1. School Library Services 21
Building a 21st Century Library Program

2. 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…

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

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

5. 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

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

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

8. Wonder
Develop questions
Make predictions, hypotheses

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

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

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

12. Reflect on own learning Ask new questions

13. 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

14. 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

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

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

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

21. 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

22. 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.

23. 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?

24. 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

25. Enjoy your lunch!

26. 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?

27. 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.

28. 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

29. 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

30. 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

31. 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

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

33. 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

35. Thank you! See you on
January 13th!