1. Professional Development for Newly Assigned Library Personnel How Can Library Services Support You In Your New Position As Librarian? Session 2

2. Your Connection to Library Services Library Services Coordinator for Staten Island and Brooklyn Melissa Jacobs-Israel 52 Chambers Street Room 213 New York, NY 10007 212-374-0213 mjacobs7@schools.nyc.gov

3. Implementing What You’ve Learned -- Homework Develop An Order List Using Books In Print And/Or Titlewave Register (Or Find Out If Your School Is Already Registered) For NOVEL. Find One Article That You Retrieved From A NOVEL Database. Activate Your DOE E-mail Register For NYCSLS Listserv POST One Question To The Listserv Find Your Budget

4. Overview of Sessions Session 1: Introduction to the Library Program Session 2: Collaborative Planning Session 3: Information Access and Delivery

5. Session 2: Collaborative Planning Introduction to collaborative planning Information Fluency Continuum and Benchmark Skills Using the Information Fluency Continuum and the Independent Investigative Method

6. What is it? Who are the collaborative partners? How do we achieve it successfully? What are the benefits of collaboration? Who benefits from it? Introduction to Collaborative Planning

7. 2.4.1 COLLABORATIVE PLANNING (Excerpt from Learning Walk) Focus AreaExamplesWondering / Observations Next Steps Collaborative planning  Scheduled planning time for library media specialist and teachers to meet  Planned units of study in content areas  Library media specialist involvement in curriculum committees and development of school plan (CEP)  Library media specialist participation in school, department and grade-level curriculum design and assessment projects  Instructional activities planned collaboratively by teachers and library media specialist  Curriculum needs translated into library media program goals and objectives

8. Collaboration: The Librarian’s Role Assesses student and teacher needs Collaborates in planning assignments in alignment with the New York State Standards in the content areas and with classroom expectations of individual teachers Partners with classroom teachers to develop curriculum units and lessons Partners with classroom teachers to integrate inquiry skills into lessons

9. Facilitates curriculum planning across the school Assists in integrating the use of instructional technology to enhance learning throughout the curriculum Provides access to resources to support teaching and learning Assesses student progress in mastering the inquiry process Collaboration: The Librarian’s Role

10. Collaboration Collaboration is essential for the successful integration of information literacy into curriculum. Collaboration is not Cooperation or Coordination, though they are part of Collaboration.

11. Cooperation Coordination Collaboration

12. School culture must support collaboration Flexible library scheduling increases the opportunities for collaboration Collaborative members must respect each other and be flexible Essential resources - time, facilities, budget - must be provided to assure success How to Achieve a Good Collaborative Partnership

13. Set attainable goals Start small and build on success Use the IFC and Benchmark Skills to deepen teachers’ standard lessons Publicize collaborative achievements

14. Now it’s YOUR turn!

15. Your Task Group yourselves according to grade level, and/or schedule Using the Collaborative Strategies Template brainstorm barriers to collaboration (10 min) Discuss strategies to overcome top 3 barriers (15 min) Be prepared to share (10 min)

16. Information Fluency Continuum How Does Inquiry Differ From Research?

17. Research Is a part of inquiry Find information Not interactive Answers pre-selected questions

18. Inquiry Places students at the heart of learning Empowers them to follow their sense of discovery Requires active engagement Must generate questions Constructs new understandings Requires reflection and critical thinking Not a linear process

19. Purpose of Information Fluency Continuum Coherence and guidance in what we are teaching through the library High expectations for what our students should learn about finding and using information Connection to content standards, literacy and technology

20. Three Standards of IFC Standard 1: Using Inquiry to Build Understanding Standard 2: Pursuing Personal and Aesthetic Growth Standard 3: Demonstrating Social Responsibility

21. Standard 1: Using Inquiry to Build Understanding What Steps Do You Use When Conducting Your Own Personal Inquiry?

22. An Inquiry Framework Inquiry Model Connect Express Investigate Construct Wonder Reflect

23. Connect Connect to self, previous knowledge Gain background and context Observe, experience

24. Wonder Develop questions Make predictions, hypotheses

25. Investigate Find and evaluate information to answer questions, test hypotheses Think about the information to illuminate new questions and hypotheses

26. Construct Construct new understandings connected to previous knowledge Draw conclusions about questions and hypotheses

27. Express Apply understandings to a new context, new situation Express new ideas to share learning with others

28. Reflect Reflect on own learning Ask new questions

29. Standard 2: Pursuing Personal and Aesthetic Growth Literary/Artistic Response and Expression Personal Exploration Motivated, Independent Learning

30. Standard 3: Demonstrating Social Responsibility Importance of Information to a Democratic Society Effective Social Interaction to Broaden Understanding Ethical Behavior in Use of Information

31. AASL Standards for the 21 st- Century Learners Learners use skills, resources and tools to:  Inquire, think critically, and gain knowledge  Share knowledge and participate ethically and productively as members of our democratic society  Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge  Pursue personal and aesthetic growth

32. The Relationship AASL correlate with Library Services Information Fluency Continuum (IFC) Library Services is currently developing a crosswalk between IFC and AASL Standards for the 21 st -Century NY State Dept. of Education is also in the process of developing information literacy standards which probably will reflect AASL Standards for the 21 st -Century Learner

33. Enjoy your lunch!

34. Integrating Skills into Instructional Units / Lessons

35. Using the Information Fluency Continuum What skills will we teach or scaffold? What instructional strategies will we use? What kinds of assessment will be built in?

36. Critical thinking skills comparing and contrasting ideas identifying cause and effect drawing inferences and making conclusions distinguishing fact and opinion Research skills getting information organizing information looking for patterns interpreting information analyzing information synthesizing information supporting a position Communication Skills giving oral and written explanations listening and responding Sequencing & Chronology Skills placing events in chronological order creating timelines Map and Globe Skills reading maps, legends, symbols and scales comparing maps and making inferences interpreting and analyzing different kinds of maps creating maps Graph and Image Analysis Skills decoding images (graphs, cartoons, paintings, photographs) interpreting graphs and other images drawing conclusions making predictions Skills Embedded in NYS Standards: A Partial List Adapted from Social Studies Instructional Strategies and Resources: Pre-kindergarten Through Grade 6 http://www.emsc.nysed.gov/ciai/socst/pub/ssisrintro.pdf http://www.emsc.nysed.gov/ciai/socst/pub/ssisrintro.pdf

37. Together, you and the classroom teacher decide which skills need to be taught, where the skills will be taught (library or classroom) and by whom (librarian or classroom teacher). Information Fluency And Collaboration Go Hand In Hand

38. What Can Library Teachers Do? Lead your school in collaborative planning that integrates the teaching of information fluency throughout the curriculum. Figure out which skills to teach and assess and which to scaffold in every lesson Plan the implementation of the Benchmark Skills for all students

39. What Can Library Teachers Do? (Continued) Order high quality resources Collaborate with classroom teachers to co-teach Align the implementation of the Benchmark Skills with your school’s goals and your students’ needs. Collaborate with your administrator

40. The Independent Investigative Method Complements the IFC Provides teaching strategies for Benchmark Skills from the IFC Provides graphic organizers that can double as assessment tools

41. The Information Fluency Continuum The IFC provides a framework for inquiry. It breaks down the process into the indicators or specific skills necessary to carry out the inquiry experience. The Independent Investigation Method The IIM is also a framework for inquiry, but it focuses less on the breaking apart of the specific skills and more on the teaching strategies for some of the key skills or indicators. A Marriage Made in Heaven

42. Independent Investigation Method Information Fluency Continuum Step 1 Topic – (Pre-search)Inquiry Phase: Connect Step 2 Goal SettingInquiry Phase: Wonder Step 3 ResearchInquiry Phase: Investigate Step 4 Organizing Step 5 Goal Evaluation Inquiry Phase: Construct Step 6 Product Step 7 Presentation Inquiry Phase: Express Inquiry Phase: Reflect

43. Let’s take a look at one IIM strategy for teaching an important part of the IFC process: Inquiry: Wonder

44. Students are asked to generate questions about the topic. Encourage: “Fat” questions” as opposed to “thin” questions Questions without obvious or “yes or no” answers Questions that lead to deep, critical thinking.

45. This is not an easy task, even for adults. Let’s look at one example and then see if you can use one IIM technique to generate questions for another topic.

46. Topic Native Americans: First Inhabitants of New York State 4 th Grade

47. Essential Question How Did Native Americans Influence the Development of New York?

48. Focus Areas Geography Social Cultural Populations: Algonquians, Iroquois

49. Focus/Guiding Questions Why did the Iroquois settle in New York State? Where might… Who is…

50. Pick two numbers between one and six and remember them…

51. Red Question Cubes 1 How 2 Why 3 Who 4 Where 5 What/Which 6 When

52. Blue Question Cubes 1 Can 2 Is 3 Did 4 Might 5 Would 6 Will

53. Now let’s try it together:

54. Essential Question What Would The World Be Like Without Insects?

55. Focus Areas Agriculture Health Culture and beauty The food chain Economic

56. Your Questions:

57. Know your curriculum! NYS Learning Standards and Core Curriculum in Social Studies http://schools.nycenet.edu/offices/teachlearn/ss/SocStudScopeSeq.pdf NYC Instructional Publications for Science http://schools.nyc.gov/Academics/Science/EducatorResources/NY+State+Core+Curricula.htm English Language Arts Performance Standards http://schools.nyc.gov/offices/teachlearn/documents/standards/ELA/index.html (New Scope and Sequence is in development) Math Instructional Publications http://schools.nyc.gov/Academics/Mathematics/EducatorResources/CoreCurriculum.htm

58. Now it’s YOUR turn!

59. Your Task Use the “Investigate” phase of Standard 1 (Inquiry) of the IFC. Choose a benchmark skill for your grade level to target with your students (15 min) Think of a likely collaborating teacher in your school and begin to plan a lesson around a specific teaching strategy for a particular skill that you’ve identified – refer to slide on Librarian responsibilities in collaboration and parts of template (30 – 40 min) Consider various formative assessment tools Share (30 – 40 min)

60. Implementing What You’ve Learned -- Homework Complete the lesson plan you began today with a collaborating teacher in your school Share the IFC and benchmarks with another teacher or an administrator in your school

61. Important – Before you leave: Please fill out the Evaluation Form Please make sure that you have signed the attendance sheet and filled in all of the information

62. THANK YOU! SEE YOU ON DECEMBER 17TH!