School Library Services 21

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School Library Services 21

• Building a 21st Century Library Program

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How many of you have . . .

• Registered for NYCSLIST?
• Used your DOE E-Mail?
• Used a NOVELny database with teachers and/or
  students?
• Referred to your Librarians Handbook?
• Attended the Fall Conference on November 3?
• Attended the DCP session or viewed their video
  the Power of the Purse?
• Start documenting your academic year in the
  library by creating a professional portfolio
  capturing your growth using photographs,
  projects, student assessments, etc?

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Do you know how to find your NYSLIB book budget?

• 6.25/student (as of October 31, 2008 register)
• Watch this video to see how to locate your
  schools budget
• Go to the DCP Guides for Schools page and click
  on the FAMIS Library Module Training Document
  to receive guidance for the new ordering system
  http//schools.nyc.gov/Offices/DCP/Publications/De
  fault.htm

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Overview of Sessions

• Session 1 Vision, Mission, Goals and
  Expectations
• Session 2 Collaborative Planning and Teaching
• Session 3 Information Access and Delivery
• Session 4 Spring Follow-up

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Session 2 Collaborative Planning and Teaching

• Information Fluency Continuum, Literacy Skills
  and AASL Standards
• Introduction to collaborative planning
• Integrating Skills into Instructional Units /
  Lessons

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Collaborative Planning and Teaching

• Vision for Student Learning
• The library fosters a community of learning and
  literacy that leads to high academic achievement,
  independent reading and learning, and
  collaboration throughout the school.

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Information Fluency Continuum
How does inquiry differ from research?
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Activity

• How do research and inquiry compare?

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Research

• Is part of inquiry
• Finding information
• Not interactive
• Answers pre-selected questions

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Inquiry

• Places students at the heart of learning
• Empowers them to follow their sense of discovery
• Requires active engagement
• Must generate questions
• Constructs new understandings
• Requires reflection and critical thinking
• Not a linear process

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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

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Three Standards

• Standard 1 Using Inquiry to Build Understanding
  and Create New Knowledge
• Standard 2 Pursuing Personal and Aesthetic
  Growth
• Standard 3 Demonstrating Social Responsibility

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Standard 1 Using Inquiry to Build Understanding

• What steps do you use when conducting your own
  personal inquiry?

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An Inquiry Framework

Connect
Reflect
Wonder
Inquiry Model
Express
Investigate
Construct
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Connect
Connect to self, previous knowledge Gain
background and context Observe, experience
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Wonder
Develop questions Make predictions, hypotheses
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Investigate

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

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Construct

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

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Express

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

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Reflect

• Reflect on own learning
• Ask new questions

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Standard 2 Pursuing Personal and Aesthetic
Growth

• Literary/Artistic Response and Expression
• Personal Exploration
• Motivated, Independent Learning

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Standard 3 Demonstrating Social Responsibility

• Importance of Information to a Democratic Society
• Effective Social Interaction to Broaden
  Understanding
• Ethical Behavior in Use of Information

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AASL Standards for the 21st-Century Learners

• Learners use skills, resources and tools to
• Inquire, think critically, and gain knowledge
• Share knowledge and participate ethically and
  productively as members of our democratic society
• Draw conclusions, make informed decisions, apply
  knowledge to new situations, and create new
  knowledge
• Pursue personal and aesthetic growth

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The Relationship

• AASL correlates with the Information Fluency
  Continuum (IFC)
• Library Services has updated the IFC to reflect
  the new AASL Standards for the 21st-Century
  Learner
• NY State Dept. of Education is also in the
  process of developing information literacy
  standards which probably will reflect AASL
  Standards for the 21st-Century Learner

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IFC and Literacy Skills

• Many of the IFC skills are related to basic
  literacy skills and may be already addressed by
  the classroom teacher
• Collaboration and conversation with the
  classroom teachers
• Knowledge of your schools approach to literacy

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Connect Activity

• Analyze and reflect on a primary
• source photo

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Wonder Activity

• Focus question How did Lincolns assassination
  impact the successes and failures of
  Reconstruction?
• Generate inquiry questions

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Investigate

• Teaching skills
• Scaffolding

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Construct Activity

• Which graphic organizer (and why) are you using
  to present conclusions on the original focus
  question and your inquiry questions?
• Focus question How did Lincolns assassination
  impact the successes and failures of
  Reconstruction?

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Express

• REACTS Taxonomy boost your instruction
• Differentiation of end product for different
  students

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Reflect

• Thoughtful review of the process
• Resources
• TPS Direct -- Library of Congress Teaching with
  Primary Source shttp//www.loc.gov/teachers/profes
  sionaldevelopment/tpsdirect/pdplanbuilder/exports/
  e9338c4537bf4657a265a21f560e08b5/LOC_PD.pdf

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Enjoy your lunch!
Please use this time to sign up for a visit!
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What has been your experience with collaboration?

• As a teacher?
• As a librarian?

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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?

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Collaboration The Librarians Role

• Assesses student and teacher needs
• Collaborates in planning assignments in
  alignment with the New York State 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

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Collaboration The Librarians 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

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Collaboration

• Collaboration is essential for the successful
  integration of information literacy into
  curriculum.
• Collaboration is not Cooperation or Coordination,
  though they are part of Collaboration.

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Cooperation
Coordination
Collaboration
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How to Achieve a Good Collaborative
Partnership

• School culture must support collaboration
• Flexible library scheduling increases the
  opportunities for collaboration
• Collaborative members must respect each other
  and be flexible
• Essential resources - time, facilities, budget -
  must be provided to assure success

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How to Achieve a Good Collaborative
Partnership

• Set attainable goals
• Start small and build on success
• Use the IFC and Benchmark Skills to deepen
  teachers standard lessons
• Publicize collaborative achievements

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Integrating Skills into Instructional Units /
Lessons
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Using the Information Fluency Continuum

• What skills will we teach or scaffold?
• What instructional strategies will we use?
• What kinds of assessment will be built in?

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

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What can librarians 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

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What can librarians do? (continued)

• Order high quality resources
• Collaborate with classroom teachers to co-teach
• Align the implementation of the Benchmark Skills
  with your schools goals and your students
  needs.
• Collaborate with your administrator

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S.O.S. for Information Literacy
http//www.informationliteracy.org/builder/view/16
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Think Outside the Box

• Use Web 2.0 technologies to reach teachers and
  create a collaborative environment

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Activity

• Divide into groups of three, assign roles
  librarian, classroom teacher, technology teacher
• Goal Develop the framework for a unit for Grade
  5 or Grade 8
• Choose one information skill to teach during a
  lesson in that unit
• Design one lesson that will be part of the unit.
  Get into teachers head. Be authentic. Jot down
  the questions and issues of collaboration while
  you are designing the lesson

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Reflect and Share

• What did we learn?

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Thanks for coming!

• Please fill out your evaluation it helps us
  grow.
• See you next time!
• December 16th!

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