1. The Key to Maximizing Your Impact on Student Achievement

2. Judi Moreillon, M.L.S., Ph.D. School of Library and Information Studies Texas Woman’s University jmoreillon@twu.edu https://flipped-library.wikispaces.com

3. If students cannot make sense of text, can they become information literate lifelong learners? Reading Comprehension Strategies Inquiry Learning

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5. Definition: The “flipped library”: Responds to the need for 24/7 access to resources. Gives students, colleagues, administrators, and families opportunities and the responsibility for independent learning.

6. Curation as Virtual Collection Development Students’ and teachers’ products Internet pathfinders, LibGuides, LiveBinders Tutorials Book trailers and other readers’ advisory resources Inservice presentations Links to databases, other libraries’ Web sites, and resources, resources, resources…

7. Self-Assessment 1. Leader 2. Instructional Partner 3. Information Specialist 4. Teacher 5. Program Administrator 7 Instructional Partner

8. Definition: The “flipped library”: Frees up the librarian’s school-day hours to coplan and coteach, support and monitor, intervene in student learning experiences, assess student learning outcomes, and practice job-embedded professional development.

9. “The greatest asset any library has is a librarian ” (Lankes 29).

10. What does the research say about how school librarians contribute to student achievement? What does your experience tell you? How will you use your face time with students and classroom teachers?

11. Evidence FOR Practice Creating 21st-Century Learners: A Report on Pennsylvania’s Public School Libraries The overall findings fit with research we’ve seen in other states— access to a full-time, certified school librarian significantly impacts students achievement in reading (PA School Library Project 2012).

12. Evidence FOR Practice Creating 21st-Century Learners: A Report on Pennsylvania’s Public School Libraries “The librarian collaborates closely with classroom teachers in every subject area to teach students everything from making sense of the information they gather to collaborating with other students to create new knowledge” (PA School Library Project 2012).

15. CCSS College and Career Readiness Anchor Standards for English Language Arts Key Ideas and Details: 1.Read closely to determine what the text says explicitly and to make logical inferences from it [the text plus background knowledge] Comprehension and Collaboration: 2.Integrate and evaluate information presented in diverse media and formats.

16. CCSS College and Career Readiness Anchor Standards for English Language Arts Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print/digital sources, assess the credibility/accuracy…

18. Standards, Processes, and Applications – Sit in groups of six or seven. – Shuffle and deal the puzzle parts. – Take turns reading each puzzle part. – Determine a keyword or keywords. – Discuss as a group in which column this piece fits. – Place the piece on the board under CCSS, AASL Standards, Inquiry, Reading, or Applications 18

19. A Word about Inquiry and Reading InquiryReading Strategies Motivation/NegotiationActivating or Building Background Knowledge Plan/FormulationQuestioning InvestigationDetermining Main Ideas ConstructionMaking Predictions and Drawing Inferences PresentationSynthesizing Evaluation/ReflectionDefining/Refining the Purpose for Reading 19

20. Standards, Processes, and Applications – Sit in groups of six or seven. – Shuffle and deal the puzzle parts. – Take turns reading each puzzle part. – Determine a keyword or keywords. – Discuss as a group in which column this piece fits. – Place the piece on the board under CCSS, AASL Standards, Inquiry, Reading, or Applications 20

21. http://animoto.com/play/XGIyUfLHY32MGpDQdj6vKA

22. What’s the greatest resource any library has?

23. 23 PIECES OF THE COMMON CORE STATE STANDARDS COLLEGE AND CAREER READINESS STANDARDS Scrabble Image by Nick Vitale. Used with permission.

24. Job-embedded Professional Development Integrating the print and online resources of the library into the classroom curriculum by: 1. Coplanning and coimplementing lessons and units of instruction 2. Coassessing student learning outcomes 3. Sharing expertise with technology tools integration in order to impact teachers’ teaching

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27. Coteaching Published Lesson Plans 27 http://storytrail.com

28. Team Teaching Strategies  One educator reads a text, the other records students’ ideas.  Jointly model the learning tasks.  Provide think-alouds with the goal of showing a diversity of responses.  Demonstrate cooperative learning, discussion procedures, and debating techniques.

29. Kindergarten Teacher and Teacher-Librarian Grand Canyon School, Grand Canyon, Arizona

30. Using Sensory Images: Emerging Lesson (http://storytrail.com/Impact/Chapter_4/main1. htm)http://storytrail.com/Impact/Chapter_4/main1. htm  Nancy to Kelley: Please remember to save some of the student  work... THANK YOU for being willing to do this with me!!  Kelley to Nancy: I am saving the work. We can go over them together if you would like with the rubric. Whew! What a project!  Nancy to Kelley: So - I guess the question is - was it a project worth repeating next year??

31. Using Sensory Images: Emerging Lesson (http://storytrail.com/Impact/Chapter_4/mai n1.htm)http://storytrail.com/Impact/Chapter_4/mai n1.htm  Kelly to Nancy: Yes, it will be very worth repeating next year and especially using it during the 5 senses PYP  [Primary Years Program of International Baccalaureate] planner. We could go really far with it and I could do much more ocean theming up to that point.  Nancy to Judi: Success! Here's a side tidbit: I went into the speech therapist's office, and she had been working with a student from Kelley's class & saw what we were doing. So she continued with the theme during speech class! Yahoo! It's catching!

32. Kinder-First Grade Classroom Teacher and Librarian Monarch Academy in Oakland, California

33. Using Background Knowledge: Emerging Lesson (http://storytrail.com/Impact/Chapter_3/main1. htm)http://storytrail.com/Impact/Chapter_3/main1. htm  Melanie to Keisa:  Having two teachers made the lesson more dynamic for the children. While the children needed a lot of support to fill out the Venn diagram, I think it’s an excellent way to introduce a new complex skill. The small groups made it easy for all kids to get plenty of support. I am ready to collaborate with you again!

34. First-grade Classroom Teacher and Librarian Lela Alston Elementary School, Phoenix, AZ

35. Making Predictions: Emerging Lesson (http://storytrail.com/Impact/Chapter_6/main1.htm)http://storytrail.com/Impact/Chapter_6/main1.htm Pamela to Judi:  This was Rita’s first time using the media document projector with an LCD projector and [an interactive whiteboard]. She was pretty excited about that! I felt like our coteaching helped her take that risk.

36. Third-grade Classroom Teacher and Librarian P.S. 88, Bronx, New York

37. Using Fix-up Options: Advancing Lesson (http://storytrail.com/Impact/Chapter_8/main2. htm)http://storytrail.com/Impact/Chapter_8/main2. htm  Pauline to Judi:  The collaboration proved not only to be successful  for this project but collaboration in general. I am new to the school and the teachers have never used the library or LMS [teacher- librarian] before. Two years ago the library was in the hallway. Now I have the entire third grade collaborating with me on their non-fiction units. I want to thank you for allowing me this opportunity to show the school how worthwhile the library can be (March 2007).

38. Using Fix-up Options: Advancing Lesson (http://storytrail.com/Impact/Chapter_8/main2. htm)http://storytrail.com/Impact/Chapter_8/main2. htm  Pauline to Judi:  Five months later, Pauline wrote: “Because the unit last year was so successful, the principal gave me an entirely flex schedule this year” (August 2007).

39. Librarian and Fourth-grade Classroom Teacher Ruth Powell Elementary, Safford, Arizona

40. Questioning: Advancing Lesson (http://storytrail.com/Impact/Chapter_5/main2. htm)http://storytrail.com/Impact/Chapter_5/main2. htm  Sue to Judi:  I feel this experience [of coteaching] has gone a  long way toward advancing our relationship into a more collegial, collaborative one. During our reflections, Kylee indicated a definite interest in attempting more collaborative projects…  In addition, Kylee has become an advocate for the collaborative process by telling others of our success. I think our relationship will continue to evolve and develop.

41. Questioning: Advancing Lesson (http://storytrail.com/Impact/Chapter_5/main 2.htm)http://storytrail.com/Impact/Chapter_5/main 2.htm  Sue to Judi: My unique contributions [to the collaboration] were keeping the lines of communication open and working out the logistics of delivering the lesson including gathering the materials, resources and equipment that made it run smoothly. From Kylee I learned that you have to be specific when proposing a project like this so that the other person knows what is expected. It turns out that Kylee wasn’t averse to teaching collaboratively; she just didn’t understand what was involved…

42. Second-grade Classroom Teacher and Librarian Anthem School, Anthem, Arizona

43. Using Background Knowledge: Advancing Lesson (http://storytrail.com/Impact/Chapter_3/main 2.htm)http://storytrail.com/Impact/Chapter_3/main 2.htm  Melody to Judi:  The lessons went great. I had never cotaught with this teacher. She came from California where the schedule was fixed and they just dropped their kids off with the teacher-librarian. This was new to her, and we both had a great time. This is something we want to do more often. The teacher loved teaming with me, and the kids learned a lot and had fun.

44. 5th-grade Classroom Teacher and Librarian P.S. 347, New York, New York

45. Questioning: Advanced Lesson (http://storytrail.com/Impact/Chapter_5/main3. htm)http://storytrail.com/Impact/Chapter_5/main3. htm  Sara to Judi:  I must admit that it is hard for me to give teachers the lesson plan in advance; I often end up teaching it myself. Using published lessons helps me manage my time better. The lessons also give me strategies for involving the classroom teacher during any lesson I teach.

46. Questioning: Advanced Lesson (http://storytrail.com/Impact/Chapter_5/main3. htm)http://storytrail.com/Impact/Chapter_5/main3. htm  Sara to Judi:  It was exciting when I saw that the students chose Amelia and Eleanor Go for a Ride as one of their top ten favorite books of the year. I think it was because we went really deep in the lesson. We studied that book; it lingered in their minds.

47. Contribute to either site and earn a badge: 1.Coteaching Photograph(s) 2.Sample Student Work 3.Classroom Teacher, School Librarian, or Principal Testimonials See my Web site for more information: http://storytrail.com http://storytrail.com

48. A ripple? Or a wave? It’s up to us!

49. Works Cited Biancarosa, Gina, and Catherine E. Snow. Reading Next—a Vision for Action and Research in Middle and High School Literacy: A Report to the Carnegie Corporation of New York. 2nd ed. Washington, DC: Alliance for Excellence in Education, 2006. "College Readiness Benchmarks Over Time." The Condition of College & Career Readiness 2012. N.p., n.d. Web. 27 Oct. 2012.. Common Core State Standards. College and Career Readiness Anchor Standards for English Language Arts in K-5 and 6-12. 2011. Web 20 Apr. 2013.. Coteaching Photographs and Testimonials. All Used with Permission. ©2013 Judi Moreillon Lankes, R. David. The Atlas of New Librarianship. Cambridge, MA: The MIT Press, 2011. Print. Moreillon, Judi. Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2013. Print. _____. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012. Print. PA School Library Project. “Creating 21 st -Century Learners: A Report on Pennsylvania’s Public School Libraries. Oct. 2012. Web. 20 Apr. 2013..