Transcript Leverage Your Library Program: Collaborate! Audrey Church, Coordinator, School Library Media Program Longwood University.

Leverage Your Library
Program: Collaborate!
Audrey Church,
Coordinator, School Library Media Program
Longwood University
Leverage Your Library Program!
“The school library media
specialist must be perceived as a
strong, creative, collaborative
professional who is a visible
leader in the design of curriculum
and instruction appropriate for an
information-rich culture.”
Marilyn Miller, AASL Past President and Professor Emeritus, UNCG
“The school library media
specialist must be perceived as a
strong, creative, collaborative
professional who is a visible
leader in the design of curriculum
and instruction appropriate for an
information-rich culture.”
Marilyn Miller
Eight Recent Statewide Studies
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The Impact of School Library Media Centers
on Academic Achievement, Colorado, 1993
Information Empowered: The School Librarian
as an Agent of Academic Achievement,
Alaska, 1999
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Measuring Up to Standards: The Impact of
School Library Programs & Information
Literacy in Pennsylvania Schools, 2000
How School Librarians Help Kids Achieve
Standards: The Second Colorado Study, 2000
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School Libraries and MCAS Scores,
Massachusetts, 2000
Good Schools Have School Librarians: Oregon
School Librarians Collaborate to Improve
Academic Achievement, 2001
Texas School Libraries: Standards, Resources,
Services, and Students’ Performance, 2001
Make the Connection: Quality School Library
Media Programs Impact Academic
Achievement in Iowa, 2002
New Study—2003
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How School Librarians Improve Outcomes
for Children: The New Mexico Study, Lance,
Rodney, and Hamilton-Pennell
“The New Mexico Study joins eight other
state studies now reporting on a total of
over 3300 schools delivering the same
message: school library media centers
make a difference in academic
achievement.”
Research Titles from LMC,
http://www.lmcsource.com/tech/research.html
Test scores are higher when
the school has …
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A professionally trained, full-time library
media specialist
Adequate support staff in the library
A strong collection (books, periodicals, online
databases) that meets the needs of the
school instructional program
Student access to the library resources and
information within and beyond the library
Test scores are higher when
the school has a library media
specialist who …
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Is knowledgeable about school
curriculum
Assists teachers in using information
technology
Communicates and collaborates with
teachers
Teaches students information literacy
skills
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When library media specialists take an
active role in curriculum and instruction
When library media specialists teach
information literacy skills
When teachers and library media
specialists collaborate…
Student achievement
is higher!
Levels of
Collaboration
Cooperation
Coordination
Collaboration
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As defined in The Information-Powered School, ALA, 2001
Cooperation
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Loose working relationship
Teacher and LMS work independently
Teacher and LMS share information
informally
Teacher sees library media specialist
solely as a provider of resources.
Coordination
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More formal working relationship
Shared understanding of goals for
teaching and learning
More planning and communication
Teacher sees LMS as colleague who can
process requests for time in LMC and
play minor teaching role (in area of
research and use of library resources).
Collaboration
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Ongoing communication about shared
goals for student learning
Planning, teaching, and jointly
assessing student work
Teacher views LMS as teaching partner
and respects expertise that she brings
to the process.
Teacher/Library Media
Specialist Collaboration,
as defined by D. Loertscher
 Two partners, the teacher and the library
media specialist, team to exploit materials,
information, and information technology to
enhance a learning activity.
 The library media specialist holds a unique
position as a valuable asset in the
collaborative process.
 Principals and superintendents encourage
effective collaboration and monitor its
progress.
Collaboration Observation
Checklist,
as suggested by D. Loertscher
 Teachers and library media specialists are
 Brainstorming a curricular unit
 Developing plans, activities, and assessments
 Choosing materials and technologies
 Working side by side as unit activities happen
 Jointly evaluating the success of the unit
 Engaging in staff development to refine the
collaborative process
Checklist, continued
Students are
Working in library and classroom on projects,
portfolios, presentations, inquiry and other
authentic learning tasks
Comfortable in using information and
information technology
Sharing finding in group-related activities
Interested and excited about learning
Facilities are
Planned and arranged to support the various
activities that collaborative learning
experiences produce
Leverage Your Library
Program to Help
Raise Test Scores—
HOW?
Collaboration
Develop the library media collection
targeted at the instructional program of
the school.
Know the curriculum—district and state.
Attend grade level/department
meetings.
Serve on standards and curriculum
committees.
Collaboration
Participate in curriculum development.
Collaborate with teachers.
Team teach and coevaluate student
products with teachers.
Information Literacy
Be vocal for information literacy and
work to integrate information literacy
skills instruction into the curriculum.
Teach information literacy skills to
students, as appropriate, as an integral
part of content area instruction.
Explore and examine the various
research process models.
Information Technology
Train teachers and students to effectively
use the licensed databases available.
Train teachers and students to effectively
use the Internet: to use search tools
efficiently and effectively and to evaluate
information found.
Work to provide access to resources at
the point of need, even beyond library
walls.
Roles of the Library Media Specialist
Program administrator
 Information specialist
 Teacher
 Instructional partner
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-as defined in Information Power: Building Partnerships for
Learning, 1998
Library media specialists are
instructional partners,
teachers, and information
specialists ….critical to the
teaching and learning that occurs
in our schools!
Communicate,
Coordinate,
and
Collaborate
to Connect ILS
with
Content Area Standards!
Nine Information Literacy
Standards for Student Learning
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Information Literacy—Students
are able to
1. Access information efficiently and
effectively
2. Evaluate information critically and
competently
3. Use information accurately and
creatively
Nine Information Literacy
Standards for Student Learning
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Independent Learning—Students are
information literate and are able to
4. Pursue information for their own personal
interests
5. Appreciate literature and other creative
expressions of information
6. Strive for excellence in information
seeking and knowledge generation
Nine Information Literacy
Standards for Student Learning
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Social Responsibility—Students who contribute
positively to the learning community and
society are information literate and
7. Recognize the importance of information in a
democratic society
8. Practice ethical behavior in regard to information
technology
9. Participate effectively in groups to pursue and
generate information
Standards of Learning
English, November 2002
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Common Threads
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Reading—comprehension of fiction and nonfiction
Writing—use available technology
Grades 1- 8—Reference materials
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3.7 The student will demonstrate comprehension of
information from a variety of print resources.
a) Use dictionary, glossary, thesaurus, encyclopedia, and
other reference books, including online reference materials.
b)
Use available technology.
5.7 The student will demonstrate comprehension of
information from a variety of print resources.
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Research
9.8 The student will credit the sources of both quoted
and paraphrased ideas.
a) Define the meaning and consequences of plagiarism.
b) Distinguish one’s own ideas from information created or discovered
by others.
c) Use a style sheet , including Modern Language Association (MLA) or
American Psychological Association (APA), for citing secondary sources.
9.9 The student will use print, electronic databases, and
online resources to access information.
a) Identify key terms specific to research tools and processes.
b) Narrow the focus of a search.
c) Scan and select resources.
d) Distinguish between reliable and questionable Internet sources and
apply responsible use of technology.
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Research
12.1 The student will write documented research
papers.
a) Identify and understand the ethical issues of research and
documentation.
b) Evaluate the accuracy and usefulness of information.
c) Synthesize information to support the thesis.
d) Present information in a logical manner.
e) Cite sources of information using a standard method of
documentation, including Modern Language Association (MLA) or
American Psychological Association (APA).
f) Edit copies for correct use of language, spelling, punctuation, and
capitalization.
g) Proofread final copy, and prepare document for publication or
submission.
Science, January 2003
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The Role of Instructional Technology in Science
Education
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The use of current and emerging technologies is
essential to the K-12 science instructional
program. Specifically, technology must
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Assist in improving every student's functional literacy.
This includes improved communication through
reading/information retrieval (the use of
telecommunications)…
Investigate and Understand
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1.7 The student will investigate and understand the
relationship of seasonal change and weather to the
activities and life processes of plants and animals. Key
concepts include how temperature, light, and
precipitation bring about changes in
a) plants (growth, budding, falling leaves, and wilting);
b) animals (behaviors, hibernation, migration, body covering, and
habitat); and
c) people (dress, recreation, and work).
2.4 The student will investigate and understand that
plants and animals undergo a series of orderly changes
in their life cycles. Key concepts include
a) some animals (frogs and butterflies) undergo distinct stages
during their lives while others generally resemble their parents; and
b) flowering plants undergo many changes from the formation of the
flower to the development of the fruit.
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6.8 The student will investigate and understand
the organization of the solar system and the
relationships among the various bodies that
comprise it. Key concepts include
a) the, sun, moon, Earth, other planets and their moons,
meteors, asteroids, and comets;
b) relative size of and distance between planets;
c) the role of gravity;
d) revolution and rotation;
e) the mechanics of day and night and phases of the moon;
f)
the unique properties of Earth as a planet;
g) the relationship of the Earth’s tilt and seasons;
h) the cause of tides; and
i)
the history and technology of space exploration.
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PS.3 The student will investigate and understand
the modern and historical models of atomic
structure. Key concepts include
a) the contributions of Dalton, Thomson, Rutherford, and Bohr
in understanding the atom; and
b) the modern model of atomic structure.
BIO.8 The student will investigate and understand
how populations change through time. Key
concepts include
a) evidence found in fossil records;
b) how genetic variation, reproductive strategies, and
environmental pressures impact the survival of populations;
c) how natural selection leads to adaptations;
d) emergence of new species; and
e) scientific explanations for biological evolution.
http://www.vema.gen.va.us/ISLinks.htm
Collaboration
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work with all to provide access to information
work with teachers and administrators to
build and manage collections that support
authentic, information-based learning
work with teachers to plan, conduct, and
evaluate learning activities that incorporate
information literacy, helping students become
independent, information literate lifelong
learners
“Stepping boldly into the learning
process with students and
teachers brings understanding
and support for the library media
program from principals,
teachers, parents, and school
board members.”
Marilyn Miller
“The Library as a Focal Point
to Achieve Student Success”
from David V. Loertscher’s
Reinvent Your School’s Library
in the Age of Technology
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Base of Pyramid: Network
Central/Information Infrastructure
The Library Program:
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Teaching Information Literacy
Enhancing Learning through Technology
Building Reading Literacy
Collaborating with Teachers in the Design of
Learning
Increased Academic Achievement!
Does active participation
in the instructional process
by the library media specialist
impact
teaching and learning
that occurs?
“On an individual basis: After the first year of flexible
scheduling, with all library projects based on teacher/librarian
collaboration, we found there was a direct correlation
between library usage and improved test scores. After
running the end-of-the-year circulation report, it became
obvious that the teachers who had the highest library
usage also had the highest test scores. A detailed
analysis revealed there was a direct link between library usage
and test scores in reference study and reading comprehension.
For example, the classroom with the highest library usage has
a mastery percentage of 86% in reference study and 81% in
comprehension. The teacher who offered the most resistance
to collaborative planning and library usage also had the lowest
in mastery scores—19% in reference study and 52% in
comprehension.”
--Faye Pharr, Principal, Lakeside Academy of Math, Science, and Technology,
Chattanooga, TN, at the White House Conference on School Libraries
Resources
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Information Power: Building Partnerships for
Learning, ALA, 1998.
The Information-Powered School, ALA, 2001
Loertscher, David V. Reinvent Your School’s Library in
the Age of Technology, HiWillow, 1998.
Virginia Standards of Learning,
http://www.pen.k12.va.us/VDOE/Instruction/sol.html
White House Conference on School Libraries, June 4,
2002,
http://www.imls.gov/pubs/whitehouse0602/whitehous
e.htm
Audrey Church
Instructor/Coordinator,
School Library Media Program
Longwood University
Hull 234, Farmville, VA 23909
434.395.2682
[email protected]