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Rigor

Relevance

Research

Resources

Reporting Knowledge

Repackaging Research

Paige JaegerCoordinator for School Library Services 

Washington Saratoga Warren Hamilton Essex Board of Cooperative Educational Services (aka WSWHE BOCES)

Saratoga Springs, NY 

paigejaeger@gmail.com

Librarydoor.blogspot.com 

InfoLit4U@twitter

Rigor

Relevance

Research

Resources

Reporting KnowledgeRigor

Relevance

Research

ResourcesReporting Knowledge

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Learning Targets: 

Reaching the Hyper‐connected

Moving Beyond Information Hide ‘n Seek 

Why research is the next big thing 

Reading teachers and administrators 

Technology integration 

Millennials can… 

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Industrial Revolution model

Industrial Revolution model

Information Age 

Information Age 

Information Economy 

Information Economy 

Mis‐Information 

Age 

Mis‐Information 

Age 

New Media – Social Age 

?

New Media – Social Age 

?

If your assignment can be answered on Google, then it is void of higher level thought.

Why bother?

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Essential Understanding:

Content Delivery  Change

ELA Anchor Standards

Writing & ResearchWriting & Research

Reading Closely & Complexity 

Reading Closely & Complexity 

Comprehend & CollaborateComprehend & Collaborate

Vocabulary & Grammar 

Vocabulary & Grammar 

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Research to Build and Present Knowledge:

Core Proficiencies 

UnitsCurriculum 

An EBC is: An EBC is: • Clearly presented• Rises from close reading of text(s) 

and details• An accurate, knowledgeable 

analysis and‐or conclusion • Supported with credible, 

sufficient evidence • Logically developed through 

quotes, reference, facts, & citations 

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Are you inside the text or outside the text? “The Economic Bill of Rights”Excerpt from President Roosevelt's January 11, 1944 message to the Congress of the United States on the State of the Union

It is our duty now to begin to lay the plans and determine the strategy for the winning of a lasting peace and the establishment of an American standard of living higher than ever before known. We cannot be content, no matter how high that general standard of living may be, if some fraction of our people—whether it be one-third or one-fifth or one-tenth—is ill-fed, ill-clothed, ill-housed, and insecure.

This Republic had its beginning, and grew to its present strength, under the protection of certain inalienable political rights—among them the right of free speech, free press, free worship, trial by jury, freedom from unreasonable searches and seizures. They were our rights to life and liberty.

As our nation has grown in size and stature, however—as our industrial economy expanded—these political rights proved inadequate to assure us equality in the pursuit of happiness.

We have come to a clear realization of the fact that true individual freedom cannot exist without economic security and independence. “Necessitous men are not free men.” People who are hungry and out of a job are the stuff of which dictatorships are made.

TDQ’s

Vs.

Inquiry Based Investigations

Library 

Cybrary

Evidence Based Claims 

Opinions Needing Support

Multiple Viewpoints

Research Short & Longer 

Close Reading “Task”

Increase Reading & Vocabulary 

Discussion and 

Debate –Fodder 

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W7 –Conduct short 

research projects to answer a question 

Research to Build and Present Knowledge

W1‐5: Teach them to 

write, then: 

W10: Do it again! 

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So how can I repackage what we are doing to align

with CC and hyperconnection?

Rigor: Inquiry Based Learning Adventures: 

PACKETS

Questions that need to be investigated 

Views that need to be 

considered 

Evidence that needs to be 

found 

Conclusions that need to be 

supported 

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Winner: RX for the Common CoreMary Boyd Ratzer and 

Paige JaegerLibraries Unlimited 

Relevance

Loc.gov

How did these women change America? Why should you care?  

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What do these women have in common? 

Claude TRUONG‐NGOC  

Early American Movers and Shakers…• If your mover or shaker were alive today, what would their “Vanity Plate” read?

• What would their resume look like? Prepare a resume for your mover or shaker and be prepared to interview for a job.

Susan B. AnthonyHerman MelvilleSojourner TruthWilliam Lloyd GarrisonVanderbilt

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Your Turn 

What does this look like?

What questions would you ask yourself if you were confronted with this scenario? 

You have just been offered a job in Malawi.

What questions do you have?  (Chat box)

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It is 1840… 

You have been asked to “go west young man.”  

Will you go? 

What questionsdo you have?  

Chat box… 

Everything you ask for, do, propose, or 

suggest, should be framed within: 

Student achievement

Common Core (or standards) 

Building‐wide goals

What your administrators value

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PARCC

http://youtu.be/YVMN8mZnAbA

EngageNY.org

10 million teachers trained in Inquiry (PBL) to “lead and participate in a global economy”  

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EQ Brainstormer…Student‐centered instruction

Start with Content 

• Think about a content area you would like to plan a CCSS aligned unit for? • What would you like

you student to know or be able to do…at the end of the unit?

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• How did (will) this book make you smarter, richer, wiser, or more successful in life? 

• What indelible footprints did this person leave on the world?  How did this life change history? 

• Where is the “suffrage” in the world today?  Should America be concerned? 

“Reader and the Task”

What question can you ask to inspire further investigation and 

synthesis? 

What are you asking the students to do with what 

you read?  

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Get the tasks above rote ‘n recall

Lexile 1090

Why would this NOT happen 

today?  (Build an EBC) 

How did the sailing disease scurvy impact 

exploration?  (Build an EBC)

Synthesis

Reader & the task recipe:

Identify questions for Inquiry

Compare Contrast Investigate Synthesize  Conclude

Let’s rate these explorers using the following 

lenses.  Who was really the best? 

Create a tweet log for Shackelton. What  recommendations would you have for 

him today? How were subsequent explorers helped or hindered by their predecessors? 

Synthesis

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"First grade writes a 1 page paper; Second grade writes a 2 page paper; Third grade writes a 3 page paper; etc....building capacity to the secondary level where they would be research‐ready."

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Stations in the library…Choice – connections, curiosity

Stations: documents, photos, and other “close reading”endeavors Bugs: Friends? 

or foe? 

• “Why do we not have [dinosaurs] anymore?

• If you wanted to be an [astronaut] how can you prepare?

What will the knowledge product be? 

Fotobabble?

Blog?

Blabberize

Museum Box

Essay?

iMovieiBook? 

Prezi?

Presentation,

Script,

Public Service Announcement

Debate?

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Scoopit: Tool for CCSS students?  Librarian device?

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Scoopit: Tool assessing sources‐ Have your students curate and assess

Post Assessment:

Reaching the Hyper‐

connected

Not answerable on Google 

Needs Relevance

Embed technology! 

Use pronouns when possible (You, we) 

Moving Beyond Information Hide 

‘n Seek 

Needs an essential question

What’s the enduring understanding? 

What do you want the kids to do with all those facts? 

Why research is the next big 

thing

Teachers are have learned about 

“text”

Students have learned to closely 

read

Students have learned to cite 

evidence

Research is an ELA Anchor Standard 

Reaching teachers and administrators

Use their language 

Justify by the CCSS 

Offer to do PD for credit (Lunchtime?) 

CCSS Anchor Standard 

What are you going to do with all those 

“facts” 

Technology integration 

Marry a tool with a pedagogy verb  

Embed Tech! 

Language of the Millennial 

Tech tools for various Inquiry 

stages? 

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Sources and Resources:

• http://usny.nysed.gov/rttt/docs/bringingthecommoncoretolife/fulltranscript.pdf• http://thechoice.blogs.nytimes.com/2012/05/16/college-board-selects-backer-of-

common-core-school-curriculum-as-new-president/• http://www.corestandards.org/assets/Appendix_B.pdf• http://www.corestandards.org/assets/Appendix_A.pdf• http://engageny.org/• WISE – Inquiry Model: http://tinyurl.com/42dd2oj• Inquiry Resources: http://www.wswheboces.org/SSS.cfm?subpage=419• NYC Resources for CC and Inquiry:

http://schools.nyc.gov/Academics/LibraryServices/StandardsandCurriculum/default.htm

• K-12 Information Fluency Continuum (NYS) http://tinyurl.com/8a4x6n3

IBrain: surviving the technological alteration of the modern mind. New York: Collins Living, 2008. Print.

Carr, Nicholas G.. The shallows: what the Internet is doing to our brains. New York: W.W. Norton, 2010. Print.

Jaeger, Paige. Marketing Information Literacy.  School Library Media Activities Monthly  Vol. XXV, March 2009.  

Library of Congress: loc.gov/

Twenge, Jean M.. Generation me: why today's young Americans are more confident, assertive, entitled‐‐and more miserable than ever before. New York: Free Press, 2006. Print.Small, Gary W., and Gigi Vorgan

Sprenger, Marilee. Educational Leadership: Focus on the Digital Brain. September 2009. 

Sources and Resources:

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AASL Presentation:  Repackaging Research

Paige JaegerCoordinator for School Library Services 

Washington Saratoga Warren Hamilton Essex Board of Cooperative Educational Services (aka WSWHE BOCES)

Saratoga Springs, NY 

paigejaeger@gmail.comLibrarydoor.blogspot.com

InfoLit4U@twitter 

Rx for the Common Core: Toolbox for Inquiry Based Learning

Think Tank Library (TBP Dec 2014 – Libraries Unlimited)