1. DEBRIEF Quiz Saving files options Danielson evaluation for TLs Questions?

2. MODULE 1 KEY QUESTIONS 1.How has the librarian’s role changed over time? 2.What are the challenges facing our profession? How can they be addressed? 3.What is the mission of the LIT program? What are some strategies for achieving it? 4.What is the comprehensive vision of the LIT program? Why is it important to develop and articulate a vision? 5.How can teacher-librarians remain relevant in a digital age? 6.Why is the systems approach a helpful model for analyzing the LIT program? 7.What are some strategies for determining the right balance of the three functions of the LIT program for a given building situation?

3. MODULE 2: OUTPUTS INFORMATION & TECHNOLOGY LITERACY INSTRUCTION LIS585 SUMMER QUARTER 2016

4. THREE ESSENTIAL FUNCTIONS OF THE LIT PROGRAM: Courtesy of hyku/Flikr Creative Commons

5. A STANDARDS-BASED SYSTEM Content Standards Curriculum Instruction Assessment In a standards-based system, curriculum, instruction, and assessment are grounded in the learning expectations established in standards. Courtesy of Mykl Roventine/Flikr Creative Commons

6. EVERY STUDENT, FUTURE READY: CCSS Explaining CCSS to Kids

7. ARE INFORMATION LITERACY SKILLS IN THE CCSS? WELL, YEAH, BUT… From: Common Core State Standards For English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Research and media skills blended into the Standards as a whole To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.

8. INFO/TECH LITERACY STANDARDS “Process vs. Content” Montana Information Literacy/Library Media Content Standards* ACRL Standards* AASL Standards for the 21 st Century Learner** LWSD Library Power Standards* ISTE Washington State Educational Technology Standards* LWSD Tech Skills Continuum *Big6-Based **Used to be Big6-Based

9. WHAT IS INFORMATION LITERACY? What is your understanding of information literacy? Mike Eisenberg Vodcast #1

10. *THE BIG IDEA *Adopt a set of standards for your LIT program to be sure that students are receiving comprehensive and consistent instruction in ICT skills.

11. TYPES OF ASSESSMENTS Formative Assessments Assessment FOR Learning Purpose: Provide ongoing feedback to improve learning Timing: During the learning segment Summative Assessments Assessment OF Learning Purpose: Evaluate final efforts to prove learning Timing: At the end of the learning segment Performance Rubrics TRAILS

12. REPORTING Types of Formal Reports: For students themselves, as well as parents and teachers Bulletin Boards Newsletters Library Reports Official Report Card Grade For faculty, administrators, school board School-wide Newsletter School and Library Webpages Social Networking Annual Report (LIT Program Analysis, Detailed 1-Year & 5- Year Plans, Budget Requests, Examples of student work, etc.) Research!

13. EXAMPLE: LWSD LIBRARY POWER STANDARDS K-5 What are the skills related to the LIT standards? Standard 1: Library Skills: The students will locate, access and use library resources responsibly and effectively. Standard 2: Literature: The student will use literature to pursue personal interests, expand global understanding, and reach academic goals. Standard 3: Research: The student will identify the task, determine resources needed, and locate sources. Standard 4: Research: The students will use information, present findings, and evaluate the research process. Standard 5: Citizenship: The student will use information and resources safely, ethically, legally, and responsibly.

14. STANDARD 1: LIBRARY SKILLS The student will locate, access and use library resources responsibly and effectively. Searches the library catalog to locate materials using advanced features (title, author, keyword, series, reading level, etc.). Uses the library's organizational scheme to locate resources in any section of the library. Uses correct library management procedures. (for example, shelf markers, check out, renewing, etc) Logs in into the library catalog and finds patron information. Locates good fit books. Respects library resources and environment. (for example, book care, hardware, shelves, etc) Demonstrates age-appropriate behavior for the library environment.

15. STANDARD 3: RESEARCH SKILLS The student will identify the task, determine resources needed, and locate sources. With guidance, recognizes narrow and broad topics and questions. With guidance, brainstorms and evaluates research questions With guidance, generates and evaluates keywords. With guidance, determines appropriate resources for answering research questions. With guidance, locates multiple approved resources, including print, digital, and human, to locate and gather appropriate information.

16. STANDARDS 4: RESEARCH SKILLS The student will use information, present findings, and evaluate the research process. Uses note taking strategies to collect information. With guidance, gathers ideas and information from different points of view. With guidance, evaluates information for accuracy. With guidance, distinguishes between fact and opinion in information resources. Bases responses on information from multiple resources. Synthesizes information to form a response to a question. Presents answers to research questions through discussion, written response, diagrams/illustrations or multimedia. Evaluates the research process (for example, identify which of the Five Star research steps were completed).

17. STANDARD 5: DIGITAL CITIZENSHIP + PLAGIARISM The student uses information and resources safely, ethically, legally, and responsibly. Practices age-appropriate use of technology as defined by the Acceptable Use Policy and is aware of consequences of inappropriate use. Practices responsible use of library resources and is aware of consequences of inappropriate use. With guidance, practices internet safety procedures including safeguarding personal information. Demonstrates respect for privacy of others (e-mail, files, passwords, book checkout, etc.). “Culture of Citation” Demonstrates understanding of plagiarism by paraphrasing information and noting direct quotes. With guidance, demonstrates awareness of district Copyright Guidelines for responsible and ethical use of information resources. Credits all sources using MLA format.

18. LIBRARY POWER STANDARDS FOR GRADES 6-12 EXAMPLE: MONTANA SPI

19. SCOPE AND SEQUENCE K-5: September—October: Establish routines (book checkout, quiet reading, readiness for learning) November–June: Rotate info/tech literacy and reading advocacy (3:1) Big6 Skills Tech integration Digital citizenship Code.org Keyboarding Book talks (3-5) For K-2, center lessons around WCCPBA nominees 6-12: Select 1-2 info/tech literacy standards per grade level, consult with departments for implementation/collaboration plan Topic/theme book talks

20. REVIEW! Information and Technology Literacy skills are Future Ready Skills The Information and Technology Literacy curriculum is already embedded within the content curriculum—but not explicit!. It must be comprehensive, predictable, measured and reported!

21. *FOR YOUR CONSIDERATION…

22. A NOTE ON COLLABORATION STRATEGIES… First, be a part of the conversation in providing resources for classroom learning. Then…  Suggest strategies for incorporating information & technology literacy skills.  Work together with classroom teachers to create assignments that matter to students. *Joyce Valenza asks Tough Questions!

23. CHALLENGE #2: LESSON PLAN It’s the first day of school, and a staff member has already requested that you address a topic in the first week during a scheduled visit to the library. Structure a lesson for students (elementary/secondary) on one of the following topics: Search strategies Citations Online databases Note-taking Presentation tools Research process Computer science/coding Other? 1.Create a lesson plan on the topic you choose; include student learning target(s), link to standards document, instructional activity description, and assessment measure (30 minutes) 2.Share your lesson plan with colleagues, and post to discussion board (10 minutes)

24. DIGITAL CITIZENSHIP Intellectual Property Online Citizenship Plagiarism Zombies

25. CHALLENGE #3: DIGITAL CITIZENSHIP LESSON PLAN Your school district has mandated that each school teaches digital citizenship as appropriate to each grade level. Your building leadership team has determined that this falls within the LIT program. Structure a lesson for students (elementary/secondary) on one of the following topics:  Creative Credit & Copyright  Digital Footprint & Reputation  Internet safety  Cyberbullying  Privacy & Security  Creative Commons licensing 1.Review the lessons on the Common Sense Media website, and select one for each grade level in your building (20 minutes) 2.Share your lesson plans with colleagues, and post to discussion board (10 minutes)

26. REVIEW: GUIDELINES FOR A STANDARDS-BASED INFORMATION & TECHNOLOGY LITERACY INSTRUCTION PROGRAM 1.Adopt a set of standards for information and technology literacy. 2.Communicate to staff and administrators that these are already embedded within CCSS, but the LIT program makes them explicit. 3.Determine a scope and sequence that is aligned with building needs and goals. 4.Consider ways to teach, assess and report student progress. 5.Identify ways to collaborate with staff in integrating technology tools.

27. SNEAK PEEK AT MODULE 5: LEADERSHIP & ADVOCACY… How to determine which Library Power Standards will be assessed and reported at each grade level? How to share instructional strategies?  Flexibility (collaboration, creativity) What will be the means for calibration of student success in meeting standards across the district? How can released items from state tests be used to target information and technology literacy standards in content areas?

28. Questions? Comments? Source: Flikr Creative Commons/”teachers”

29. HOW TO IMPLEMENT AN INFORMATION LITERACY PROGRAM Mike Eisenberg Vodcast #2

30. ACCOUNTABILITY IN INFO & TECH LITERACY INSTRUCTION Mike Eisenberg Vodcast #3