1. Session # 407 Connecting for Learning The Teacher-Librarian as Interdisciplinarian Tim Gauntley, Program Coordinator Jo-Anne LaForty, Instructional Leader Sharon Mills, Instructional Leader Library and Learning Resources and Interdisciplinary Studies Toronto District School Board

2. Agenda 1.Introduction and Making Connections 2.What is interdisciplinary about school librarianship? 3.Video: Archives Course 4.Benefits, Goals, & Policy of Interdisciplinary Studies 5.Role of Teacher-Librarian in IDC Courses 6.How the IDC perspective expands the library research process 7.Student Activities 8.The Art of Asking Essential Questions 9.Farewell

3. Making Connections A Guide to Interdisciplinary Studies for Ontario Schools 1.IDC: a Pathway to Success 2.IDC Policy in Ontario 3.Designing Courses and Units 4.Writing Courses 5.Teacher Workshop Activities 6.Student Activities 7.FAQs 8.Resources 9.Readings

4. ACTIVITY 1 What is interdisciplinary about school librarianship? What knowledge and skills distinguish this job as “interdisciplinary” or “multi-disciplinary”? What similar knowledge and skills have you developed in your career? BUSINESS PROCESS-IMPROVEMENT LEADER, PRODUCTION Job Description Handout Page 2

5. Video Local History and Archives IDC Course Humberside Collegiate The term interdisciplinary is used to describe an approach to learning and knowledge that integrates and benefits from the understanding and application of the approaches of different subjects and disciplines. To make sense of the growth and often disparate nature of data and information, students must become information literate. The skills, knowledge, insights, and innovations of the discipline of Information Studies are central to interdisciplinary work.

6. Benefits of IDC Courses PASSION MOTIVATIONSPECIALIZATIONCOMMUNITYDIVERSITYCOLLABORATIONCHOICEINNOVATIONCONNECTIONSEXPLORATION Handout Page 3

7. Goals of Interdisciplinary Studies To ensure that students: interconnect concepts and skills from diverse disciplines use research methods from diverse disciplines to find solutions beyond the scope of a single discipline view issues from multiple perspectives Handout Page 4

8. Goals of Interdisciplinary Studies To ensure that students: analyse and evaluate complex information from a wide range of resources work both independently and collaboratively apply skills and knowledge to new contexts and understand career opportunities Handout Page 4

9. Goals of IDC Courses To ensure that students: use higher-level critical- and creative-thinking skills to synthesize methodologies and implement innovative solutions apply established and new technologies learn how to learn Handout Page

10. Adapted 2006 fromInterdisciplinary StudiesOrientation©Queen’s Printer for Ontario, 20025 The Interdisciplinary Studies Policy Template to Develop Interdisciplinary Courses Suggestions for Program Planning Introduction, Program Planning, Considerations Three Courses with Overall and Specific Expectations Achievement Chart Descriptions of Sample Courses Model A Model B

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21. The Teacher-Librarian and IDC Courses 1. Helping a school identify the need for IDC in the Curriculum Identifying My School Profile Planning Considerations: Checklist Handout Page 9 Handout Page 10

22. The Teacher-Librarian and IDC Courses 2. Helping to design or teaching an IDC course Introduction to Information Studies IDC Course Design and Samples Handout Page 11-12 Handout Page 13

23. The Teacher-Librarian and IDC Courses 3. Supporting IDC Courses in the School Library Imbedding the Research Process Checklist of Teaching/Learning Strategies Handout Page 14

24. ACTIVITY 2 IDC Courses and the Research Process 1.How can the school library program support the achievement of IDC expectations? 2.How do IDC courses change our approach to library research? Appendix 1.1 Continuum of Interdisciplinary Knowledge and Skills Handout Page 15

25. Examples of Student Activities in Making Connections 1.Multiple Intelligences 2.Critical and Creative Thinking 3.Visual Organizers Handout Page 16-17 Handout Page 18 Handout Page 19

26. ACTIVITY 3 The Art of Asking Essential Questions 1.Asking Complex Interdisciplinary Questions 2.Applying the Elements of Reasoning to Questioning Within a Discipline The Miniature Guide to the Art of Asking Essential Questions by Dr. Linda Elder and Dr. Richard Paul. The Foundation for Critical Thinking www.criticalthinking.org Complimentary handout of Guide to all participants Guide Page 17 Guide Page 32

27. The Interdisciplinary University

28. Farewell