1. 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

2. 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:

3. 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

4. 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:

5. 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

6. 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.

7. Project Hub on OER Commons

8. Using the Module Builder to author and publish

9. Using the Discussion Forum to post prompts and responses

10. 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

11. 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

12. Amee Godwin amee@iskme.org
Letha Goger
Cynthia Jimes
#GoOpen #OER #SLASL
@iskme
@oercommons