1. Information Literacy Standards: Boosting Student Achievement

2. Literacy is not, as it is considered in our schools, a PORTION of education. It IS education. It is at once the ability AND the inclination of the mind to find knowledge, to pursue understanding, and out of knowledge and understanding, not out of received attitudes and values or emotional responses, however worthy, to make judgments. ---Richard Mitchell

3. What is the expectation concerning student achievement? Literacy Partners Provide access to information for students and staff- Provide access to information for students and staff- Teach students to access, evaluate, and use information- Teach students to access, evaluate, and use information- Encourage reading, viewing, listening- Encourage reading, viewing, listening- Manage a planned program- Manage a planned program-

4. IMPACT Alabama State Technology Plan “In a review of 219 research studies from 1990 to 1997 analyzing learning and achievement across all domains and ages of learners, Jay Sivin-Kachala (1998) reported three consistent patterns. Students (both regular and special needs children) in technology rich environments experienced positive effects on achievement in all major subject areas, showed increased achievement in preschool through higher education, and their attitudes toward learning and their own self-concept improved consistently when computers were used for instruction.” “In a review of 219 research studies from 1990 to 1997 analyzing learning and achievement across all domains and ages of learners, Jay Sivin-Kachala (1998) reported three consistent patterns. Students (both regular and special needs children) in technology rich environments experienced positive effects on achievement in all major subject areas, showed increased achievement in preschool through higher education, and their attitudes toward learning and their own self-concept improved consistently when computers were used for instruction.”

5. A computer does not substitute for judgment any more than a pencil substitutes for literacy. But writing without a pencil is no particular advantage. -- Robert S. McNamara

6. IMPACT Learning Objectives Encourage learning that is relevant and authentic through the use of technology. Align the use of technology with local, state, and national content standards and curricula to enhance learning and enrich teaching. Provide professional development that enables staff to become and remain proficient in the use of technology to improve learning. Cultivate life long learning communities in which the tools of technology support learning. Provide every learner with the technological tools to access and process information. Fund technical support, maintenance, and emerging technologies to improve learning.

7. Alabama Course of Study- Technology Education Classroom Integration “In an increasingly information-oriented world, demands upon students to think on higher levels are steadily increasing. Technology tools help to augment and optimize their ability to process information. Students are provided with technological tools and knowledge needed to synthesize information from across the curriculum efficiently and appropriately.” “In an increasingly information-oriented world, demands upon students to think on higher levels are steadily increasing. Technology tools help to augment and optimize their ability to process information. Students are provided with technological tools and knowledge needed to synthesize information from across the curriculum efficiently and appropriately.”

8. Technology Foundation Standards for Students Basic operations and concepts Social, ethical, and human issues Technology productivity tools Technology communication tools Technology research tools Technology problem-solving and decision- making tools.

9. PEPE The primary goal of schooling in Alabama is student learning/achievement.

10. Research studies conducted since 1990 show that school libraries can have a positive impact on student achievement. --School libraries and Student Achievement, By: Ken Haycock, Teachers Librarian,Oct2003, Vol.31,Issue 1. Correlating Information Literacy Standards to Haycock’s Study

11. The student who is information literate accesses information efficiently and effectively. The quality of the collection has an impact on student achievement (Haycock)

12. The student who is information literate evaluates information critically and competently. A print rich environment leads to more reading and free voluntary reading is the best predictor of comprehension, vocabulary growth, spelling and grammatical ability and writing style.(Haycock)

13. The student who is information literate uses information accurately and creatively. A strong computer network connecting the library’s resources to the classroom and laboratories has an impact on student achievement. (Haycock)

14. The student who is an independent learner is information literate and pursues information related to personal interests. Libraries can make a positive difference in student’s self-esteem, confidence, independence and sense of responsibility in regards to their own learning. (Haycock)

15. The student who is an independent learner is information literate and appreciates literature and other creative expressions of information. Integrating information literacy into the curriculum can improve students’ mastery of both content and information seeking skills. (Haycock)

16. The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. Test scores are higher when there is higher usage of the school library. (Haycock)

17. The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society. A strong library program that is adequately staffed, resourced and funded can lead to higher student achievement regardless of the socio-economic or educational levels of the adults in the community. (Haycock)

18. The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology. A strong computer network connecting the library’s resources to the classroom and laboratories has an impact on student achievement. (Haycock)

19. The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information. Collaborative relationships between classroom teachers and school librarians have a significant impact on learning, particularly in relation to the planning of instructional units. (Haycock)

20. A Source for Better Scores When the library is properly planned, prepared, and activated, students test scores may be 10-18 percent higher for students whose schools have better developed library programs compared to students whose schools have weaker libraries. ( Colorado study-”How School Libraries Help Kids Achieve Standards” )

21. School library media centers can contribute to improved student achievement by providing instructional materials aligned to the curriculum; by collaborating with teachers, administrators and parents; and by extending their hours of operation beyond the school day.” “Close Up:NCLB-Improving Literacy through School Libraries,” NCLB The Achiever, Sept. 15, 2004, Vol.3, No.13 No Child Left Behind

22. What can we do? Help ensure all students are literate by 2013 Help ensure all students pass state tests Help ensure all students are technologically literate Help ensure teachers have the resources and skills necessary to be deemed “highly qualified.” Help ensure schools remain committed to good educational practices that go beyond the requirements of NCLB.

23. The principal goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done. Jean Piaget (1896-1980) Swiss cognitive psychologist.

24. Education: Being able to differentiate between what you do know and what you don't. It's knowing where to go to find out what you need to know; and it's knowing how to use the information once you get it. -- William Feather