1. Launch a Common Core Conversion Amy Jo Southworth, Librarian Bay Shore High, NY asouthworth@bayshoreschools.org Bshscommoncore.wikispaces.com

2. What is the Common Core? A state-led effort that established a single set of clear educational standards for kindergarten through 12th grade in English language arts and mathematics that states voluntarily adopt. The standards are designed to ensure that students graduating from high school are prepared to enter credit bearing entry courses in two or four year college programs or enter the workforce. The standards are clear and concise to ensure that parents, teachers, and students have a clear understanding of the expectations in reading, writing, speaking and listening, language and mathematics in school.

3. What’s really at the “core?”

5. Where do we fit in?

7. Fifth Grade SkillsNinth Grade Skills W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. http://bshscommoncore.wikispaces.com/Library+CC+Skills

8. My A to Z Common Core Library Skills Checklist  Advance search using databases and internet search engines (Google)  Boolean search using keywords and use these terms to further research  Collaboratively compose and share documents  Determine next steps to take  Draw clear and appropriate conclusions supported by evidence and examples  Evaluate sources using established criteria  Filter information effectively  Formulate the topic, problem or question independently  Generate/incorporate visual elements including infographics, charts, diagrams, photographs, images…  Hyperlink to dynamic sources  Independently use an OPAC to locate books to support personal reading and academic interests  Integrate basic elements of document design (font, white space…)  Juxtapose the same information as it appears in digital and print forms  Know how to create, conduct, and incorporate interviews, surveys, and polls into research products  Locate and incorporate a variety of sources

9.  Maintain a position and prove it  Note take using a variety of print and digital strategies (NoodleTools)  Organize information effectively during all research stages  Parenthetically cite sources according to standard style formats using signal phrases where appropriate  Practice the ethical/responsible use of information according to copyright and fair use guidelines  Question sources for bias and omission  Read and generate a variety of text features (headings, TOC, electronic menus, icons)  Report findings in most effective format through appropriate publishing tools  Research in real time using tools including social media  Synthesize and summarize information from multiple sources and perspectives  Tag, comment, annotate, subscribe digitally  Understand purpose for using primary vs. secondary sources  Understand the purpose of citation (MLA and APA)  Upload and embed documents/variety of files/widgets  Use word processing applications and advanced features including commenting and reviewing  Vary paraphrases, quotations, summary, and use of signal phrases in research writing  Weigh the “pros and cons” of sources and media based on audience, purpose, and desired message  X-plore personal topics of interests  Yield to the revision of search strategies and reevaluation of keywords  Zero in on strengths and goals for improvement through ongoing reflection

11. Technology Matters!

13. Sources!

14. IF THEY DO THESE TYPES, IT IS EASIER TO TEACH THESE SKILLS: …integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. CC.11-12.W.8 TYPES OF RESEARCH STUDENTS SHOULD BE DOING… …short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; CC.11-12.W.7

15. Integrate and evaluate multiple sources of information presented in different media or formats CC.11-12.SL.2 …evaluating the credibility and accuracy of each source and noting any discrepancies among the data. CC.11-12.SL.2 …synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CC.11-12.W.7

16. So, Sources REALLY Matter… How to FIND GOOD sources: …using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; CC.11-12.W.8

17. Quality of Sources (CC SL.2; CCW.8)

18. Ways to Implement Standards…

20. An Inch Wide and A Mile Deep… Teacher-Librarian Collaboration: Balance content and process Extend learning beyond the classroom to different environments Model positive collaboration techniques: team-building, cooperation, flexibility, shared responsibility

21. Not!

22. Project=Catch-All

23. + + Project One: Annotated Bibliography

24. Project Two: Research Mentors

25. Project Three: Book Trailers http://www2.bayshore.k12.ny.us/bshs/library/booktrailers/ 13reasonswhynarcimadrid.m4v http://www2.bayshore.k12.ny.us/bshs/library/booktrailers /donovankolllie.m4v http://www2.bayshore.k12.ny.us/bshs/library/booktrailers /13ReasonsWhyMeteles.m4v

26. Measuring Results Anecdotal Reflection Pre-post surveys Portfolio (observations) (written/video) (TRAILS/Google Forms) (digital/print)

27. Other Common Core Shift Priorities

29. Genre Labeling Think about users’ needs Tackle small section at a time Fiction Series Graphic novels The 900s? (small might depend on your library) 600s? Health topics? Solicit Help! Have FUN!

33. Special Collections

41. And we hope our students ask this of every source they use…

43. All images taken from flickr Creative Commons: http://www.flickr.com/

44. THANKS LISA SMYTH FOR ALL YOUR HELP AND AGREEING TO DO THIS FOR ME!!