1. A Leadership Opportunity for School Librarians 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 The

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

3. Created at Cacoo.comCacoo.com

4. 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.

5. Curation as Collection Development 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…

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

7. http://animoto.com/play/E3Vmk861WPIKbSmNQ83Hqg

8. Now what? 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?

9. Evidence FOR Practice Research in eighteen states and one Canadian province shows that well-funded, professionally-staffed school library programs based on classroom-library collaboration correlate positively with student achievement, particularly in reading (Library Research Service 2012).

10. Evidence FOR Practice The Texas School Libraries: Standards, Resources, Services and Students’ Performance study showed that collaboration between school librarians and classroom teachers and school librarians who provide instruction to students and inservices for teachers have a positive correlation with student achievement (Smith 2001).

11. Evidence FOR Practice Pennsylvania School Library Project 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 (Kachel 2012).

12. Evidence FOR Practice School librarians have the greatest impact on student achievement when they practice coplanning, coteaching, teaching ICT (information and communication technology), and providing inservice workshops. These are among the library predictors of students’ academic achievement on standardized tests, particularly in reading and language arts (Achterman 2008, 62-65).

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

15. Alignment Guided Inquiry Reading Comprehension Strategies EEI - Motivation Activating Background Knowledge Building Background Knowledge Questioning Determining Main Ideas Drawing Inferences/Synthesizing EEI – Assessment/Reflection (Moreillon 2007, 2012) Open Immerse Explore Identify Gather Create and Share Evaluate and Reflect (Kuhlthau 2007, 29) Plus: Using sensory images and fix-up options throughout the process

16. ELA-R TEKS Reading/Inquiry Standards Example: 8 th Grade §110.18b (13) Reading/Media Literacy Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.

17. ELA-R TEKS Reading/Inquiry Standards Example: 11 th grade §110.33. b. (3) Reading/Comprehension of Literary Text/Poetry Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.

18. ELA-R TEKS Reading/Inquiry Standards Example: 12 th grade §110.34. b. (2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence … ( C) relate the characters, setting, and theme of a literary work to the historical, social, and economic ideas of its time.

20. All of photographs, examples, and testimonials used in this presentation were provided by classroom teachers and school librarians who cotaught lessons from Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact (Moreillon 2007). All images and testimonials are used with permission.

21. How could this coteaching strategy benefit you and your students?  One educator reads a text; the other records students’ ideas.

22. How could this coteaching strategy benefit you and your students?  Educators model the learning tasks with small groups.

23. How could this coteaching strategy benefit you and your students?  Educators provide think-alouds with the goal of showing a diversity of responses.

24. How could this coteaching strategy benefit you and your students?  Educators demonstrate cooperative learning, discussion procedures, and debating techniques.

25. How could this coteaching strategy benefit you and your students?  Educators jointly monitor small group or independent practice.

26. How could this coteaching strategy benefit you and your students?  Educators provide reading or writing conferences with individual learners or small groups.

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

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

29. Using Fix-up Options: Driving a Car at Night High School Example Read the Signs Animoto Video Fast Side

30. Analogy of Driving a Car Research-based Instructional Strategies (Marzano, Pickering, and Pollock)

31. Analogy of Driving a Car Activating and Building Background Knowledge Text-to-self Text-to-text Text-to-world Connections

32. Analogy of Driving a Car Using Sensory Images Engage all five senses in “visualization”

33. Analogy of Driving a Car Questioning Monitor comprehension through questioning Question the text and the author

34. Analogy of Driving a Car Drawing Inferences Propel through the text Interpret text and make meaning

35. Analogy of Driving a Car Determining Main Ideas Sorting and prioritizing Main ideas and supporting details

36. Analogy of Driving a Car Using Fix-up Options 16 ways for readers to regain comprehension

37. Analogy of Driving a Car Synthesizing Making meaning from multiple resources

38. Using Fix-up Options: Driving a Car at Night High School Example Read the Signs Animoto Video Fast Side

39. Process Reread. Stop and think. Talk aloud with your partner(s). Mark your organizer. Read on.

40. Part Four: Time and Eternity XXVII Because I could not stop for Death, He kindly stopped for me; The carriage held but just ourselves And Immortality. We slowly drove, he knew no haste, And I had put away My labor, and my leisure too, For his civility. Emily Dickinson (1830–86). Complete Poems. 1924.

41. We passed the school, where children strove At recess, in the ring; We passed the fields of gazing grain, We passed the setting sun. Or rather, he passed us; The dews grew quivering and chill, For only gossamer my gown, My tippet only tulle. Guided Practice

42. We paused before a house that seemed A swelling of the ground; The roof was scarcely visible, The cornice but a mound. Since then 'tis centuries, and yet each Feels shorter than the day I first surmised the horses' heads were toward eternity. Guided Practice

43. 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

46. TEKS – AASL Standards for the 21 st -Century Alignment Wiki Sample Lesson Plans 2 nd Grade: Whose Lucky Day Is It? http://teksalign.pbworks.com/w/page/58121567/2_3_A 7 th Grade: Drawing Inferences Using Visual Literacy http://teksalign.pbworks.com/w/page/60169454/7_10_D

47. Storytrail.com Contribute to the site and earn a badge: 1.Coteaching Photograph(s) 2.Sample Student Work 3.Classroom Teacher, School Librarian, or Principal Testimonials See the wiki for more information.

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

49. Works Cited Achterman, Doug. Haves, Halves, and Have-nots: School Libraries and Student Achievement in California. Diss. University of North Texas, 2008. Denton, Texas: UNT Digital Library. Web. 9 Jul. 2012.. 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.. Coteaching Photographs. All Used with Permission. ©2012 Judi Moreillon Lankes, R. David. The atlas of new librarianship. Cambridge, MA: The MIT Press, 2011. Print. Library Research Service. School Library Impact Studies, 2012. Web. 29 Oct. 2012.. Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007. Print. Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012. Print. "PA School Library Project." N.p., n.d. Web. 29 Oct. 2912.. Smith, Ester G. Texas School Libraries: Standards, Resources, Services and Students’ Performance, 2001. Web. 29 Oct. 2012.

50. http://animoto.com/play/E3Vmk861WPIKbSmNQ83Hqg