Beyond Information Literacy: A 3-Dimensional Approach to Authentic Teaching School Library...

Beyond Information Beyond Information Literacy:Literacy:

A 3-Dimensional Approach A 3-Dimensional Approach to Authentic Teachingto Authentic Teaching

School Library Association of VictoriaSchool Library Association of Victoria

Learns as Authentic Researchers:Learns as Authentic Researchers:

Productive PedagogiesProductive Pedagogies

Dr. Carol GordonDr. Carol Gordon

19 August 200519 August 2005

What is Authentic What is Authentic Teaching?Teaching?

Guided Inquiry:AuthenticLearningTasks-

Assessments

Evidence-based Practice:Action Research

The 3-Dimensional ModelThe 3-Dimensional Model

Guided Inquiry: Authentic Research


Guided Inquiry:AuthenticLearning

Task-Assessment




Guided InquiryAuthentic Learning TaskAuthentic Assessment

Formative AssessmentSummative Assessment

Evaluation

ResearchAuthentic Research

Evidence-based practiceAction Research

Authentic TeachingAuthentic Teaching

Authentic Learning Tasks Authentic Research

Action Research

Action PlanData

Data

Data

Part 1:Part 1:Authentic Learning Authentic Learning Tasks/AssessmentsTasks/Assessments

Is Information Literacy Enough?Is Information Literacy Enough?

Information Skills

• Recognize a need for information• Locate information• Select information• Evaluate information• Use information

The limits of an information literacy The limits of an information literacy modelmodel

• information searching becomes an end rather than a means to an end

• reporting rather than researching • marginalizes the teacher librarian’s contribution to

student learning

We learn 10% of what we read, 15 % of what we hear,but 80 % of what we experience

Dole’s Cone of Experience

Is Project-based learning the best way?

Textbook is inadequate

“…it is a cardinal principle of (theory of multiple intelligences)that thinking does not and cannot occur apart from the interaction with real materials in a living context.”Howard Gardiner. The Theory of Multiple Intelligences.

Information Literacy =Independent Learning

Authentic Learning TasksAuthentic Learning Tasks1. Assessment is formative and ongoing, focusing

on what students know and are able to do, and includes summative measures when appropriate.

2. Assessment methods are:a. linked to learningb. varied in form and context to accommodate

learning styles and special needsc. delivered through differentiated teaching

3. The primary purpose of assessment is diagnostic a. Provides teachers with evidence to evaluate student performance. b. Provides teachers with evidence to evaluate

their teaching strategies and make adjustments.c. Helps learners to self-assess.

Project ALTProject ALTChoose a country from

the list provided and research how a tsunami affected that country. Include physical, geographical and economic effects. Use note cards to record information and sources. Write a 2-3 page paper using at least 3 sources.

• You are a member of a team of relief workers to help victims of a tsunami. Your job is to help plan the govern ment’s recovery program.

• Read descriptions of tsunami victims on the Internet. Find out how the tsunami affected physical, geographical, and economic conditions.

• Use current sources to find information and data on recovery efforts.

• Create graphic organizers (including charts, graphs) that document your findings.

• Write a report that describes relief measures and sets priorities.

• Use citation; create a reference list of sources used.

Projects vs. Authentic Learning TasksProjects vs. Authentic Learning TasksLearnersLearners::Assume role of students Assume role of historians,

writers, scientists

Focus on content of curriculum

Focus on inquiry driven by academic questions

Choose from presented options

Create responses

Are assessed through recall, recognition, minimal competencies

Are assessed through performance, problem solving

Are assessed summatively Are assessed formatively

Depend on authority Become their own best critics

Why Authentic Learning Tasks?

Do we want to evaluate student problem-solvingin the visual arts?

Experimental research in science?

Speaking, listening and facilitating a discussion?

Doing document-based historical inquiry?

Thoroughly reviewing a piece of imaginative writing until it works for the reader?

Then let our assessment be built out of such exemplary intellectual challenges.

Grant Wiggins, 1990

Learner Learner assumes role of historian, writer, assumes role of historian, writer, scientist;scientist;focus on inquiry driven by academic focus on inquiry driven by academic questionsquestions

• What is history?

• What are the questions that drive inquiry for discovering new knowledge?

• What are the methods of inquiry of these disciplines?

What is history?What is history?

•Histor (Greek); a wise and learned person

•(Sanskrit); knowledge

•The study of history is the gathering of human wisdom through stories

•The content of history is an evolving mosaic of the human experience

Is history ...Is history ...

• biographies of famous people?

• legends and stories?

• chronology of “facts”?

• written record of human events?

Is history the study of cause and Is history the study of cause and effect?effect?

• Social? Social justice and reform?

• Political? Power and ideology? Conflict and war?

• Economic? Resources and corporate profit?

Is history…Is history…

• Thematic? Women’s history?

• Cultural? Dominant and subordinate cultures?

• Chronological?

What is history?What is history?

Historians see man as a being living in time, with memory

of the past and future, and the freedom of a creative

present in which both past and future meet. They try to

understand the real meaning of past events by

imaginatively reconstructing the conscious life of the

persons who brought these events to pass.

Philip Phenix. (1964). Realms of Meaning: A Philosophy

of the Curriculum for General Education

• Can we ever “know” the past?

• Where does meaning come from?

• Does the historian discover or create meaning?

• Is history static or dynamic? What stays the same?

• What is the truth?

• Does the empirical-analytical lead us to the truth?

• Does the past contain one true story/meaning or several?

• Can we trust our sources?

Essential Questions

What are questions that drive historical What are questions that drive historical inquiry?inquiry?

Evidence

Language

Knowledge

What are the tools of the historian?

How do historians gain knowledge?How do historians gain knowledge?

Evidence

– Primary• Records, documents• Relics, artifacts• Visuals

– Secondary • The “literature”• Reports

• Can a narrative about the past written in the present ever be accurate?

• If knowledge of the past is represented by language, how can this knowledge be best represented?

• Whose voice tells the story? Is it objective? Is the narrative transparent? Is the voice of the historian referential?

Language

Essential Questions

Historical InquiryHistorical Inquiry

• Stating a thesis A proposition whose validity the author demonstrates by

producing evidence

• Asking questions Should the constitution be read strictly or broadly? Was Christopher Columbus the first to think the world

was round?

Historical Decision-makingHistorical Decision-making

• Probability – informed common sense

• Verification & attribution (footnotes, citations, bibliographies

• Detecting bias

ALT Learners create responsesALT Learners create responses• The ALT task• Creates a role• Requires viable

solutions for complex problems

• Learner evaluates information and data

• Learner categorizes and prioritizes

• Learner make decisions based on authentic research

• Learner documents sources

You are a member of a team of relief workers to help victims of a tsunami. Your job is to help plan the government’srecovery program. Read descriptions of tsunami victims on the Internet. Find out how the tsunami affected physical, geographical, and economic conditions. Use current sources to find the best information and data on recovery efforts.Create graphic organizers (including charts, graphs) that document your findings. Write a position paper that describes relief measures and sets priorities. Use citation; create a reference list of sources used.

LLearnersearners-generate formative-generate formative assessment data through assessment data through performance, performance, problem solving; problem solving;-become their own -become their own best critics best critics

The learning task is the assessment

Formative assessments are self, peer, and teacher evaluated activities

You are a member of a team of relief workers to help victims of a tsunami. Your job is to help plan the government’s recovery program. Read descriptions of tsunami victims on the Internet. Find out how the tsunami affected physical, geographical, and economic conditions. Use current sources to find the best information and data on recovery efforts.Create graphic organizers (including charts, graphs) that document your findings. Write a position paper that describes relief measures and sets priorities. Use citation; create a reference list of sources used.

Authentic Learning Task Guidelines

Content

The task

•is meaningful, grows out of academic principles and curriculum

•requires learners to use tools of the expert

•provides opportunities for problem solving, decision making

•offers learners opportunities for display, presentation, sharing of outcomes

Methodology

The learner

•relates new information to prior knowledge

•applies information to new situations

•is actively engaged in a variety of tasks

•has choices

•has opportunities for revision, self and peer evaluation

•has opportunities to work in a group

Support Material

The Design

•expectations and outcomes are clear

•exemplars are provided

•assessments provide data for improving student performance (rubrics, portfolios, journals)

•assessment tool is appropriate for the task

Part 2:Part 2:Authentic ResearchAuthentic Research



Assessments




What is research?What is research?

Research is not• Collecting information• Reporting facts• Following a linear process• Selling or persuading• Writing a neat,

grammatically correct paper• Experimentation• Surveys, questionnaires

Research is• Question, thesis, hypothesis• Plan, design for conducting a

study or experiment• Information collection• Data collection • Analysis

What does authentic research

look like for Year 3 learners?

•read about the flu to gain background knowledge; •collect data to determine whether flu shots are effective; •survey parents, students and teachers; •interview a health professional about causes and prevention of the flu; •chart their data on posters; •display and present their data.

Learners

Assume role of scientists.Create responses.Generate formative assessments.

…for Year 6 learners?

Learners

•use e-mail to work with scientists and other students on the International Arctic Project;

•use the library and the internet to read and share information and data from a lake study project with students in other countries;

•follow an arctic training expedition on the web, questioning and receiving information from explorers;

•maintain journals that document what they learned, what they read, and how they evaluate the International Arctic Project


……for Year 12 learners?for Year 12 learners?

• prepare a Webzine focused on an environmental issue;

• collect information from library resources and the internet;

• interview a scientist about the issue;

• organize ideas using concept maps and compose articles for the Webzine;

• design the web page;

• students use a rubric for a web page and peer review to critique each other’s webzine’s.

Learners


Information and DataInformation and Data

Information• Derived from a credible

source via a medium (secondary sources)

• Collected through note taking

• Provides background, prior knowledge to generate a research question

Data• Generated via a research

method (primary sources)

• Collected through research methods

• Provides material for analysis

Information and data can be verbal or numericalInformation and data are knowledge-building material

Quantitative• Asks How does it

work? How can I fix it?

• Pure sciences

• Numerical data

• Statistical analysis

• Large samples

• Experiments

• Validity – probability

• Generalizable from sample to population

Qualitative• Tries to gain depth of

understanding of a phenomenon

• Social sciences

• Verbal data

• Categories, patterns, trends

• Small samples

• Case studies, Interviews, Surveys, Primary documents, Observation

• Validity – triangulation

• Generalizable through replication of studies

Elements of Authentic Research for Students1. How do I select a topic?

2. How do I generate a researchable question?

3. How do I focus?

4. How do I collect information?

5. How do I collect data?

6. How do I display information and data?

7. How do I analyze data?

8. How do I synthesize information and data in a product? (paper, power point)?

9. How am I doing? How did I do?

How am I doing?

1. How do I select a topic?

What are you curious about?Personal ExperienceBackground Reading

Trust them to learnNo note-taking!

How am I doing?

Generation Y Learning CharacteristicsGeneration Y Learning Characteristics

• Holistic learners• Based in real world tasks and strategies• Active and kinesthetic• Graphic and visual• Variety of learning styles and levels of skills

Teaching Information Literacy to Generation Yhttp://www.library.csuhayward.edu/staff/ACRL/

2. How do I generate a researchable question?

Does the death penalty deter violent crime?

What are the effects of computers on children?

What are the effects of parental alcoholism in the long and short term?

Is there a connection between the media and eating disorders in adolescent girls?

How does dyslexia affect a child’s self-image?

Can music help the learning process?

a. Distinguish between topic and research questionb. Focus the questionc. Qualitative or quantitative?

How am I doing?

3. How do I focus?Kuhlthau Model of the Search Process

Stages Feelings Thoughts Actions

Task Initiation uncertainty ambiguity seeking i i relevant

Topic Selection optimism n n information c t

Pre-focus exploration confusion r e e r

Focus formulation clarity a e s s

Information Collection confidence e t d

Search closure relief specificity seeking

pertinentStarting writing satisfaction/dissatisfaction information

Proposal

•Research question/sub-questions

•Key words and definitions

•Working bibliography

How am I doing?

1.Research Question: Will the computer change the way we are schooled?

Sub-Questions: a. What are the positive and negative aspects of

computers in learning?b. Could current problems in teaching be solved by

computers?c. Will schools become obsolete?

2. Key words/terms and definitionsa. Information superhighway: A vast network of shared

information through computer, television, satellite.b. Cognition: The act of learning and thinking.c. Virtual reality: Computer or other electronic software

that allows the user to experience a simulated environment.

d. Multimedia: The incorporation of many types of media such as graphics, text, audio, and video into one resource.

Proposal 1

3. Working Bibliography: Titles and Location information (DD#, url)

The Road Ahead 001 GATThe Virtual School http:www//virtualschool.yaleuniv.eduThe Children’s Machine PRO 371.3 PAP

Submitted by: _____________________Date: ___________________________

Approved by:_______________________Date: _____________________________

How am I doing?

Example of Proposal 1 : Due 24 February

1. Research Question

Will the computer change theway we are schooled?

Sub-Questions

a. What are the positive and negative aspects of computers in learning?

b. Could current problems in teaching be solved by computers?

c. Will schools become obsolete?

2. Key words/termsa. Information superhighway

b. cognition

c. virtual reality

d. multimedia

Definitions of Key words/termsa. A vast network of shared information through computer, television,satellite.

b. The act of learning and thinking.

c. Computer or other electronic software that allows the user toexperience a simulated environment.

d. The incorporation of many types of media such as graphics, text,audio, and video into one resource.

3a. Working Bibliography:Titles

The Road Ahead_________

The Virtual School_______

The Children’s Machine___

3b. What do I need to find them again? (e.g., Call number, Internetaddress)

001 GAT

http:www//virtualschool.yaleuniv.edu________________________

PRO 371.3 PAP_________________________________________

Submitted by:

_______________________Student

Approved by:

______________________ ____________Teacher Date

4. How do I collect information? 4. How do I collect information?

Non-linear note taking

• Mind maps

• Concept Maps

• Graphic organizers

• Diagrams or models

• Tables

How am I doing?

Webquests

http://edweb.sdsu.edu/webquest/webquest.html

http://www.noodletools.com/noodlequest/main.php3

Information Collection

Flow ChartOrganizesinformation inlinear format

SystemsOrganizes informationsimilar to flow charts with in-puts andout-puts

Hierarchy

Information indescending order(Distinguishing factorsdetermine order)

Spider

You determineThe connections

Flowchart Describes a process

System

Shows how Somethingworks

This is helpful for designing theoretical And conceptual frameworks

A mind map is a kind of graphic organizer

Graphic Organizer

Graphic Organizer

Bibliography Chart: BOOKS

AuthorCopyrightDate Title Publisher City

•Observation (field notes, photos, videos)

•Interviews (notes, tapes)

•Surveys

•Case studies

•Shadow studies

•Journals

•Correspondence (letters, emails, phone calls)

•Primary documents

•Art, artifacts

5. How do I collect data? Primary 5. How do I collect data? Primary SourcesSources

How am I doing?

Proposal 2

Research Type Check one: __xx_ Qualitative _____ Quantitative

Method of Data Collectiona. Notes from secondary sourcesb. Interview with a teacherc. Questionnaires to 25 students

Method of Analysis a. Pros and consb. Why did you choose this method? My research question will bring me to material that is will

point out the advantages and disadvantages of using computers in education so that I will decide how computers will change the way we learn in school.

Working Bibliography: More titles and location information

“The Computer Revolution in Education”Time, June 28, 1996, p. 19 _“The Learning Revolution”_ Educational Leadership, May 19, 1997, p. 22Internet and the World Wide Web _001 KEN

Submitted by: _________________ Date ____________Approved by:___________________Date ____________

Proposal 2 cont’d.Proposal 2 cont’d.

How am I doing?

Exemplars of data collection toolsExemplars of data collection tools

• Sample interview schedule

• Sample survey

• Sample journal entry

How am I doing?

6. How do I display information and 6. How do I display information and data?data?

Figures (Show)

Tables (Summarize)

Citations (Tell)

Graphs Numbers Quotations

Photos Words Paraphrasing

Mind/concept maps Copying

Graphic Organizers Referencing

Diagrams, drawings

7. How do I analyze 7. How do I analyze information and information and

data?data? • How it works• Chronological order• Procedures/steps• Causes/effects• Problems/solutions• Similarities/differences• Relationships (human/spacial)• Themes (literary/artistic)• Pro’s/con’s• Main ideas/supporting evidence• Patterns, trends• Perspectives• Best-worst/Most-least• Connections• Defining characteristics

• represent/display data?

• classify/categorize?• generalize?• find exceptions?• predict what is next?• imagine what if...?• determine what’s

wrong?

How can I…

Look for…

Preparing notes for analysisPreparing notes for analysis

• Categorizing

• Color coding

How am I doing?

Graphic Organizer = Analytical Chart

How are they the same?

_____Revolution French Revolution

How are they different?With regard to

8. How do I synthesize information and 8. How do I synthesize information and data in a product? (paper, power data in a product? (paper, power point)?point)?

Exemplars

• Teacher generated

• Work of other students

Guidelines

Guidelines for the Introduction: A Map for the Reader

•How can I capture the reader’s interest?

•What is my question really asking?

•Why is this question important?

•How did I collect information and data?

•What method of analysis will I use?

•How will the rest of my paper be organized?

•How can I introduce the next paragraph?

Guidelines for the Body: The “Aha” Moments

•What definitions, distinctions will help the reader?

•How does my method of analysis help organize information? Data? (See How to Analyze Data)

•What examples can I use to support my statements?

•How can I explain my displays of information and data?

Guidelines for the Conclusion: So What?

•What have I learned about the research question?

•How can I sum up my most important ideas?

•What conclusions can I draw based on my evidence?

•What are counter-examples, arguments?

•What are implications, consequences of what I have learned ?

•How can I extend my thinking by asking more questions?

•What do I wish I had done differently?

•What further research needs to be done?

How am I doing?

9. 9. How am I doing? How did I do?How am I doing? How did I do?

How am I doing? (Formative Assessments)

• Self-evaluation

• Peer evaluation

• Teacher evaluation

• Advisor evaluation

How am I doing?

Self-Evaluation: The Journal as a Record of Progress

•Calendar of appointments, deadlines-Mandated-Self-directed

•What problems did you have? How did you solve them?

•What decisions did you make?

•How did you record your progress? Diagrams, photos, sketches, descriptions?

•What would you do differently?

•How did you get help when you needed it?

How am I doing?

Self Evaluation: Personal Management Rubric

StandardsPLANNING (Look at your proposal)

MEETING DEADLINES (Look at your calendar)

ORGANIZATION (Look at your journal)

WORKING WITH ADVISER (Look at journal, calendar)

PROBLEM SOLVING/DECISION MAKING (Look at your journal)

Your rating of yourself:Your teacher’s/adviser’s rating of you:

RATINGS: Excellent, Good, or Weak + Comments

How am I doing?

Self-Assessment: Student Rubric of the Project

Guidelines

Design your own assessment criteria for your project using a grid (rubric) like the one for assessing your PM skills. Use at least 3 standards.

You should have at least:•one criterion for product itself (the model,

activity, performance, etc.)•one criterion for presentation or display of

your project.•one criterion for your progress as a researcher

How am I doing?

Peer Evaluation: PQPPeer Evaluation: PQP• Directions: Discuss your project with your partner. Allow

your partner to use your proposal and assessment criteria to give you feedback on how well you are doing.

• PRAISE (What are the strengths of the project? • Be specific: refer to the proposal and assessment criteria.)

• QUESTIONS (What helpful questions would you like to ask about the project?

• What problems do you see with the project?)

• POLISH (What suggestions do you have to solve the problems

• or improve the project?)

• Reviewed for: Reviewed by:

How am I doing?

How did I do? Assessing the Research Process

The Appendix: Were all the required components there?

•Journal entries?•Notes from information and data sources?•Proposal One and Proposal Two?•Reference List?

Assessed by teacher librarian

How did I do? Summative Assessments

Assessment Criteria

Product: 50% of grade•Research paper assessed by English teacher using standards and descriptors for writing

Process: 50% of grade•Appendix of formative assessments, notes and reference list assessed by teacher librarian using checklist of required items

How did I do? Assessing Personal Management Skills

•PERSONAL ENGAGEMENT•MANAGING TIME•RESEARCH PROPOSAL•NOTES AND DATA•RESOURCES

Assessed by the student

Part 3: Action ResearchPart 3: Action Research



Assessments




Action ResearchAction Research

Research Question: How can I do it better next time?

Data Collection:Formative assessments

Observations/field notes

Student Survey

PROJECT EVALUATION

Rate the following statements on a scale of 1 to 4; 1=strongly agree; 2=agree; 3=disagree; 4=strongly disagree

1. The timelines were reasonable. 2. Instructions were clear. 3. Library resources were adequate. 4. The grading system was fair. 5. The Bibliography Charts were helpful. 6. The Key word list was helpful. 7. I feel prepared for the Extended Essay. 8. Forming a research question and sub-questions was helpful. 9. I felt well prepared to search for information. 10. I could get help when I needed it. 11. I liked the idea of using 2 methods of data collection. 12. I liked the idea of using 2 methods of analysis.

PROJECT EVALUATIONWhat do you think?

1. What were the best aspects of this project?2 What would you change?3. What was the most difficult task you had? Why was itdifficult?4. How was this research assignment different from theway you have done research in the past?5. What did you learn that will help you do your ExtendedEssay next year?6. Do you think it was worth the class time allotted?Why?

OTHER COMMENTS?

The Post Mortem: How can we do it The Post Mortem: How can we do it better next time?better next time?

Teacher librarian • meets with teacher(s)• presents evidence (results of student survey,

observations, formative assessment data)• leads discussion

-What are the teacher’s observations and evidence

of problems and successes? -What do we want to change?

• takes notes to be used the following year during the planning process

“I am on the outside looking in.”

“The research is a portrait of ourselves.”

“My research is an invention created by me.”

“My research is a unique expression of my classroom story. In many ways, it has a life of its own.”

What is action research?What is action research?

Question

Fieldwork

Analysis

Reflect

New action

Action Action Research:Research:ReflectionReflection

InquiryInquiryActionAction

To improve the transaction between student and teacher

• Acknowledges the teacher is knowledgeable• Is ongoing• Gives teachers the power to make decisions• Is collaborative• Gives teachers the responsibility for professional

growthWood, P. (1988, April). Action research: A field perspective.

Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Action research is the pedagogical counterpart of authentic learning

Action research…Action research…

Research question: How can I do it better next time?

Theoretical framework: Constuctivism

Data Collection

Data Analysis

Action Plan

What are the elements of action What are the elements of action research?research?

Theoretical FrameworkTheoretical Framework

Why is learning theory important?

Teaching is a decision-making process. The way we teach reflects our mental model of how we

learn.

Constructivist

•Teacher is the guide on the side•Emphasis on setting tasks, problem solving•Emphasis on building on prior knowledge and discovering knowledge

Behavioral

•Teacher is the sage on the stage•Education is filling an empty vessel•Emphasis on content,rote memory

Bloom’s Taxonomy

evaluationsynthesisanalysisassociationcomprehensionknowledge

Howard Gardner

Intelligence is the ability to solve problems or fashion products that are of consequence in a particular cultural setting or community

Piaget

Intelligence is what you use when you don’t know

what to do.

How do we learn?How do we learn?

Piaget

Knowledge is constructed by assimilation & accommodation

Dewey

Learning by doing; progressivism

Ausubel

Reception-discovery teaching and rote-meaningful learning

Vygotsky

Metacognition & the Zone of

Proximal Development

Sternberg

Learning StylesHapticAuditoryVisual

Prior Knowledge: What we know, or think we know, affects what we learn

Social Interaction: Learning is enhanced when learners talk to each other

Particular Situations: Learning is situational and not readily transferred to other situations

Use of Strategies: Successful learning involves the use of numerous strategies

Four Principles of Learning

• Observation (field notes, photos, videos)• Interviews (notes, tapes)• Surveys• Case studies• Journals• Correspondence (letters, emails, phone calls)• Primary documents

• Formative Assessments• Debriefings• Behavioral Checklists

Data CollectionData Collection

How do I analyze How do I analyze information and information and

data?data? • How it works• Chronological order• Procedures/steps• Causes/effects• Problems/solutions• Similarities/differences• Relationships (human/spacial)• Themes (literary/artistic)• Pro’s/con’s• Main ideas/supporting evidence• Patterns, trends• Perspectives• Best-worst/Most-least• Connections• Defining characteristics

• represent/display data?

• classify/categorize?• generalize?• find exceptions?• predict what is next?• imagine what if...?• determine what’s

wrong?

How can I…

Look for…

Action Research and Library CurriculumAction Research and Library Curriculum

Why is library curriculum problematic?

• Conventional curriculum model for an integrated program

• Lacks flexibility

• Does not ensure equity for learners

• Non-sequential in practice

• Not well-communicated

Personal Management

Study Skills

Information Retrieval

Research

Technology

Research Questions:How can we identify gaps in instruction?How can we deliver an equitable program

that is responsive to academic needs?

PersonalManagement

•meet dead-lines•recognizemethods oforganization•work in agroup

StudySkills

•listen•speak•read•write•takenotes

InfoRetrieval

•locate•evaluate•select•retrieveinforma-tion

Research

•formulateresearch ?•Collect data•analyze•present findings

Technology

•Searchelectronically•manipulateData (Excel)•presentData (PowerPoint)

Critical Competencies

What does an integrated curriculum look like?

Curriculum Matrices

Information Retrieval 6th 7th 8thSubjectUse electronic systems x x x HistoryUse key word search x x EnglishUse multiple key word search x EnglishCompile a list of search termsx x x Science

Curriculum Matrices

6th Grade Projects

Project Eng Hum Maths Sci ? PM SS IR RES TECH

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

“It is not enough that teachers’ work should be studied;they need to study it themselves.”

Stenhouse, L. )1975). An introduction to curriculum researchand development. London: Heinemann.

OR

Even if you are on the right track, you’ll jut get run over if you sit there.

--Will Rogers

OR

If you can’t describe what you are doing as a process,You don’t know what you’re doing”

--W. Edwards Denning

Part 4:Part 4:The teacher – teacher librarian The teacher – teacher librarian

partnershippartnership

Content Area Objectives

Learner Outcome: What is the product?

Identify academic skills

Identify Identify information skills resources

Design assignment Design assessment

Planning ModelPlanning Model

Curriculum Standardized External AcademicStandards Tests Goals Principles

Traditional Teaching Authentic Tasks

Essential ?s Unit ?s

ɊHow do we know they have learned it?

ſWhat do they need to learn?

ſHow best will they learn it?

Paper & pencil tests Performance-based tasks

Start here

Authentic Research Model

Develop research question and/or hypothesis

Observe Listen Read Remember Speculate Reflect Think

Collectinformation

Selecttopic

Qualitative or Quantitative?

Takenotes

Categorizeand labelinfo / data

Developdatadisplays

Analyze information and data

Choose data collection methods

Write

The teacher librarian as instructional leaderThe teacher librarian as instructional leader

• Interpreting standards• Designing instruction• Designing accountable curriculum• Assessing product and process• Conducting action research• Being a change agent

ACHIEVING CREDIBILITY

ChangingChanging

Methods to accommodate learning styles

• Choices for methods of note taking

• Choices for the product that address multiple intelligences

• Individual and group work

• Remediation through formative assessments

• Opportunities for revision

ChangingChanging

From reporting to researching

• intepreting curriculum through academic questions of inquiry

• distinguishing between information and data

• Giving equal value to process and product grades

• viewing learner as problem-solver

Teacher-Teacher Librarian PartnershipTeacher-Teacher Librarian Partnership

TeacherSubject expert• curriculum, standards

Context expert• timelines, logistics• what works• differentiation for

students• product and

summative assessment

Teacher LibrarianResource-based learning

expert• inquiry learning • research process• resources• process and formative assessment

Action research expert• Data collection • Data analysis• Action plan

Common Goal: How can we help each other be authentic teachers?

because it involves overcoming the inertia that inclines one to accept suggestions at their face value;

it involves willingness to endure a condition of mental unrest and disturbance.

Reflective thinking … means judgment suspended during further inquiry; and suspense is likely to be somewhat painful… To maintain the state of doubt and to carry on systematic and protracted inquiry-these are the essentials of thinking.

John Dewey

Reflective thinking is always more or less troublesome

Beyond Information Literacy: A 3-Dimensional Approach to Authentic Teaching School Library...

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