School Library Association of Victoria

Beyond Information Literacy: A 3-Dimensional Approach to Authentic Teaching
School Library Association of Victoria Learns as Authentic Researchers: Productive Pedagogies Dr. Carol Gordon 19 August 2005

What is Authentic Teaching?
Evidence-based Practice: Action Research Guided Inquiry: Authentic Research Guided Inquiry: Authentic Learning Tasks- Assessments The 3-Dimensional Model

Evidence-based Practice: Action Research Guided Inquiry Authentic Learning Task Authentic Assessment Formative Assessment Summative Assessment Evaluation Research Authentic Research Evidence-based practice Action Research Guided Inquiry: Authentic Research Guided Inquiry: Authentic Learning Task- Assessment The 3-Dimensional Model

Authentic Teaching Authentic Learning Tasks Authentic Research
Action Plan Data Data Data Action Research

Part 1: Authentic Learning Tasks/Assessments

Is Information Literacy Enough?
Information Skills Recognize a need for information Locate information Select information Evaluate information Use information

The limits of an information literacy model
information searching becomes an end rather than a means to an end reporting rather than researching marginalizes the teacher librarian’s contribution to student learning It marginalizes library media specialists who find themselves in competition with the Google, a highly effective search engine that rarely misses its mark, especially when the focus of a learning task is to find information rather than collect information and data for the purpose of analysis. Such a narrow focus limits the effectiveness of the school library program to affect student achievement. High stakes testing environments in schools puts the spotlight on content, or knowledge building, rather than skills. It also limits the librarian’s opportunities to facilitate literacy by raising the bar beyond the cutting and pasting level. Furthermore, technology integration is not seen as a vital part of the school library media specialist’s work when the focus on information literacy, defined as the searching, finding, retrieval, and use of information, dominates computer use in the library. Teaching information literacy as the mechanics of information searching, retrieval and evaluation (ALA & AECT, 1998) has serious flaws: 1) it fosters a misinterpretation of research as reporting; 2) it ignores data as an element of doing research. It also has implications for the quality of reflective practice that teacher librarians hope to capture through action research. A watered down approach to research on the instructional level is accompanied by a watered down approach to action research, which often lack the rigor of formal research. This watered down approach ignores the investigative methods unique to science, mathematics, literature, history and the social sciences and leaves students with an impoverished education devoid of the creative process of true inquiry. Rather than using information finding as a gateway to building knowledge and the higher order thinking integral to doing real research, this limited view sets up information finding as a dead end. For example, an essential investigative science question is “How does it work? (Phenix). An enlightened pedagogy brings the collection of data executed in a science classroom or science lab into the library together with the investigative tools of scienctific research. The information gathering stage of such a unit might take place in the library in the form of background reading and present theory. Is is not unreasonable to expect that the school library media specialist participates in hypothesis building, data collection, testing the hypothesis and drawing conclusions. It is not surprising that students have a limited view of the role of the library in research and that they resort to cutting and pasting when they are asked to look things up and write them down.

Is Project-based learning the best way?
Textbook is inadequate “…it is a cardinal principle of (theory of multiple intelligences) that thinking does not and cannot occur apart from the interaction with real materials in a living context.” Howard Gardiner. The Theory of Multiple Intelligences. We learn 10% of what we read, 15 % of what we hear, but 80 % of what we experience Dole’s Cone of Experience Information Literacy = Independent Learning

Authentic Learning Tasks
1. Assessment is formative and ongoing, focusing on what students know and are able to do, and includes summative measures when appropriate. 2. Assessment methods are: a. linked to learning b. varied in form and context to accommodate learning styles and special needs c. delivered through differentiated teaching 3. The primary purpose of assessment is diagnostic a. Provides teachers with evidence to evaluate student performance. b. Provides teachers with evidence to evaluate their teaching strategies and make adjustments. c. Helps learners to self-assess.

Project ALT You are a member of a team of relief workers to help victims of a tsunami. Your job is to help plan the govern ment’s recovery program. Read descriptions of tsunami victims on the Internet. Find out how the tsunami affected physical, geographical, and economic conditions. Use current sources to find information and data on recovery efforts. Create graphic organizers (including charts, graphs) that document your findings. Write a report that describes relief measures and sets priorities. Use citation; create a reference list of sources used. Choose a country from the list provided and research how a tsunami affected that country. Include physical, geographical and economic effects. Use note cards to record information and sources. Write a 2-3 page paper using at least 3 sources. Assume role of students Assume role of historian, writer, scientist Choose from presented options Create responses Focus on content of curriculum Focus on inquiry driven by academics Depend on authority Become critical; become their own best critics Are assessed through recall, Are assessed through performance, recognition, minimal problem solving Are assessed summatively Are competencies assessed formatively

Projects vs. Authentic Learning Tasks Learners:
Assume role of students Assume role of historians, writers, scientists Focus on content of curriculum Focus on inquiry driven by academic questions Choose from presented options Create responses Are assessed through recall, recognition, minimal competencies Are assessed through performance, problem solving Are assessed summatively Are assessed formatively Depend on authority Become their own best critics

Why Authentic Learning Tasks?
Do we want to evaluate student problem-solving in the visual arts? Experimental research in science? Speaking, listening and facilitating a discussion? Doing document-based historical inquiry? Thoroughly reviewing a piece of imaginative writing until it works for the reader? Then let our assessment be built out of such exemplary intellectual challenges. Grant Wiggins, 1990

Learner assumes role of historian, writer, scientist; focus on inquiry driven by academic questions
What is history? What are the questions that drive inquiry for discovering new knowledge? What are the methods of inquiry of these disciplines?

What is history? Histor (Greek); a wise and learned person
(Sanskrit); knowledge The study of history is the gathering of human wisdom through stories The content of history is an evolving mosaic of the human experience

Is history ... biographies of famous people? legends and stories?
chronology of “facts”? written record of human events?

Is history the study of cause and effect?
Social? Social justice and reform? Political? Power and ideology? Conflict and war? Economic? Resources and corporate profit?

Is history… Thematic? Women’s history? Cultural? Dominant and subordinate cultures? Chronological?

What is history? Historians see man as a being living in time, with memory of the past and future, and the freedom of a creative present in which both past and future meet. They try to understand the real meaning of past events by imaginatively reconstructing the conscious life of the persons who brought these events to pass. Philip Phenix. (1964). Realms of Meaning: A Philosophy of the Curriculum for General Education

What are questions that drive historical inquiry?
Can we ever “know” the past? Where does meaning come from? Does the historian discover or create meaning? Is history static or dynamic? What stays the same? What is the truth? Does the empirical-analytical lead us to the truth? Does the past contain one true story/meaning or several? Can we trust our sources? Essential Questions

What are the tools of the historian?
Evidence Language Knowledge

How do historians gain knowledge?
Evidence Primary Records, documents Relics, artifacts Visuals Secondary The “literature” Reports

Language Can a narrative about the past written in the present ever be accurate? If knowledge of the past is represented by language, how can this knowledge be best represented? Whose voice tells the story? Is it objective? Is the narrative transparent? Is the voice of the historian referential? Essential Questions

Historical Inquiry Stating a thesis
A proposition whose validity the author demonstrates by producing evidence Asking questions Should the constitution be read strictly or broadly? Was Christopher Columbus the first to think the world was round?

Historical Decision-making
Probability – informed common sense Verification & attribution (footnotes, citations, bibliographies Detecting bias

ALT Learners create responses
The ALT task Creates a role Requires viable solutions for complex problems Learner evaluates information and data Learner categorizes and prioritizes Learner make decisions based on authentic research Learner documents sources You are a member of a team of relief workers to help victims of a tsunami. Your job is to help plan the government’s recovery program. Read descriptions of tsunami victims on the Internet. Find out how the tsunami affected physical, geographical, and economic conditions. Use current sources to find the best information and data on recovery efforts. Create graphic organizers (including charts, graphs) that document your findings. Write a position paper that describes relief measures and sets priorities. Use citation; create a reference list of sources used.

Learners -generate formative assessment data through performance, problem solving; -become their own best critics You are a member of a team of relief workers to help victims of a tsunami. Your job is to help plan the government’s recovery program. Read descriptions of tsunami victims on the Internet. Find out how the tsunami affected physical, geographical, and economic conditions. Use current sources to find the best information and data on recovery efforts. Create graphic organizers (including charts, graphs) that document your findings. Write a position paper that describes relief measures and sets priorities. Use citation; create a reference list of sources used. The learning task is the assessment Formative assessments are self, peer, and teacher evaluated activities

Authentic Learning Task Guidelines
Content The task is meaningful, grows out of academic principles and curriculum requires learners to use tools of the expert provides opportunities for problem solving, decision making offers learners opportunities for display, presentation, sharing of outcomes

Methodology The learner relates new information to prior knowledge
applies information to new situations is actively engaged in a variety of tasks has choices has opportunities for revision, self and peer evaluation has opportunities to work in a group Support Material

The Design expectations and outcomes are clear exemplars are provided
assessments provide data for improving student performance (rubrics, portfolios, journals) assessment tool is appropriate for the task

Part 2: Authentic Research

What is research? Research is Research is not
Question, thesis, hypothesis Plan, design for conducting a study or experiment Information collection Data collection Analysis Research is not Collecting information Reporting facts Following a linear process Selling or persuading Writing a neat, grammatically correct paper Experimentation Surveys, questionnaires

What does authentic research look like for Year 3 learners?
read about the flu to gain background knowledge; collect data to determine whether flu shots are effective; survey parents, students and teachers; interview a health professional about causes and prevention of the flu; chart their data on posters; display and present their data. Assume role of scientists.Create responses.Generate formative assessments.

…for Year 6 learners? Learners
use to work with scientists and other students on the International Arctic Project; use the library and the internet to read and share information and data from a lake study project with students in other countries; follow an arctic training expedition on the web, questioning and receiving information from explorers; maintain journals that document what they learned, what they read, and how they evaluate the International Arctic Project Assume role of scientists.Create responses.Generate formative assessments.

…for Year 12 learners? Learners
prepare a Webzine focused on an environmental issue; collect information from library resources and the internet; interview a scientist about the issue; organize ideas using concept maps and compose articles for the Webzine; design the web page; students use a rubric for a web page and peer review to critique each other’s webzine’s. The Design expectations and outcomes are clear exemplars are provided resources are identified and required assessment tool is appropriate for the task learners participate in developing the assessment learners evaluate the task teachers hold a post-mortem meeting to critique and revise the task Assume role of scientists.Create responses.Generate formative assessments.

Information and Data Information
Derived from a credible source via a medium (secondary sources) Collected through note taking Provides background, prior knowledge to generate a research question Data Generated via a research method (primary sources) Collected through research methods Provides material for analysis Information and data can be verbal or numerical Information and data are knowledge-building material

Quantitative Asks How does it work? How can I fix it? Pure sciences Numerical data Statistical analysis Large samples Experiments Validity – probability Generalizable from sample to population Qualitative Tries to gain depth of understanding of a phenomenon Social sciences Verbal data Categories, patterns, trends Small samples Case studies, Interviews, Surveys, Primary documents, Observation Validity – triangulation Generalizable through replication of studies

Elements of Authentic Research for Students
How do I select a topic? How do I generate a researchable question? How do I focus? How do I collect information? How do I collect data? How do I display information and data? How do I analyze data? How do I synthesize information and data in a product? (paper, power point)? How am I doing? How did I do? How am I doing?

Read 1. How do I select a topic? How am I doing?
What are you curious about? Personal Experience Background Reading Trust them to learn No note-taking! How am I doing?

Generation Y Learning Characteristics
Holistic learners Based in real world tasks and strategies Active and kinesthetic Graphic and visual Variety of learning styles and levels of skills Teaching Information Literacy to Generation Y

2. How do I generate a researchable question?
Does the death penalty deter violent crime? What are the effects of computers on children? What are the effects of parental alcoholism in the long and short term? Is there a connection between the media and eating disorders in adolescent girls? How does dyslexia affect a child’s self-image? Can music help the learning process? Distinguish between topic and research question Focus the question Qualitative or quantitative? How am I doing?

Kuhlthau Model of the Search Process
3. How do I focus? Kuhlthau Model of the Search Process Stages Feelings Thoughts Actions Task Initiation uncertainty ambiguity seeking i i relevant Topic Selection optimism n n information c t Pre-focus exploration confusion r e e r Focus formulation clarity a e s s Information Collection confidence e t d Search closure relief specificity seeking pertinent Starting writing satisfaction/dissatisfaction information

Proposal How am I doing? Research question/sub-questions
Key words and definitions Working bibliography How am I doing?

Proposal 1 Research Question: Will the computer change the way we are schooled? Sub-Questions: a. What are the positive and negative aspects of computers in learning? b. Could current problems in teaching be solved by computers? c. Will schools become obsolete? 2. Key words/terms and definitions a. Information superhighway: A vast network of shared information through computer, television, satellite. b. Cognition: The act of learning and thinking. c. Virtual reality: Computer or other electronic software that allows the user to experience a simulated environment. d. Multimedia: The incorporation of many types of media such as graphics, text, audio, and video into one resource.

How am I doing? 3. Working Bibliography:
Titles and Location information (DD#, url) The Road Ahead GAT The Virtual School The Children’s Machine PRO PAP Submitted by: _____________________ Date: ___________________________ Approved by:_______________________ Date: _____________________________ How am I doing?

4. How do I collect information?
Non-linear note taking Mind maps Concept Maps Graphic organizers Diagrams or models Tables How am I doing?

Webquests

Graphic Organizers Spider Hierarchy Systems Flowchart Flow Chart
You determine The connections Hierarchy Information in descending order (Distinguishing factors determine order) Graphic Organizers Systems Organizes information similar to flow charts with in-puts and out-puts Flowchart Describes a process Flow Chart Organizes information in linear format System Shows how Something works Information Collection

This is helpful for designing theoretical And conceptual frameworks
A mind map is a kind of graphic organizer This is helpful for designing theoretical And conceptual frameworks

Graphic Organizer

Graphic Organizer Bibliography Chart: BOOKS Copyright Date Author
Title Publisher City Why the web is not enough The American Memory Site gives images of the Civil War (Matthew Brady’s photographs) but not Bruce Catton’s commentary. They need both and we need to tell them. Student thesis: “Hitler’s personality was primarily responsible for his rise to powerr” Her paper cited several online journal articles and higher-quality Web references. BUT she missed Mein Kampf; she missed William L. Shirer’s The Rise and Fall of the Third Reich. Third grade class went to the computer lab to research the life of a president. They went to Yahooligans to enter their search terms. “What did they do when they were in office? Students took this literally and tried to find out what they did in their offices”

5. How do I collect data? Primary Sources
Observation (field notes, photos, videos) Interviews (notes, tapes) Surveys Case studies Shadow studies Journals Correspondence (letters, s, phone calls) Primary documents Art, artifacts How am I doing?

Proposal 2 Research Type Check one:
__xx_ Qualitative _____ Quantitative Method of Data Collection a. Notes from secondary sources b. Interview with a teacher c. Questionnaires to 25 students Method of Analysis a. Pros and cons b. Why did you choose this method? My research question will bring me to material that is will point out the advantages and disadvantages of using computers in education so that I will decide how computers will change the way we learn in school.

Proposal 2 cont’d. How am I doing?
Working Bibliography: More titles and location information “The Computer Revolution in Education”Time, June 28, 1996, p. 19 _“The Learning Revolution”_ Educational Leadership, May 19, 1997, p. 22 Internet and the World Wide Web _001 KEN Submitted by: _________________ Date ____________ Approved by:___________________Date ____________ How am I doing?

Exemplars of data collection tools
Sample interview schedule Sample survey Sample journal entry How am I doing?

6. How do I display information and data?
Figures (Show) Tables (Summarize) Citations (Tell) Graphs Numbers Quotations Photos Words Paraphrasing Mind/concept maps Copying Graphic Organizers Referencing Diagrams, drawings

7. How do I analyze information and data?
Look for… 7. How do I analyze information and data? How it works Chronological order Procedures/steps Causes/effects Problems/solutions Similarities/differences Relationships (human/spacial) Themes (literary/artistic) Pro’s/con’s Main ideas/supporting evidence Patterns, trends Perspectives Best-worst/Most-least Connections Defining characteristics How can I… represent/display data? classify/categorize? generalize? find exceptions? predict what is next? imagine what if...? determine what’s wrong?

Preparing notes for analysis
Categorizing Color coding How am I doing?

Graphic Organizer = Analytical Chart
_____Revolution French Revolution How are they the same? How are they different? With regard to

8. How do I synthesize information and data in a product
8. How do I synthesize information and data in a product? (paper, power point)? Exemplars Teacher generated Work of other students Guidelines

Guidelines for the Introduction:
A Map for the Reader How can I capture the reader’s interest? What is my question really asking? Why is this question important? How did I collect information and data? What method of analysis will I use? How will the rest of my paper be organized? How can I introduce the next paragraph?

Guidelines for the Body: The “Aha” Moments
What definitions, distinctions will help the reader? How does my method of analysis help organize information? Data? (See How to Analyze Data) What examples can I use to support my statements? How can I explain my displays of information and data?

Guidelines for the Conclusion: So What?
What have I learned about the research question? How can I sum up my most important ideas? What conclusions can I draw based on my evidence? What are counter-examples, arguments? What are implications, consequences of what I have learned ? How can I extend my thinking by asking more questions? What do I wish I had done differently? What further research needs to be done? How am I doing?

9. How am I doing? How did I do?
How am I doing? (Formative Assessments) Self-evaluation Peer evaluation Teacher evaluation Advisor evaluation How am I doing?

Self-Evaluation: The Journal as a Record of Progress
Calendar of appointments, deadlines -Mandated -Self-directed What problems did you have? How did you solve them? What decisions did you make? How did you record your progress? Diagrams, photos, sketches, descriptions? What would you do differently? How did you get help when you needed it? How am I doing?

Self Evaluation: Personal Management Rubric
Standards PLANNING (Look at your proposal) MEETING DEADLINES (Look at your calendar) ORGANIZATION (Look at your journal) WORKING WITH ADVISER (Look at journal, calendar) PROBLEM SOLVING/DECISION MAKING (Look at your journal) Your rating of yourself: Your teacher’s/adviser’s rating of you: RATINGS: Excellent, Good, or Weak + Comments How am I doing?

Self-Assessment: Student Rubric of the Project
Guidelines Design your own assessment criteria for your project using a grid (rubric) like the one for assessing your PM skills. Use at least 3 standards. You should have at least: one criterion for product itself (the model, activity, performance, etc.) one criterion for presentation or display of your project. one criterion for your progress as a researcher How am I doing?

Peer Evaluation: PQP How am I doing?
Directions: Discuss your project with your partner. Allow your partner to use your proposal and assessment criteria to give you feedback on how well you are doing. PRAISE (What are the strengths of the project? Be specific: refer to the proposal and assessment criteria.) QUESTIONS (What helpful questions would you like to ask about the project? What problems do you see with the project?) POLISH (What suggestions do you have to solve the problems or improve the project?) Reviewed for: Reviewed by: How am I doing?

How did I do? Assessing the Research Process
The Appendix: Were all the required components there? Journal entries? Notes from information and data sources? Proposal One and Proposal Two? Reference List? Assessed by teacher librarian

How did I do? Summative Assessments Assessment Criteria
Product: 50% of grade Research paper assessed by English teacher using standards and descriptors for writing Process: 50% of grade Appendix of formative assessments, notes and reference list assessed by teacher librarian using checklist of required items

How did I do? Assessing Personal Management Skills
PERSONAL ENGAGEMENT MANAGING TIME RESEARCH PROPOSAL NOTES AND DATA RESOURCES Assessed by the student

Part 3: Action Research

Action Research Research Question: How can I do it better next time?
Data Collection: Formative assessments Observations/field notes Student Survey

The Post Mortem: How can we do it better next time?
Teacher librarian meets with teacher(s) presents evidence (results of student survey, observations, formative assessment data) leads discussion -What are the teacher’s observations and evidence of problems and successes? -What do we want to change? takes notes to be used the following year during the planning process

What is action research?
“I am on the outside looking in.” “The research is a portrait of ourselves.” “My research is an invention created by me.” “My research is a unique expression of my classroom story. In many ways, it has a life of its own.”

Action Research: Reflection Inquiry Action
Question Reflect Fieldwork Focus of action research is student achievement It facilitates change More effective professional development because teachers are more likely to use the results New action Analysis To improve the transaction between student and teacher

Action research is the pedagogical counterpart
Acknowledges the teacher is knowledgeable Is ongoing Gives teachers the power to make decisions Is collaborative Gives teachers the responsibility for professional growth Wood, P. (1988, April). Action research: A field perspective. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. Action research is the pedagogical counterpart of authentic learning

What are the elements of action research?
Research question: How can I do it better next time? Theoretical framework: Constuctivism Data Collection Data Analysis Action Plan

Theoretical Framework
Why is learning theory important? Teaching is a decision-making process. The way we teach reflects our mental model of how we learn.

Constructivist Behavioral Teacher is the guide Teacher is the
on the side Emphasis on setting tasks, problem solving Emphasis on building on prior knowledge and discovering knowledge Teacher is the sage on the stage Education is filling an empty vessel Emphasis on content,rote memory Turning information into knowledge is the most intellectually challenging, time-consuming, and potentially controversial process Most teachers who work with technology and resources have a constructivist style 95%of US public schools and 72% of classrooms have access to the Internet. The student-to-computer ratio is approaching 10:1. Only 33% of teachers feel they are “very well prepared or “well-prepared to integrate high-quality digital content into their lessons

Bloom’s Taxonomy evaluation synthesis analysis association
comprehension knowledge

Howard Gardner Intelligence is the ability to solve
problems or fashion products that are of consequence in a particular cultural setting or community

Intelligence is what you use
Piaget Intelligence is what you use when you don’t know what to do.

How do we learn? Dewey Piaget Learning by doing;
progressivism Piaget Knowledge is constructed by assimilation & accommodation Sternberg Learning Styles Haptic Auditory Visual Ausubel Reception-discovery teaching and rote-meaningful learning Vygotsky Metacognition & the Zone of Proximal Development

Four Principles of Learning
Prior Knowledge: What we know, or think we know, affects what we learn Social Interaction: Learning is enhanced when learners talk to each other Particular Situations: Learning is situational and not readily transferred to other situations Use of Strategies: Successful learning involves the use of numerous strategies

Data Collection Observation (field notes, photos, videos)
Interviews (notes, tapes) Surveys Case studies Journals Correspondence (letters, s, phone calls) Primary documents Formative Assessments Debriefings Behavioral Checklists

How do I analyze information and data?
Look for… How do I analyze information and data? How it works Chronological order Procedures/steps Causes/effects Problems/solutions Similarities/differences Relationships (human/spacial) Themes (literary/artistic) Pro’s/con’s Main ideas/supporting evidence Patterns, trends Perspectives Best-worst/Most-least Connections Defining characteristics How can I… represent/display data? classify/categorize? generalize? find exceptions? predict what is next? imagine what if...? determine what’s wrong?

Action Research and Library Curriculum
Why is library curriculum problematic? Conventional curriculum model for an integrated program Lacks flexibility Does not ensure equity for learners Non-sequential in practice Not well-communicated

How can we identify gaps in instruction?
Research Questions: How can we identify gaps in instruction? How can we deliver an equitable program that is responsive to academic needs? Personal Management Study Skills Information Retrieval Research Technology

Research formulate research ? Collect data analyze present findings Technology Search electronically manipulate Data (Excel) present Data (Power Point) Personal Management meet deadlines recognize methods of organization work in a group Study Skills listen speak read write take notes Info Retrieval locate evaluate select retrieve information Critical Competencies

What does an integrated curriculum look like?
Curriculum Matrices Information Retrieval 6th 7th 8th Subject Use electronic systems x x x History Use key word search x x English Use multiple key word search x English Compile a list of search terms x x x Science

Curriculum Matrices 6th Grade Projects Project Eng Hum Maths Sci ? PM SS IR RES TECH 1. Orientation x x x x x x 2. Book Proj x x Art x x x x 3. Inventions x x x x x x x x

“It is not enough that teachers’ work should be studied;
they need to study it themselves.” Stenhouse, L. )1975). An introduction to curriculum research and development. London: Heinemann. OR Even if you are on the right track, you’ll jut get run over if you sit there. --Will Rogers If you can’t describe what you are doing as a process, You don’t know what you’re doing” --W. Edwards Denning

Part 4: The teacher – teacher librarian partnership

Content Area Objectives
Learner Outcome: What is the product? Identify academic skills Identify Identify information skills resources Design assignment Design assessment

Planning Model What do they need to learn? Essential ?s Unit ?s
Curriculum Standardized External Academic Standards Tests Goals Principles Essential ?s Unit ?s How best will they learn it? Traditional Teaching Authentic Tasks How do we know they have learned it? Paper & pencil tests Performance-based tasks

Authentic Research Model
Write Analyze information and data Categorize and label info / data Develop data displays Take notes Choose data collection methods Qualitative or Quantitative? Collect information Develop research question and/or hypothesis Select topic Start here Observe Listen Read Remember Speculate Reflect Think

The teacher librarian as instructional leader
Interpreting standards Designing instruction Designing accountable curriculum Assessing product and process Conducting action research Being a change agent ACHIEVING CREDIBILITY

Changing Methods to accommodate learning styles
Choices for methods of note taking Choices for the product that address multiple intelligences Individual and group work Remediation through formative assessments Opportunities for revision

Changing From reporting to researching
intepreting curriculum through academic questions of inquiry distinguishing between information and data Giving equal value to process and product grades viewing learner as problem-solver

Teacher-Teacher Librarian Partnership
Subject expert curriculum, standards Context expert timelines, logistics what works differentiation for students product and summative assessment Teacher Librarian Resource-based learning expert inquiry learning research process resources process and formative assessment Action research expert Data collection Data analysis Action plan Common Goal: How can we help each other be authentic teachers?

Reflective thinking is always more or less troublesome
because it involves overcoming the inertia that inclines one to accept suggestions at their face value; it involves willingness to endure a condition of mental unrest and disturbance. Reflective thinking … means judgment suspended during further inquiry; and suspense is likely to be somewhat painful… To maintain the state of doubt and to carry on systematic and protracted inquiry-these are the essentials of thinking. John Dewey

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