Management of School Library Programs

Week 6

Managing the Instructional ProgramStandardsCurriculum MappingCollaborationThe Assured ExperienceAuthentic Teaching, Guided InquiryDifferentiationIntegrating TechnologyReadingEvaluationRevising the Plan

Discussion: Crisis in Collaboration

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Managing Instruction

Collaborate with teachers; Schedule enough, but not too much time in library

Go beyond informationLiteracy to knowledgebuilding

Avoid faulty assignments,plagiarism andshallow learning outcomes

Organize what you want to Teach in an instruction-based curriculum

Cover the standards (AASL, state frameworksin action plan

Meet students’ need for integrated IL instruction and equity

CC

Differentiate for special Needs, low achievers, English Language Learners

Use the instructionalprogram as organizingprinciple for your program

Create/Revise action plan To include recommendationsfrom evaluation

Integrate technology inunits of inquiry

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Evaluate the instructionalprogram

Address reading for under-standing problems; reading motivation

The Standards

• Include coding for AASL Standards for the 21st-Century Learner and State Core Curriculum Frameworks in your unit or lesson planning with teachers

• Include formative and summative assessments that address the standards and frameworks

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The Old and the New:What’s the Difference?

21st Century Library Learning StandardsInformation Power

What’s the difference? Press ENTER to find out.

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They go beyond Information Literacy to building knowledgeand higher order, critical thinking skills.

Curriculum Mapping

Mapping the Big Picture: Integrating Curriculum & Assessment by Heidi Hayes Jacobs, Chapter 1: “The Need for Calendar-based Curriculum Mapping”

Curriculum Maps (Jacobs, Wiggins, McTighe)

Sample Curriculum Maps

Curriculum Mapper (an online tool): FYI

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Library Curriculum: Is there such a thing?

Why a scope and sequence curriculum model does not work for a media center’s instructional program

1. There is no captive audience and no equity2. There is no mandate to deliver the curriculum3. There is no accountability4. Scope and sequence violates the need for the media specialist to respond to

teachers’ curriculum needs5. An information literacy agenda is skills, not content based. 6. There may not be state standards or frameworks, and there is usually no formal assessment

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A laundry list of skillsis not a curriculum!

Students will be able to:

Recognize an information needSearch for informationEvaluate informationUse information

The Solution: Mapping the Instructional Programby Units of Inquiry and…

Curriculum Matrices6th Grade ProjectsProject Eng HumMaths Sci ? PM SS IR RES COM

1. Orientation x x x x x x2. Book Proj x x Art x x x x 3. Inventions x x x x x x x x

Documenting what has been learned

What projects?

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by Grade Levels…

What does an integrated curriculum document look like?

Curriculum Matrices

Information Retrieval 6th 7th 8th Subject1. Use electronic systems x x x Lib/IT2. Use key word search x x Lib/IT3. Use multiple key word search x Lib/IT4. Compile a list of search terms x x x CORE

When? Who?

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and by Skill Sets

Personal Management

Technology

Research

Information Retrieval

Study Skills

English

Languages

Math

History

Geography

Science

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Where in the school curricula will you teach the skills?

Where?

PersonalManagement

•organize themselves•recognizemethods oforganization•work in a group•workindividually

StudySkills

•listen•speak•read•write•take tests•Demonstrate knowledge

InfoRetrieval

•locate•evaluate•select•retrieveinformation

Research

•gather•organize•analyze•transform•think critically

Technology

•retrieveinformation•manipulatedata•representInformation,knowledge

The Skill Sets can be organized to create an Information Skills Curriculum Rubric

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Collaboration: The problem

How much can be achieved by individual teacher librarians is determined largely by the support they receive from their colleagues and the school administration

Teachers may not be aware of the benefits of having a qualified teacher librarian managing and teaching in the school library, because they have never really experienced it.

Useful school library management links

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Managing Your Time through Collaboration

• Schedule just enough time for student work

in the library.

• Build teacher expertise allow teachers to

progress from novices to experts

• Increase teacher responsibility and

ownership of the inquiry unit

• Move support materials for students,

bibliographies, and other components of

the instruction to your web page for quick

access by teachers.

• Use your new-found time to work with

other teachers

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Career Cycle of Teachers and Collaboration

0-3 Years From survival to discovery

4-6 Years Stabilization

7-18 Years Experimentation, diversity

19+ Years Focusing

Huberman

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Meet students’ need for integrated IL instruction;Aim for equity

The Assured Experience– Schedule at least one short unit that addresses a basic need for each grade

level.

– Collaborate with all teachers within a department/subject area to schedule their classes.

– Connect lessons with content curriculum

– Adjust lessons for ability levels

Examples:Grade 9: Orientation to the LMC

Grade 10: Beyond the Internet: Using Databases

Grade 11: Surviving the Research Paper

Grade 12: Are You Ready for College? or Are You Ready for Work?

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Avoid faulty assignments, plagiarism, shallow learning outcomes

Guided InquiryAuthenticTeaching

Evidence-based Practice

Action Research

Authentic LearningGuided Inquiry

Authentic Learning TaskAuthentic AssessmentFormative Assessment

Summative AssessmentEvaluation

Authentic Research

Action Research

Authentic teaching See Information Literacy in Action for support materials

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Understanding by Design

Information Search Process

Student Learning Impact Measure (SLIM) Packet

(click on SLIM Toolkit)

From information to knowledge: tracks learning outcomes. Did they learn anything?

Guided Research Model(Harrington, published by Linworth, Inc.)

16Go beyond information literacy to knowledge building

G u i d e d R e s e a r c hYou need to be observANT! Ants build hills. So the whole research model is about building the A N T H I L L ! Step 1Analyze your problem.

Ask yourself questions (SIK=”Stuff I Know”): What do I already know about my topic before I begin my investigation? What is my assignment? What do I need to do to complete my assignment?

Step 2Nothing is something. What keywords will help you begin to do your research? If those keywords don’t work, what other keywords could you use? (Synonyms, similar concepts)Your vocabulary will change as you learn more about your topic. This new knowledge and the new words you learn will guide you to try new searches. New terms, new ways to try. You might even find new things you want or need to find out about.

Step 3 Think of all your possibilities.What do you want to find out about? (SINK=”Stuff I Need to Know”)Write down “I Wonder” statements of things you want to find out about your topic. These questions or statements will guide you through your research. They will remind you what you are trying to find out and will help keep you on track.

Step 4 Hunt for answers. Gather your information from all the different resources. Research is not based on looking in only one place. You must compare information from a variety of resources.

Step 5Isolate & InterpretCHCC (Copy, Highlight, Circle, Code) You need to make a copy or printout of your research material. You will read, highlight keywords, circle larger passages and code important information. Look back at your “I Wonder” Statements. Has this source of information answered any of your questions? Do you have more questions that you need to jot down and then find a source that will answer that question?

Steps 3-5 will repeat depending on the number of resources you are gathering your information from.Step 6 Learn Direction by Reflection

What have I learned about doing good research? What strategies have I been using that are really good? What am I doing that is making me successful in my research? What is hard about doing research? Do I need to do something different? You should take time to reflect on yourself as a researcher and journal about it.

Step 7 Link it all togetherYou should see that all phases of research are linked together. Have you looked at all the information from all your different sources? What conclusions have you come to? Have you answered your questions? How will you present your information?

Differentiate Instruction

Learning Styles

Theory of Multiple Intelligences

Gifted Students

Special Needs

English Language Learners

Differentiating Instruction

“As we start a new school year, Mr. Smith,I just want you to know that I’m an Abstract-

Sequential learner and trust that you’ll conductyourself accordingly.”

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Strategic Reading

View the ppt Promoting Literacy: A Central Approach to Strategic Reading and Empowerment. The link is on your menu for Week 6. This presentation demonstrates the use of strategic reading methods that can be incorporated into the stages of the Information Search Process

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Address problems studentsencounter reading informationaltext in the context ofa unit of inquiry through StrategicReading.

Recreational Reading

Motivate interest in reading through:

Interactive Strategies

•Sustained Silent Reading - Free Voluntary Reading

•Summer Reading Program

•Battle of the Books

Passive Strategies

•Author visits

•Displays

•Book Talks

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Integrating Technology

Web 2.0Library 2.0?

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Trends in Information Seeking1. Information seekers want to act on their own. 2. Disaggregation of information. 3. Increase in collaboration. 4. Globalization of information.Trends in Learning1. Web 2.0: blogs, wikis, 2nd life,gaming, social networking2. Convergence of work and play

Technology as…

• Production toolApplications: PowerPoint, Word, Excel, Web pages…

• Information sourceWorld Wide Web, Subscription databases

• Communicationemail, blogs, wikis

• Learning environmentGaming, Second Life

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Henry Jenkins on social networking: Keynote address 2007 ALA TechSource Gaming, Learning, and Libraries Symposium June 22-24. . Henry Jenkins on gaming. Reality Bytes:Eight Myths about Video Games Debunked

Use the Instructional Program as the Organizing Principle

Instruction

StaffingFacilities

Budget

Collectionand

Information Access

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Philosophy of Learning

How do people learn?

What is the new mediaLiteracy?

What is the place ofInteractive technologyschooling?

Evaluate the instructional program

Program evaluation can be based on:

• External Standards. Take a look at these:

Massachusetts School Library Program Standards for 21st Century Learning

• Your Action Plan - the goals and objectives you have identified for a 3 year period.

• National Statistics about LMC Services:

Selected Results from the Education Longitudinal Study of 2002.

• Your school’s Self-Study and Accreditation Report:

The Middle States Association of Schools and Colleges

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Question

Fieldwork

Analysis

Reflect

New action

Revise your action plan

To improve the transaction between student and teacher

Action Research Cycle

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The LMC Web Site

Go to school-libraries.net to view web pages

created by media specialists. Peruse them

with these questions in mind.

1. What is the purpose of a library media

center? (Just one-the essential one! Think

new learning standards.)

1. What do the top pages of most

LMC web pages say about the purpose of

their library media center programs?

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School Library Management Links

Here is a website that has links to managing the basic elements of a LMC program, especially instruction.

Useful School Library Management Links

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Discussion: Crisis in Collaboration

This case story presents dilemmas for Miss Congeniality, a media specialist who wants to improve the quality of student projects, reach more students in her school, and work more collaboratively with teachers.

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