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Learning4LifeSchool Library Media ProgramsReconsidered and Relevant

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What is L4L?

School Library Media ProgramsReconsidered and Relevant

How Does L4L Do That?

School Library ProgramsReconsidered and Relevant

http://www.ala.org/aasl/standards

http://www.alastore.ala.org/detail.aspx?ID=2682


http://www.ala.org/aasl/standards



Where Can We Begin? Shift


21st Century Flexible Learning Environments

Where Can We Begin? ShiftFROM• Library Skills

• Rigid Schedules

• Skills taught in isolation

TO• Information, Media,

Digital Literacy/ICT• Flexible Schedules

• Skills (dispositions, responsibilities, and assessment) embedded in the context of the teaching and learning process

School Library Programs

Reconsidered and Relevant

Where Can We Begin? ShiftFROM• Pencil and notebook• LP’s and cassettes• Telephone• Antenna• mail• “Encyclopedia”• The Mall

TO• Laptop, Netbook, PDA• CD’s, DVD’s MP3’s &

downloads• Cell Phone, Smart Phone• Satellite, Cable,

Streaming• Email, IM, social networks• “Search Engines”• Web 2.0



What Does It Look Like? Shift






Revised Learning Standards

Where Can We Begin? ShiftFROMStudents read to memorize/learn the information that will be the basis of classroom assessments or statewide standardized tests.

TOReading is a window to the world



Where Can We Begin? ShiftFROMStudents use facts to write reports or Students conduct asearch once to find evidence to defend a thesis or answer an essential question.

TOInquiry provides a framework for learning. Use of a research model guides the student’s effort



Where Can We Begin? ShiftFROMStudents are taught how to distinguish between paraphrasing and using a direct quote, how to cite sources and how to avoid plagiarism.

TOEthical behavior in the use of information must be taught. Students recognize and appreciate and respect the concept of intellectual property .



Where Can We Begin? ShiftFROMStudents need to know how to use software for word processing, spreadsheets, databases, and presentations to produce the end product of research or a class assignment.

TOTechnology skills are crucial for future employment needs—For lifelong learning students need to be literate in information and technology. They contribute to content creation through the use of Technology tools.


Where Can We Begin? ShiftFROMEquitable access is a key component for education

TOEquitable access is a key component for education

School Library Programs Reconsidered and Relevant

Where Can We Begin? ShiftFROMLiteracy is the ability to read, write, listen and speak. Technology literacy include the basic skills to use technology. Examples: keyboarding to use word processors or assembling the parts of a computer—monitor, cpu, keyboard, mouse, perhaps attaching a printer.

TOThe definition of information literacy has become more complex as resources and technologies have changed—Students need digital, visual, textual and technological literacies


Where Can We Begin? ShiftFROMStudents need to acquire critical thinking and problem solving skills. So much information is easily accessible on the Internet that students need to be taught how to evaluate information found on an Internet site.

TOThe continuing expansion of information demands that all students acquire the thinking skills that will enable them to learn on their own—Students need the skills to effectively & efficiently use and critically evaluate information.



Where Can We Begin? ShiftFROMLearning is an individual matter—There is a fine line between collaboration and cheating. Group work must be monitored to be sure every student does their fair share of the work.

TOLearning has a social context—Students learn collaboratively in face-to-face situations and through technology. Students work more frequently in teams in 21st century learning and employment..School Library Programs


Where Can We Begin? ShiftFROMSchool libraries support the school curriculum-- School libraries provide equitable access to a variety of electronic and print sources and school librarians cooperate with content area teachers to match resources with curricular needs and teach research skills and technology skills to some students.

TOSchool libraries are essential to the development of learning skills—School libraries provide equitable access to a variety of electronic and print sources and school librarians collaborate to embed information and technology literacy skills in content area learning.School Library Programs





The Standards: A 4x4 Approach




LEARNERS USE SKILLS, RESOURCES, & TOOLS TO:

1. Inquire, think critically, and gain knowledge.

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

3. Share knowledge and participate ethically and productively as members of our democratic society.

4. Pursue personal and aesthetic growth.




Evidence of the Standards in Action Are Expressed Through:

1. Skills

2. Dispositions in Action

3. Responsibilities

4. Self-Assessment Strategies




Starting with Skills




Consult “Standards in Action” for practical tips






Review and Adapt Examples of Alignment




Illinois http://www.islma.org/pdf/ISAIL.pdf

Massachusettshttp://www.maschoolibraries.org/

New Hampshire http://www.londonderry.org/assets/documents/lmt/lit_tech_bench.pdf

http://www.islma.org/pdf/ISAIL.pdf

http://www.maschoolibraries.org/

http://www.londonderry.org/assets/documents/lmt/lit_tech_bench.pdf




Teaching for Learning




Teaching for Learning involves:

Building Collaborative PartnershipsThe Role of Reading

Addressing Multiple LiteraciesEffective Practices for Inquiry

Assessment




• Provide access points for content area integration

• Allow for assured experiences and structure across grade levels and disciplines

• Ensure multiple opportunities for students to “practice” research using the tools of research (including technology)

• “Guided inquiry” = “Knowledge Construction”

ICT and Research Models




• Promote critical thinking and problem solving

• Foster engaging, collaborative, and authentic learning

• Afford opportunities for curricular alignment and interdisciplinary collaboration

• Provide scaling/scaffolding of the research process

• Offer multiple options for end product.• Allow for assessments of product and

process

Characteristics of the Models




Characteristics of the Models• Present• Synthesize• Select information to use• Analyze and evaluate

information• Gather information• Develop a search strategy• Create a purpose/focus• Define further if

needed/narrow the topic• Define the task/problem/need

for \ information




The Research Continuum




• Create a team (administrators, teachers, lms, TI’s) to research and consider use of an inquiry/ research model which also integrates technology

• Adopt/adapt/build a model based on needs (identified by district strategic plan, learning goals, graduation standards)

• Agree upon terms and vocabulary

• Provide professional development

Next Steps




A Revised Job Description




Consider using this as a discussion starter among stakeholder groups―administrators, colleagues, parents―as a checklist of what is required to:

• assess how prepared you and/or your program are to participate in making the vision a reality

• identify what areas you need to address through professional development

• develop personal and program short- and long-range goals and objectives

• establish personal and program priorities

What do you think? Shift



Report outs from discussion




Barriers or L$L




The Vision




Wrap Up and Questions

References



American Association of School Librarians. 2007. “Standards for the 21st-Century Learner.” http://ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf (accessed September 15, 2009).

———. 2009. Standards for the 21-stCentury Learner in Action: Chicago: ALA.

———. 2009. Empowering Learners: Guidelines for School Library Media Programs. Chicago: ALA.

http://ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf

http://ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf

Attributions



Standards/GLE/Benchmark Alignment:Illinois School Library Association/Becky Robinson

Londonderry School District/ Susan BallardMassachusetts School Library Association/Valerie Diggs

Context Exercises:Judi Moreillon and Kristin Fontichiaro

Kathy Lowe and Susan BallardShifts: Susan Ballard, Janet Roche, Maureen Snider

Job Description: Londonderry School District, Sara Kelly Johns, Kathleen McBroom, Cassandra E. Osterloh, Jane Prestebak

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learning standards

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l4l workshop guide

context exercise

formal education relevant

century education

assist schools

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