Presentation on theme: "Leverage Your Library Program: Collaborate! Audrey Church, Coordinator, School Library Media Program Longwood University."— Presentation transcript:
Leverage Your Library Program: Collaborate! Audrey Church, Coordinator, School Library Media Program Longwood University
“The school library media specialist must be perceived as a strong, creative, collaborative professional who is a visible leader in the design of curriculum and instruction appropriate for an information-rich culture.” Marilyn Miller, AASL Past President and Professor Emeritus, UNCG Leverage Your Library Program!
“The school library media specialist must be perceived as a strong, creative, collaborative professional who is a visible leader in the design of curriculum and instruction appropriate for an information-rich culture.” Marilyn Miller
Eight Recent Statewide Studies The Impact of School Library Media Centers on Academic Achievement, Colorado, 1993 Information Empowered: The School Librarian as an Agent of Academic Achievement, Alaska, 1999 Measuring Up to Standards: The Impact of School Library Programs & Information Literacy in Pennsylvania Schools, 2000 How School Librarians Help Kids Achieve Standards: The Second Colorado Study, 2000
School Libraries and MCAS Scores, Massachusetts, 2000 Good Schools Have School Librarians: Oregon School Librarians Collaborate to Improve Academic Achievement, 2001 Texas School Libraries: Standards, Resources, Services, and Students’ Performance, 2001 Make the Connection: Quality School Library Media Programs Impact Academic Achievement in Iowa, 2002
New Study—2003 How School Librarians Improve Outcomes for Children: The New Mexico Study, Lance, Rodney, and Hamilton-Pennell “The New Mexico Study joins eight other state studies now reporting on a total of over 3300 schools delivering the same message: school library media centers make a difference in academic achievement.” Research Titles from LMC,
Test scores are higher when the school has …
A professionally trained, full-time library media specialist Adequate support staff in the library A strong collection (books, periodicals, online databases) that meets the needs of the school instructional program Student access to the library resources and information within and beyond the library
Test scores are higher when the school has a library media specialist who …
Is knowledgeable about school curriculum Assists teachers in using information technology Communicates and collaborates with teachers Teaches students information literacy skills
Student achievement is higher! When library media specialists take an active role in curriculum and instruction When library media specialists teach information literacy skills When teachers and library media specialists collaborate…
Levels of Collaboration Cooperation Coordination Collaboration As defined in The Information-Powered School, ALA, 2001
Cooperation Loose working relationship Teacher and LMS work independently Teacher and LMS share information informally Teacher sees library media specialist solely as a provider of resources.
Coordination More formal working relationship Shared understanding of goals for teaching and learning More planning and communication Teacher sees LMS as colleague who can process requests for time in LMC and play minor teaching role (in area of research and use of library resources).
Collaboration Ongoing communication about shared goals for student learning Planning, teaching, and jointly assessing student work Teacher views LMS as teaching partner and respects expertise that she brings to the process.
Teacher/Library Media Specialist Collaboration, as defined by D. Loertscher Two partners, the teacher and the library media specialist, team to exploit materials, information, and information technology to enhance a learning activity. The library media specialist holds a unique position as a valuable asset in the collaborative process. Principals and superintendents encourage effective collaboration and monitor its progress.
Collaboration Observation Checklist, as suggested by D. Loertscher Teachers and library media specialists are Brainstorming a curricular unit Developing plans, activities, and assessments Choosing materials and technologies Working side by side as unit activities happen Jointly evaluating the success of the unit Engaging in staff development to refine the collaborative process
Checklist, continued Students are Working in library and classroom on projects, portfolios, presentations, inquiry and other authentic learning tasks Comfortable in using information and information technology Sharing finding in group-related activities Interested and excited about learning Facilities are Planned and arranged to support the various activities that collaborative learning experiences produce
Leverage Your Library Program to Help Raise Test Scores— HOW?
Collaboration Develop the library media collection targeted at the instructional program of the school. Know the curriculum—district and state. Attend grade level/department meetings. Serve on standards and curriculum committees.
Collaboration Participate in curriculum development. Collaborate with teachers. Team teach and coevaluate student products with teachers.
Information Literacy Be vocal for information literacy and work to integrate information literacy skills instruction into the curriculum. Teach information literacy skills to students, as appropriate, as an integral part of content area instruction. Explore and examine the various research process models.
Information Technology Train teachers and students to effectively use the licensed databases available. Train teachers and students to effectively use the Internet: to use search tools efficiently and effectively and to evaluate information found. Work to provide access to resources at the point of need, even beyond library walls.
Roles of the Library Media Specialist Program administrator Information specialist Teacher Instructional partner - as defined in Information Power: Building Partnerships for Learning, 1998
Library media specialists are instructional partners, teachers, and information specialists ….critical to the teaching and learning that occurs in our schools!
Communicate, Coordinate, and Collaborate to Connect ILS with Content Area Standards!
Nine Information Literacy Standards for Student Learning Information Literacy—Students are able to 1.Access information efficiently and effectively 2.Evaluate information critically and competently 3.Use information accurately and creatively
Nine Information Literacy Standards for Student Learning Independent Learning—Students are information literate and are able to 4.Pursue information for their own personal interests 5.Appreciate literature and other creative expressions of information 6.Strive for excellence in information seeking and knowledge generation
Nine Information Literacy Standards for Student Learning Social Responsibility—Students who contribute positively to the learning community and society are information literate and 7.Recognize the importance of information in a democratic society 8.Practice ethical behavior in regard to information technology 9.Participate effectively in groups to pursue and generate information
Standards of Learning
English, November 2002 Common Threads Reading—comprehension of fiction and nonfiction Writing—use available technology Grades 1- 8—Reference materials 3.7 The student will demonstrate comprehension of information from a variety of print resources. a) Use dictionary, glossary, thesaurus, encyclopedia, and other reference books, including online reference materials. b) Use available technology. 5.7 The student will demonstrate comprehension of information from a variety of print resources.
Research 9.8The student will credit the sources of both quoted and paraphrased ideas. a) Define the meaning and consequences of plagiarism. b) Distinguish one’s own ideas from information created or discovered by others. c) Use a style sheet, including Modern Language Association (MLA) or American Psychological Association (APA), for citing secondary sources. 9.9 The student will use print, electronic databases, and online resources to access information. a) Identify key terms specific to research tools and processes. b) N arrow the focus of a search. c) Scan and select resources. d) Distinguish between reliable and questionable Internet sources and apply responsible use of technology.
Research 12.1 The student will write documented research papers. a) Identify and understand the ethical issues of research and documentation. b) Evaluate the accuracy and usefulness of information. c) Synthesize information to support the thesis. d) Present information in a logical manner. e) Cite sources of information using a standard method of documentation, including Modern Language Association (MLA) or American Psychological Association (APA). f) Edit copies for correct use of language, spelling, punctuation, and capitalization. g) Proofread final copy, and prepare document for publication or submission.
Science, January 2003 The Role of Instructional Technology in Science Education The use of current and emerging technologies is essential to the K-12 science instructional program. Specifically, technology must Assist in improving every student's functional literacy. This includes improved communication through reading/information retrieval (the use of telecommunications)… Investigate and Understand
1.7 The student will investigate and understand the relationship of seasonal change and weather to the activities and life processes of plants and animals. Key concepts include how temperature, light, and precipitation bring about changes in a) plants (growth, budding, falling leaves, and wilting); b) animals (behaviors, hibernation, migration, body covering, and habitat); and c) people (dress, recreation, and work). 2.4The student will investigate and understand that plants and animals undergo a series of orderly changes in their life cycles. Key concepts include a) some animals (frogs and butterflies) undergo distinct stages during their lives while others generally resemble their parents; and b) flowering plants undergo many changes from the formation of the flower to the development of the fruit.
6.8 The student will investigate and understand the organization of the solar system and the relationships among the various bodies that comprise it. Key concepts include a) the, sun, moon, Earth, other planets and their moons, meteors, asteroids, and comets; b) relative size of and distance between planets; c) the role of gravity; d) revolution and rotation; e) the mechanics of day and night and phases of the moon; f) the unique properties of Earth as a planet; g) the relationship of the Earth’s tilt and seasons; h) the cause of tides; and i) the history and technology of space exploration.
PS.3 The student will investigate and understand the modern and historical models of atomic structure. Key concepts include a) the contributions of Dalton, Thomson, Rutherford, and Bohr in understanding the atom; and b) the modern model of atomic structure. BIO.8 The student will investigate and understand how populations change through time. Key concepts include a) evidence found in fossil records; b) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations; c) how natural selection leads to adaptations; d) emergence of new species; and e) scientific explanations for biological evolution.
Collaboration work with all to provide access to information work with teachers and administrators to build and manage collections that support authentic, information-based learning work with teachers to plan, conduct, and evaluate learning activities that incorporate information literacy, helping students become independent, information literate lifelong learners
“Stepping boldly into the learning process with students and teachers brings understanding and support for the library media program from principals, teachers, parents, and school board members.” Marilyn Miller
“The Library as a Focal Point to Achieve Student Success” from David V. Loertscher’s Reinvent Your School’s Library in the Age of Technology
Base of Pyramid: Network Central/Information Infrastructure The Library Program: Teaching Information Literacy Enhancing Learning through Technology Building Reading Literacy Collaborating with Teachers in the Design of Learning Increased Academic Achievement!
Does active participation in the instructional process by the library media specialist impact teaching and learning that occurs?
“On an individual basis: After the first year of flexible scheduling, with all library projects based on teacher/librarian collaboration, we found there was a direct correlation between library usage and improved test scores. After running the end-of-the-year circulation report, it became obvious that the teachers who had the highest library usage also had the highest test scores. A detailed analysis revealed there was a direct link between library usage and test scores in reference study and reading comprehension. For example, the classroom with the highest library usage has a mastery percentage of 86% in reference study and 81% in comprehension. The teacher who offered the most resistance to collaborative planning and library usage also had the lowest in mastery scores—19% in reference study and 52% in comprehension.” --Faye Pharr, Principal, Lakeside Academy of Math, Science, and Technology, Chattanooga, TN, at the White House Conference on School Libraries
Resources Information Power: Building Partnerships for Learning, ALA, The Information-Powered School, ALA, 2001 Loertscher, David V. Reinvent Your School’s Library in the Age of Technology, HiWillow, Virginia Standards of Learning, White House Conference on School Libraries, June 4, 2002, se.htm se.htm
Audrey Church Instructor/Coordinator, School Library Media Program Longwood University Hull 234, Farmville, VA