowledge, attitudes, and skills to identify questions and problems in life situations, to explain the natural and designed world, and to draw evidence-based conclusions about STEM related-issues. understanding of the characteristic features of STEM disciplines as forms of human knowledge, inquiry, and design. awareness of how STEM academic disciplines shape our material, intellectual, and cultural environments. willingness to engage in STEM-related issues and with the ideas of science, technology, engineering, and mathematics as a constructive, concerned, and reflective citizen.” STEM Literacy (Bybee, 2013, p. 65)

9. Our instruction includes two content experts. What do we each bring? Science Education Science and engineering practices Disciplinary core ideas Cross-cutting concepts Inquiry/methods of science Information Science Information authority Information format Information value Information research as inquiry Information as communication Information as explanation

10. Two Phase Research Process for Content and Librarian Experts (Dow & Thompson, 2016) PHASE ONE: PreparationPHASE TWO: Experimental Literature ContextData Context Topic selection and problem statement access, retrieval, evaluation, and use of existing research publications Design study Observation of relevant environment(s)Conduct experiment Question(s)Analysis of data Formulate claim or hypothesisCommunicate findings in new publications MODEL ONE Asking Questions and Defining Problems

11. Topic selection and problem statement OBSERVE ~ KNOW ~ QUESTION ~ CLAIM With the guidance from content teacher(s) and school librarian, write a brief scenario with a 4-part structure that captures the problem (topic): 1. OBSERVE What have I observed? - Begin with an observation: I noticed that... 2. KNOW What do I know? - Mention information already known: I learned from my 4-H leader that.... 3. QUESTION What is my question? State one or more central questions: I would like to know if... 4. CLAIM What is my claim, or assertion? End scenario with a claim, or hypothesis statement. If grass has sunlight, then grass will.. MODEL TWO Asking Questions and Defining Problems

12. Co-teacher roles with students Science Teacher Partner with Math Teacher Partner with Librarian Provide the subject area context Teach the two phase research process model Design and implement assignments that provide opportunities for application Teach students to analyze findings and draw conclusions Mathematics Teacher Partner with Science Teacher Partner with Librarian Provide the subject area context including nominal, ordinal, interval, ratio levels of data; design of data collection; development of charts, graphs, figures depicting accurate findings Teach the two phase research process model Design and implement assignments that provide opportunities for application Teach students to analyze findings and draw conclusions Librarian Partner with Science and Math Teachers Teach the two phase research process model Teach: information authority; information format; information value; information research as inquiry; information as scholarly conversation; and Information exploration Guide students in key word searches, evaluation, and selection of sources Facilitate report writing, presentations, and publishing Student Make connections from real- world observations and experiences to research questions that matter in today’s world Know and use the two phase research process model Gain specialized knowledge of a subject area Use STEM content, information, and technology on the basis of accuracy, validity, importance, and context MODEL THREE Asking Questions and Defining Problems

13. #1 Example Brief Scenario By Mirah Dow

14. #2 Example Brief Scenario By Vanessa Fernadez-Loffredo, Tamara Newman, and Reese Sperfslage

15. # 3 Example Brief Scenario By David Clarke and Kevin Pack

16. #4 Example Brief Scenario By Melissa Carlson, Josh Lee, and Mandy Kern

17. PHASE ONE: Preparation, Literature Context

18. Our suggestions: Consider educational improvement strategies. PHOTO BY EMPORIA STATE UNIVERISITY Students need expert knowledge and skills to access, retrieve, evaluate, and use existing research publications. Today’s science education enables students to make connections across disciplines. Co-teaching is an alternative to the one classroom, one teacher, one content area, and one textbook approach. Research-based models provide a conceptual framework for improvement.

19. References Textbook for Course: Science, Technology, Engineering, and Mathematics Classrooms and Competitions: Asking Questions and Defining Problems Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington, VA: NSTA Press. ISBN-10: 1936959259 Dow, M. J. (Ed.). (2013). School libraries matter: Views from the research. Santa Barbara, CA: Libraries Unlimited. ISBN-10: 161069161X Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2012). Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited. ISBN- 10: 1610690095 Lanning, S. (2012). Concise guide to information literacy. Santa Barbara, CA: Libraries Unlimited. ISBN-10: 1598849492

20. References (continued) Textbooks for course: Key Literacy Connections in STEM Subjects: Conducting Investigations, Analyzing, and Interpreting Data Fariňa, C., & Calkins, L. (2014). A school leader’s guide to excellence: Collaborating our way to better schools. Portsmouth, NH: Heinemann. ISBN-10: 0325060924 Harland, D. J. (2011). STEM student research handbook. Arlington VA: NSTA Press. ISBN-10: 1936137240 Koerber, J., & Sauer, M. P. (2015). Emerging technologies: A primer for librarians. Lantham, MD: Rowman & Littlefield. ISBN-10: 1442238887 Maniotes, L. K., Harrington, L., & Lambusta, P. (2016). Guided inquiry design in action. Santa Barbara, CA: Libraries Unlimited. Saul, E. W. (Ed.) (2004). Crossing borders in literacy and science instruction: Perspectives on theory and practice. Arlington, VA: NSTA Press. ISBN-10: 0872075192

21. References (continued) Standards that inform course learning outcomes: American College and Research Library (2015). Framework for Information Literacy for Higher Education. American Association of School Librarians (2007). Standards for the 21 st Century Learner. Cheuk, T. (2013). Relationships and convergences among the mathematics, science, and ELA practices. Next Generation Science Standards Next Generation Science Standards. Appendix F-Science and Engineering Practices in the NGSS. Next Generation Science Standards. Appendix M-Connections to the Common Core State Standards for Literacy in Science and Technical Subjects.