1. Library of Congress Teaching with Primary Sources Your Facilitators: Dr. Lana W. Jackman; Dr. Milli C. Pierce; Meghan McNamara Tuesday, August 24 & Wednesday, August 25, 2010 College and Career Readiness Instructional Strategies Professional Development Institute

2. Library of Congress The Library of Congress is the de facto national library of the United States and the research arm of the United States Congress. Located in Washington, D.C., it is the largest by shelf space and one of the most important libraries in the world. Its collections include more than 30 million cataloged books and other print materials in 470 languages; more than 58 million manuscripts; the largest rare book collection in North America, including a Gutenberg Bible (one of only four perfect vellum copies known to exist); over 1 million US Government publications; 1 million issues of world newspapers spanning the past three centuries; 33,000 bound newspaper volumes; 500,000 microfilm reels; over 6,000 comic book[3] titles; the world's largest collection of legal materials; films; 4.8 million maps; sheet music; and 2.7 million sound recordings. The head of the Library is the Librarian of Congress.Librarian of Congress Source: http://www.american-architecture.info/USA/USA-Washington/DC-009.htm

3. Library of Congress Teaching with Primary Sources Program

4. NFIL/TPS CRB Institute Primary Goal Introduce CRB instructional faculty and staff to the 21st century digital/information literacy skill set needed to design and implement a guided inquiry teaching and learning process that enables high school students to critically and creatively use the primary sources of the Library of Congress.

5. Anticipated Outcomes Articulate and promote the benefits of TPS within their own instructional practice and that of their colleagues, regardless of academic discipline. Understand how to apply guided inquiry approaches and strategies within a high school classroom and sustain currency by incorporating appropriate community of practice assessment strategies. Model 21st century skill behavior and digital/information literacy best practices in the classroom and the workplace. Consider ways in which TPS digital/information literacy practice can enhance student academic performance and teacher professional development Build a TPS digital/information literacy community of practice campus culture. Upon completion of this year long institute, CRB participants will be able to:

6. CRB Participant Incentive An opportunity to complete the iCritical Thinking Certification assessment exam, (a $750 value). The iCritical Thinking Certification features real-time, simulated, scenario based tasks designed to measure teachers’ ability to navigate, critically evaluate, and make sense of a wealth of information available through information and communication technologies. Aligned with Association of College and Research Libraries information literacy standards and endorsed by the Global Digital Literacy Council, those demonstrating “proficiency” will receive an iCritical Thinking Certificate credential. Qualified participants may also earn up to 37 Massachusetts professional development points (PDPs). Those successfully completing all the Institute requirements will receive a stipend of $125. At the successful conclusion of the institute, each participant will be offered the following:

7. Cristo Rey Boston Professional Development Training Agenda

8. Teaching with Primary Sources, Information Literacy, and Guided Inquiry Overview

9. Overarching Goal Goal: All graduates have opportunities for success in the 21 st century economy. Goal: All students graduate high school on time prepared for at least one year of post- secondary. Goal: All students enter middle school with foundational skills to tackle advanced subjects. Goal: All kindergarten students arrive ready to learn and remain on track to 4 th grade. “By 2020, America will once again have the highest proportion of college graduates in the world.” President Barack Obama, February 24, 2009 Elementary (Grades K-5) Secondary (Grades 6-12) Post- Secondary Early Learning (Birth-grade 3)

10. ESEA Reauthorization Key Focal Points College- and Career-Ready Students A Complete Education Great Teachers and Great Leaders Meeting the Needs of Diverse Learners Successful, Safe and Healthy Students Fostering Innovation and Excellence

11. College and Career Readiness College ReadyCareer Ready Core Academic Disciplines Industry Knowledge &Practice English Mathematics Science Social Studies Foreign Language Employability Leadership & Teamwork Safety Technical skills Strategic Planning Understanding Systems Technological Literacy Communications Ethics Cross-Disciplinary Problem Analysis Career Awareness Economics Source: ConnectEd - Created by the James Irvine Foundation www.connectedcalifornia.org

12. Information Literacy and Guided Inquiry

13. Information Literacy: A Process of Learning F Computing F Cognition F Telecommunications F Information Resources F Information Seeking Skills

14. 21 st Century Skills Lifelong Learning Culture InformationLiteracyDigitalLiteracy Define Access Evaluate Manage Integrate Communicate Computer Basics The Internet and the World Wide Web Productivity Programs Computer Security and Privacy Digital Lifestyles Cross-Disciplinary Professional and Workforce Development Curriculum, Instruction and Training Formal and Informal Learning Environments Standards and Assessments Critical and Creative Thinking Informed Decision Making Ethics

15. What is Guided Inquiry? Guided Inquiry is carefully planned, closely supervised targeted intervention of an [instructional team of school librarians and teachers] to guide students through curriculum based inquiry units that build deep knowledge and deep understanding of a curriculum topic, and gradually lead towards independent learning.

16. Information Literacy Pre-Assessment

17. Where can I use primary sources? Social studies Language arts Math Science Arts: music, art, drama Manuscripts Maps Motion pictures Music Newspapers/cartoons/ advertisements Photos Printed ephemera Sound recordings Source: Teaching with Primary Sources Western Regional Center

18. Thinking Distinguish between important and inconsequential Significance of the past to the present Significance of personal character for good and ill Not all problems have solutions Evidence –Photographs –Letters –Journals –Official documents –Licenses –Bibles –Maps –Announcements –Movies –Audio –Sheet Music Why Primary Sources? Source: Teaching with Primary Sources Western Regional Center

19. Thinking Fact vs. Conjecture Evidence vs. Assertion Compare/contrast Analysis, synthesis and evaluation of evidence Infer Draw conclusions Evidence –Photographs –Letters –Journals –Official documents –Licenses –Bibles –Maps –Announcements –Movies –Audio –Sheet Music Why Primary Sources? Source: Teaching with Primary Sources Western Regional Center

20. Your Teaching with Primary Sources Toolkit Lesson Plans http://memory.loc.gov/learn/lessons/index.html Themed Resources http://www.loc.gov/teachers/classroommaterials/themes/ Primary Source Sets http://www.loc.gov/teachers/classroommaterials/primaryso urcesets/ Presentations and Activities http://www.loc.gov/teachers/classroommaterials/presentati onsandactivities/ Collection Connections http://www.loc.gov/teachers/classroommaterials/connectio ns/

21. SkillsTools Content 21 st Century College and Career Instructional Strategy

22. The “Beware” Quartet Copyright Citation Paraphrasing Plagiarism

23. Lesson Plan Template

24. Project Details Identify a 21st century issue such as the environment, educational reform, national security, immigration etc. If applicableIf applicable, trace the historical, U.S. roots of the issue along with any associated presidential proclamation (s) issued during the timeframe 1789- 2010. Analyze the social determinants of the selected issue during the specified time period...using a “who, what, where, how and why” format. Create an online, student centered, interdisciplinary team syllabus, outlining instructional focus, strategies, assessments, and print/electronic resources. Give a creative presentation of their TPS cultural portrait, in a format of their choosing at the end of the school year.

25. Lesson Plan Outline Theme: 21st century national issue - if applicable, associated Presidential Proclamations 1789-2010 Objective Curriculum Framework (s) Key Words Resources

26. TPS Institute 2010-2011 Time Table Benchmarks August 24 & 25, 2010 TPS Training December, 2010 – Community of Practice Review March, 2011 – Community of Practice Review June, 2011 – TPS Community Forum

28. Dr. Lana W. Jackman National Forum on Information Literacy, Inc. 359 Walden Street, Suite 100A Cambridge, MA. 02130-3147 617.354.6269lj@infolit.org