Why you need to know your school librarian Jenny CorradoMichelle Melencio Nan Ropelewski November 6, 2012

Not your 20 th century school librarian “Shush." Flickr. Yahoo, 24 Sept Web. 15 Oct

The 21 st Century school librarian Braun, Linda W. "Next Year's Model." School Library Journal. N.p., 1 Apr Web. 15 Oct

AASL Standards for the 21st- Century Learner Standards for the 21st- Century Learner offer vision for teaching and learning to both guide and beckon our profession as education leaders. They will both shape the library program and serve as a tool for school librarians to use to shape the learning of students in the school. “Standards for the 21 st Century Learner” Web 22 October 2012

AASL Standards for the 21st-Century Learner Inquire, think critically, and gain knowledge. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Share knowledge and participate ethically and productively as members of our democratic society. Pursue personal and aesthetic growth. “Standards for the 21 st Century Learner” Web 22 October 2012

The school library Photo by Jenny Corrado

The school library  The mission of the school library program is to ensure staff and students are effective users of information and ideas.  The School Library Media Specialist empowers students to be critical thinkers, enthusiastic readers, skillful researchers and ethical users of information.  The vision of a school library program is created by the school librarian to support that particular school’s mission and vision. AASL. (2009). Empowering learners: Guidelines for school library media programs. Chicago, IL: American Library Association.

Roles of school librarian  Program Administrator  Information Specialist  Teacher  Instructional Partner Photo by Jenny Corrado

Resources throughout the entire school Print books texts magazines Non-print CDs electronic databases e-books internet resources

Roles of school librarian – examples of services Investigating electronic tools to enhance student learning Professional development of teachers – training them on use of tools Providing resources (print and electronic) for research Creating pathfinders for student projects

North American Biomes – Manor Woods Elementary School

Instructional partners  Teacher and school librarian jointly identify:  Student information needs  Curricular content  Resources to be used  Learning outcomes  School librarian works with:  The entire school community  Teachers in designing authentic learning tasks and assessments  Teachers in ensuring that content and AASL standards are met Association for Educational Communications and Technology, and American Association of School Librarians. Information Power: Building Partnerships for Learning. Chicago: American Library Association, Print.

Example: 3 rd grade science teacher asks for books where students can identify and compile a list of materials that can be recycled. (Standard 3.0 – Life Science, Topic E – Flow of Matter and Energy, Objective A)Cooperation Coordination Coordination Teacher and school librarian work independently but come together for mutual benefit. Their relationship is informal and instantaneous. Teacher and school librarian have a more formal working relationship and an understanding of shared missions. More joint planning and communication occurs. This is the bedrock of trust. Example: 4th grade science teacher is teaching a unit on genetic traits that are inherited. She asks the school librarian to teach database search skills where students can locate articles on this topic. (Standard 3.0 – Life Science, Topic C – Genetics)

Collaboration Relationship is prolonged and interdependent. Information literacy in the 21 st century now includes: digital, visual, textual, and technological literacy skills. Teacher and school librarian create a unit of study based on content and information literacy standards. The unit is team-designed, team-taught, and team evaluated. "Susan Lester and Buffy Hamilton." Flickr. Yahoo, 26 Feb Web. 15 Oct Example: 3 rd grade science teacher asks for books where students can identify and compile a list of materials that can be recycled. Librarian suggests a collaboration lesson on reducing winter waste. (Standard 3.0 – Life Science, Topic E – Flow of Matter and Energy, Objective A)

Example: 5th grade students have a deficit in identifying main ideas and using graphic organizers. The 5th grade team and school librarian develop a sky watching and constellation unit focused on addressing these deficits. The school’s instructional goals are fully addressed with data-driven collaboration. We live in a standards-based, high-stakes testing age. Data-driven collaboration The teacher and school librarian take collaboration a step further. They plan comprehensively based on the results of evidence of student knowledge, skills, and learning. The purpose is to improve student learning and achievement.

Collaboration: challenges & solutions  Finding a time to plan  Participate on school-based teams that plan schedules  Ask your principal for collaboration planning time  Administrative support  Keep administrator in the loop with reports (collaboration successes, lessons taught)  Invite your principal to collaborative planning meetings  School culture  Participate in school leadership teams  Enlist the trust of colleagues  Federal mandates/testing  Brainstorm lists of collaborative projects that address specific deficits in your school  Data-driven collaboration Buzzeo, Toni. The Collaboration Handbook. Columbus, OH: Linworth Pub., Print.

Benefits of collaboration  Teachers  Curriculum is reinforced during media lessons  Partner to share the task of addressing student deficits  Librarians  Chance to directly assess school learning goals and influence student achievement  Opportunity to lighten teacher load in an age of increased expectations Buzzeo, Toni. The Collaboration Handbook. Columbus, OH: Linworth Pub., Print.

Benefits of collaboration  Administration  Assurance that collaborative partners are working in service of ensuring an effective school  Resulting increases in measurable student skills  Students  Content units taught with seamless integration of information, textual, visual, digital, and technological literacy skills.  Reinforcement for skills that have proven difficult on standardized tests Buzzeo, Toni. The Collaboration Handbook. Columbus, OH: Linworth Pub., Print.

Building bridges "Perrine Bridge." Flickr. Yahoo, 11 July Web. 22 Oct