School Library Services 21 Building a 21st Century Library Program

How many of you have. . . Shared something from the previous session with an administrator or teacher? Completed the evaluation for Session 1? Registered for NYCSLIST? Registered and used a NOVELny database with teachers and/or students? Explored sites via LiveBinders? Begun documenting your year in the library…

Session 2: Teaching & Learning in the Digital Age Standards & Curriculum Benchmark Skills Teaching Collaboration (including scheduling) Formative Assessment Student work

Standards & Curriculum Revised IFC Inquiry process Benchmarks & Assessments Currently in process of aligning Digital Citizenship curriculum and Common Core State Standards with the IFC

Research Inquiry Places students at the heart of learning Empowers students to follow their sense of discovery Requires active engagement by students Students must generate questions Students construct new understandings Requires student reflection and critical thinking Not a linear process Is part of inquiry Finding information Not interactive Answers pre-selected questions

Stripling Model of Inquiry An Inquiry Framework Connect Stripling Model of Inquiry Reflect Wonder Express Investigate Construct

Connect Connect to self, previous knowledge Gain background and context Observe, experience

Wonder Develop questions Make predictions, hypotheses

Investigate Find and evaluate information to answer questions, test hypotheses Think about the information to illuminate new questions and hypotheses

Construct Construct new understandings connected to previous knowledge Draw conclusions about questions and hypotheses

Express Apply understandings to a new context, new situation Express new ideas to share learning with others

Reflect on own learning Ask new questions

Purpose of Information Fluency Continuum Coherence and guidance in what we are teaching through the library High expectations for what our students should learn about finding and using information Connection to content standards, literacy and technology Scaffolding of skills Formative assessments

What is formative assessment? Formative Assessment is ongoing and takes place each step along the way; it informs and defines the next steps; EXAMPLES: Ungraded exams, exit cards, interviews, journals, progress checks, rubrics, checklists, etc. Learning logs, concept maps, KWLs, think alouds, peer reviews and challenges, questionings, checklists, rubrics, reflections (reflects higher level thinking: reflecting, questioning, organizing, sharing, challenging, and evaluating.) Violet Harada, 2006

Lesson Plan Activity Model Explore the Revised IFC by selecting a collaborating teacher and unit plan, a PRIORITY benchmark skill and an assessment.

Lesson Plan Activity Model (con’t) Then go to the Thinkfinity web site and find a lesson to correspond to that skill.

Lesson Plan Activity Model (con’t) Use the Collaborative lesson Plan template to adapt the lesson into one you can implement at your school

Now it’s YOUR turn! Explore the Revised IFC (in the binder, on the NYCSLS Website or the flashdrive) by thinking of a collaborating teacher and unit plan (or use one of our scenarios), selecting a grade, a PRIORITY benchmark skill and an assessment. Then go to the Thinkfinity web site and find a lesson for that skill. Use the Collaborative Lesson Plan template to adapt the lesson into one you can implement at your school. Scenarios

Scenario I: A third grade teacher comes in to ask for resources for her unit on China culminating in a report. You seize the opportunity to discuss how you can help by teaching the students how to find appropriate library and online resources and using formative assessments to measure their learning.

Scenario II: Middle school teachers are gearing up for the annual science fair.  This year’s theme is botany. All students must complete a poster and a written report to be displayed at the school-wide science fair.  The teachers share with you the rubric for the report and poster.  How can you collaborate with them?

Go Back to Presentation Scenarios III: A high school Living Environment teacher wants his students to research biomes in pairs and create a PowerPoint Presentation of the information. You know that last year most of the biome presentations were plagiarized, so you suggest… Go Back to Presentation

Enjoy your lunch!

Introduction to Collaborative Planning What is it? Who are the collaborative partners? How do we achieve it successfully? What are the benefits of collaboration? Who benefits from it?

Information fluency and collaboration go hand in hand Information fluency and collaboration go hand in hand. Together, you and the classroom teacher decide which skills will be taught, where and by whom.

Collaboration: The Librarian’s Role Assesses student and teacher needs Collaborates in planning assignments in alignment with the Standards in the content areas and with classroom expectations of individual teachers Partners with classroom teachers to develop curriculum units and lessons Partners with classroom teachers to integrate inquiry skills into lessons

Collaboration: The Librarian’s Role Facilitates curriculum planning across the school Assists in integrating the use of instructional technology to enhance learning throughout the curriculum Provides access to resources to support teaching and learning Assesses student progress in mastering the inquiry process

What can library teachers do? Lead your school in collaborative planning that integrates the teaching of information fluency throughout the curriculum. Figure out which skills to teach and assess and which to scaffold in every lesson Plan the implementation of the Benchmark Skills for all students

What can library teachers do? (continued) Order high quality resources Collaborate with classroom teachers to co-teach Align the implementation of the Benchmark Skills with your school’s goals and your students’ needs. Collaborate with your administrator

Think Outside the Box Use Web 2.0 technologies to reach teachers and create a collaborative environment

Your turn… Log into your LiveBinder/Wikispaces site Your first tab/page should list the unit plan, grade level, timeline and product Create a tab/page with a link to the lesson you adapted Create a tab/page with the IFC assessments//The title should be the specific skill Create tabs/pages with resources to support your learning objectives/assessment

Thank you! See you on January 13th!