Library of CongressLibrary of CongressTeaching with Primary SourcesTeaching with Primary Sources

Your Facilitators: Dr. Lana W. Jackman; Dr. Milli C. Pierce; Meghan McNamara

Tuesday, August 24 & Wednesday, August 25, 2010

College and Career Readiness

Instructional Strategies

Professional Development Institute

Library of CongressLibrary of Congress

The Library of Congress is the de facto national library of the United States and the research arm of the United States Congress. Located in Washington, D.C., it is the largest by shelf space and one of the most important libraries in the world. Its collections include more than 30 million cataloged books and other print materials in 470 languages; more than 58 million manuscripts; the largest rare book collection in North America, including a Gutenberg Bible (one of only four perfect vellum copies known to exist); over 1 million US Government publications; 1 million issues of world newspapers spanning the past three centuries; 33,000 bound newspaper volumes; 500,000 microfilm reels; over 6,000 comic book[3] titles; the world's largest collection of legal materials; films; 4.8 million maps; sheet music; and 2.7 million sound recordings. The head of the Library is the Librarian of Congress.

Source: http://www.american-architecture.info/USA/USA-Washington/DC-009.htm

Library of CongressLibrary of CongressTeaching with Primary Sources Teaching with Primary Sources

ProgramProgram

NFIL/TPS CRB InstituteNFIL/TPS CRB Institute Primary Goal Primary Goal

Introduce CRB instructional faculty and staff to the 21st century digital/information literacy skill set needed to design and implement a guided inquiry teaching and learning process that enables high school students to critically and creatively use the primary sources of the Library of Congress.

Anticipated OutcomesAnticipated Outcomes

• Articulate and promote the benefits of TPS within their own instructional practice and that of their colleagues, regardless of academic discipline.

• Understand how to apply guided inquiry approaches and strategies within a high school classroom and sustain currency by incorporating appropriate community of practice assessment strategies.

• Model 21st century skill behavior and digital/information literacy best practices in the classroom and the workplace.

• Consider ways in which TPS digital/information literacy practice can enhance student academic performance and teacher professional development

• Build a TPS digital/information literacy community of practice campus culture.

Upon completion of this year long institute, CRB participants will be able to:

CRB Participant IncentiveCRB Participant Incentive

• An opportunity to complete the iCritical Thinking Certification assessment exam, (a $750 value). The iCritical Thinking Certification features real-time, simulated, scenario based tasks designed to measure teachers’ ability to navigate, critically evaluate, and make sense of a wealth of information available through information and communication technologies. Aligned with Association of College and Research Libraries information literacy standards and endorsed by the Global Digital Literacy Council, those demonstrating “proficiency” will receive an iCritical Thinking Certificate credential.

• Qualified participants may also earn up to 37 Massachusetts professional development points (PDPs).

• Those successfully completing all the Institute requirements will receive a stipend of $125.

At the successful conclusion of the institute, each participant will be offered the following:

Cristo Rey Boston Professional Development TrainingCristo Rey Boston Professional Development TrainingAgenda Agenda

Teaching with Primary Sources, Information Literacy, Teaching with Primary Sources, Information Literacy, and Guided Inquiryand Guided Inquiry

OverviewOverview

Overarching GoalOverarching Goal

Goal: All graduates have opportunities for success in the 21st century economy.

Goal: All students graduate high school on time prepared for at least one year of post-secondary.

Goal: All students enter middle school with foundational skills to tackle advanced subjects.

Goal: All kindergarten students arrive ready to learn and remain on track to 4th grade.

“By 2020, America will once again have the highest proportion of college graduates in the world.”

President Barack Obama, February 24, 2009

Elementary(Grades K-5)

Secondary (Grades 6-12)

Post-Secondary

Early Learning(Birth-grade 3)

ESEA ReauthorizationESEA ReauthorizationKey Focal PointsKey Focal Points

College- and Career-Ready Students

A Complete Education

Great Teachers and Great Leaders

Meeting the Needs of Diverse Learners

Successful, Safe and Healthy Students

Fostering Innovation and Excellence

College and Career Readiness

College Ready Career Ready

Core AcademicDisciplines

Industry Knowledge&Practice

EnglishMathematicsScienceSocial StudiesForeign Language

EmployabilityLeadership & TeamworkSafetyTechnical skills

Strategic Planning

Understanding Systems

Technological Literacy

Communications

Ethics

Cross-DisciplinaryProblem Analysis

Career Awareness

Economics

Source: ConnectEd - Created by the James Irvine Foundation www.connectedcalifornia.org

Information Literacy and Information Literacy and Guided InquiryGuided Inquiry

Information Literacy: A Process of Learning

Computing Cognition Telecommunications Information Resources Information Seeking Skills

2121stst Century Skills Century SkillsLifelong LearningLifelong Learning CultureCulture

InformationInformationLiteracyLiteracy

DigitalDigitalLiteracyLiteracy

•Define•Access•Evaluate •Manage•Integrate•Communicate

•Computer Basics•The Internet and the World Wide Web•Productivity Programs•Computer Security and Privacy•Digital Lifestyles

Cross-DisciplinaryProfessional and Workforce

DevelopmentCurriculum, Instruction and

TrainingFormal and Informal Learning

EnvironmentsStandards and Assessments

Critical and Creative ThinkingCritical and Creative ThinkingInformed Decision Making

Ethics

What is Guided Inquiry?What is Guided Inquiry?

• Guided Inquiry is carefully planned, closely supervised targeted intervention of an [instructional team of school librarians and teachers] to guide students through curriculum based inquiry units that build deep knowledge and deep understanding of a curriculum topic, and gradually lead towards independent learning.

Information Literacy Pre-Assessment Information Literacy Pre-Assessment

Where can I use primary sources?Where can I use primary sources?

• Social studies• Language arts• Math• Science• Arts: music, art,

drama

• Manuscripts

• Maps

• Motion pictures

• Music

• Newspapers/cartoons/ advertisements

• Photos

• Printed ephemera

• Sound recordings

Source: Teaching with Primary Sources Western Regional Center

Thinking

• Distinguish between

important and

inconsequential

• Significance of the

past to the present

• Significance of

personal character for

good and ill

• Not all problems have

solutions

Evidence

– Photographs

– Letters

– Journals

– Official documents

– Licenses

– Bibles

– Maps

– Announcements

– Movies

– Audio

– Sheet Music

Why Primary Sources?Why Primary Sources?

Source: Teaching with Primary Sources Western Regional Center

Thinking

• Fact vs. Conjecture

• Evidence vs.

Assertion

• Compare/contrast

• Analysis, synthesis

and evaluation of

evidence

• Infer

• Draw conclusions

Evidence

– Photographs

– Letters

– Journals

– Official documents

– Licenses

– Bibles

– Maps

– Announcements

– Movies

– Audio

– Sheet Music

Why Primary Sources?Why Primary Sources?

Source: Teaching with Primary Sources Western Regional Center

Your Teaching with Primary Sources ToolkitYour Teaching with Primary Sources Toolkit

• Lesson Plans http://memory.loc.gov/learn/lessons/index.html

• Themed Resourceshttp://www.loc.gov/teachers/classroommaterials/themes/

• Primary Source Sets

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/

• Presentations and Activities

http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/

• Collection Connections

http://www.loc.gov/teachers/classroommaterials/connections/

Teaching with Teaching with Primary SourcesPrimary Sources

Information LiteracyInformation LiteracyDigital LiteracyDigital Literacy

SkillsTools

Content

2121stst Century College and Career Century College and Career Instructional StrategyInstructional Strategy

The “Beware” Quartet

• Copyright• Citation• Paraphrasing• Plagiarism

Lesson Plan Template

Project DetailsProject Details

• Identify a 21st century issue such as the environment, educational reform, national security, immigration etc.

• If applicableIf applicable, trace the historical, U.S. roots of the issue along with any associated presidential proclamation (s) issued during the timeframe 1789-2010.

• Analyze the social determinants of the selected issue during the specified time period...using a “who, what, where, how and why” format.

• Create an online, student centered, interdisciplinary team syllabus, outlining instructional focus, strategies, assessments, and print/electronic resources.

• Give a creative presentation of their TPS cultural portrait, in a format of their choosing at the end of the school year.

Lesson Plan OutlineLesson Plan Outline

• Theme: 21st century national issue - if applicable, associated Presidential Proclamations 1789-2010

• Objective• Curriculum Framework (s)• Key Words• Resources

TPS Institute 2010-2011 TPS Institute 2010-2011 Time Table BenchmarksTime Table Benchmarks

• August 24 & 25, 2010 TPS Training

• December, 2010 – Community of Practice Review

• March, 2011 – Community of Practice Review

• June, 2011 – TPS Community Forum

Dr. Lana W. JackmanDr. Lana W. Jackman

National Forum on Information National Forum on Information Literacy, Inc.Literacy, Inc.

359 Walden Street, Suite 100A359 Walden Street, Suite 100A

Cambridge, MA. 02130-3147Cambridge, MA. 02130-3147

617.354.6269617.354.6269

lj@infolit.orglj@infolit.org