1. Created by: Ren ée Crumley Partial Requirement for MEDT 7485 Summer 2009

2.  Increase lesson collaboration with Language Arts teachers  Increase delivery of student lessons in media center  Increase student understanding and application of learned skills  Support for School Improvement Plan

3.  Better student understanding of Georgia ELA standards  Imbedding media/information technology skills in ELA lessons  Better skills transfer for students across various units  More student needs met

4.  Cross curricula applications  Building meaning in content areas  Online texts and web sites  Multiple genre exposure  Multiple writing style

5.  Teaching digital access skills  Teaching evaluation or screening of web site skills  Teaching how to do Boolean searches  Teaching the difference between an internet search and a database search  Teaching the use of various formats available including web sites, video, pictures, and databases

6.  Bloom hierarchy for digital literacy: Beginning from the skill level of remembering to the highest skill level of creating from unit to unit and subject to subject ***Andrew Churches, Tech&Learning.com, 22 August 2008  Application of digital literacy: website creation EX: http://stu.westga.edu/~rcrumle1/7467_finalwebsite_rmc/default.html

7.  Bullet pointing: listing in the digital age  Social bookmarking: using the teacher’s blog  Searching: Online research “Googling”

8.  Advanced searches  Boolean searches  Blogging

9.  Loading applications  Operating programs  Sharing  Editing

10.  Linking  Integrating  Tagging

11.  Posting  Collaborating  Blog Commenting  Networking

12.  Programming  Filming  Podcasting  Wiki-ing  Publishing  Mixing

13.  More effective use of resources: The media center has more resources than the individual classroom  More effective use of teaching time: The teacher: student ratio is lowered  Integration of educational technologies: More exposure to new technology and creation of teaching websites that students access from home for follow up instruction  Shared efforts of promoting literacy: Teacher and Media Specialist share reading interests

14.  Fewer discipline problems: Students more engaged and there are two teachers  Easier to meet individual needs: Two teachers work to strengths of each other. Students’ individual learning styles can be met.  Shared work load: Planning, teaching, and assessing together  Developing life-long learning: Fostering the habit of using the library for work and pleasure

15.  Provide extended learning opportunities for students to master content  Collaborate to select strategies to help students who do not meet standards  Provide enrichment opportunities for students who master content quickly

16.  Lets get started with collaboration  Bring your students to the media center for better student understanding

17. American Association of School Librarians and Association for Educational Communication and Technology. Information Power: Building Partnerships for Learning. Chicago, IL: American Library Association, 1998. Churches, Andrew. "Bloom's Taxonomy Blooms Digitally." Tech & Learning. 22 Aug. 2008. 22 June 2009. Knobel, Michele, and Dana Wilber. "Let's Talk 2.o." Educational Leadership Mar. 2009: 20-24. McNabb, Mary L. Literacy Learning in Networked Classrooms: Using the Internet with Middle-Level Students. Newark, DE: International Reading Association, 2006. Ryan, Jenny, and Steph Capra. Information Literacy Toolkit: Grade 7 and Up. Chicago, IL: American Library Association, 2001. Taylor, Joie. Information Literacy and the School Library Media Center. Westport, Connecticut: Libraries Unlimited, 2006.