4.  Complete change in how we receive/use information  Mostly linear (print) nonlinear (digital)  Credibility and accuracy were more easily established  Publishers vs. Google (filters/product)  Glut of information on hand  Path of least resistance

5.  Random students across grade levels.  Mostly social studies  Some science  Some special ed, ESL  Some English, mostly for book checkouts

6.  Information skills embedded in each grade (continuum)  The Common Core  challenging texts  evaluating materials  using multiple sources  research and inquiry  based in rhetorical principles (The heart of Library instruction)

7. Suggestions from area academic librarians and professors:  Any assignment requiring the use of sources should also require a Works Cited page done in a standard MLA or APA format.  Emphasis placed on the sources. (they matter)  Easy with the tools students have available to them  Teachers should know that I can grade Works Cited, in-text citations, or any part of the assignment or process—they can count it as they choose…  Collaboration means less work, not more.

8.  Print or digital resources, vs. “have 5 sources”  Specifically require database use  Virtual Reference Collection, Jstor, Questia  Not “the internet” or “web pages”  Databases are mostly print resources  NoodleTools  Encourage collaboration  Mini Inquiry/research projects  Begin to develop our own Info Lit curriculum— ensure all students are learning Common Core Information Literacy Skills

9.  Latest technology tools and their applications  Latest non-fiction and fiction texts across genres  Inquiry-based learning, teaching writing, teaching grammar, remedial learners, technical communication, visual rhetoric, media literacy, and research  Conduct training for you or your teachers  one-on-one  as a group  any topic I spoke about or something else

10. Read 65 books last year Said he “hated” reading freshman year… High interest topics Important place for many kids