Comal ISDLearning Commons Libraries

Library Improvement

ProfileSubmitted by:

Sue Johnson,

Kathy Alexander &

Nancy Hartman

9 January 2013

Main Menu• Introductory Comments

• Purpose

• Current Library Profile– Our Current Roles − Current Utilization of Space− Current Time/Task Table for Librarians

• District Need for Learning Commons Concept

• Libraries and Student Achievement Research− Loertscher− Others (Continuing Page 2)

• Learning Commons Research (Continuing Page 2)

• Vision of Learning Commons in CISD− Microsoft Model vs. Google Model− Staffing− Flexible Space –Open Commons− Flexible Space –Experimental Learning Center− Flexible Space – Virtual Open Commons (sample

)− Flexible Space – Virtual Experimental Learning C

enter− Leadership Teams (Diagram)

• Potential Needs for Learning Commons Implementation− Movement/Change of Furniture− Technology Requirements− Staffing− Virtual Library Access− Remembering the “Quiet” Child− Safety/Security Issues− District Level Emphasis on Research Skills

• Next Steps: District Librarian• Next Steps: Learning Commons• Your Vision

• References (Continuing Pages 2, 3, 4, 5, 6)

• Glossary

Introductory Comments

• Presenters– Sue Johnson – Librarian at Canyon High School

• Serves 2035 Students, 165 Faculty & Staff, 5 Administrators• Librarian for 17 years, 17 at CHS

– Kathy Alexander – Librarian at Smithson Valley High School• Serves 2165 Students, 153 Faculty & Staff, 5 Administrators• Librarian for 14 years, 3.5 at SVHS

– Nancy Hartman – Librarian at Canyon Lake High School• Serves 960 Students, 82 Faculty & Staff, 3 Administrators• Librarian for 16 years, 3.5 at CLHS

• Librarians’ StatementThe primary goal of all librarians is to meet the needs of their patrons on time, every time

with whatever resources are needed. While some may think the librarian’s role is becoming obsolete, we feel that we are more in need today than ever before. We are needed to help people sort through the infinite amount of data that is presented to the average person on any given day. We are now the “Knowledge Managers” of the community and school.

As Knowledge Managers, we help our patrons sort, judge, make sense of and organize of all the data and information retrieved. With the plethora of data and information which exists, our role in society is a greater one, rather than a lesser one.

To meet the needs of the 21st Century Learner, the librarian’s role will necessarily be a more technical one, but also one that continues to link people with reading, researchers with resources and people to people, whether it is face-to-face or through technology.

Purpose

• Present what our libraries are currently doing• Offer our vision for the libraries • Offer Mr. Kim’s vision for CISD libraries• Create a shared vision and purpose• Establish next steps

Our Current Roles

• Teacher• Administrator• Business Manager• Event Coordinator• Cataloger• Public Relations Officer• Troubleshooter• Technology Guru (instructor, troubleshooter, coordinator,

repair, instructional facilitator, etc.)• Recreational Reading Promoter• “Bartenders” of the School (everyone—teachers and students

alike—feels comfortable talking to us)• The “Safe-Haven” of the School

Current Utilization of Space

• Information Retrieval & Skills Instruction – Class & Individual (PON)

• Technology Instruction -- Class & Individual (PON)

• Presentations to Students (large groups)

• Individualized Reading/Study/Work• Testing Center (All)• Substituting (SVHS/CLHS)

– Clerks pulled away from library to substitute

– Librarian required to substitute on regular basis

– Fridays/Mondays Primary Times• Emergency Situation Collection Point

– Weather, gas leaks, etc. – classes and/or students sent to the library)

– Emergency response (grief counseling team HQ during crisis)

• Meetings– Student Groups– Teacher Meetings– Professional Development– District (Central Office)/UIL

Meetings• Student Gatherings

– Small group for personal socialization or work

– Playing games provided by library (chess, checkers, scrabble, boggle, etc.)

• Independent Study– Students assigned to library– Dual Credit Students (CLHS)– Zero-period students (CLHS)– ISM-GT students (SVHS & CLHS)

• Display Cases– Promotional materials– Resources– Class work display

Current Time/Task Table for Librarian

• Instruction/Teaching• Collection Development

– Purchasing– Weeding– Building purchasing Lists based

upon reviews (books, AV, etc.)– Cataloging– Inventory– Technology Updates

• COW cart updates• Electronic devices (iPads/Touches)

updates

• Administrative Functions (budget, etc.)

• Technology Troubleshooting/Coordinating (AV, computer, etc. – especially with substitutes)

• Establishing/Facilitating Virtual Library– Websites– Online subscriptions– Constantly changing links (keeping

up-to-date)– Supporting teachers

• Handout Creation• Links pages (we search and create pages of

links to save teacher/student time)

• Packing up library for facility changes (building)

• Facility Management/Administration

− Meeting Coordination− Equipment− Keys− Seating

− Coordinating speakers/equipment/teachers

District Need for Learning Commons Concept“Learning Commons” is not just about libraries…it is about knowledge

management (KM) within an entire school and district

• The learning commons concept is about instructional need driving implementation and service– Currently Technology/IT Department is Driving Implementation – Much of the

implementation is extremely successful, but sometimes implementation is disjointed, not end-user friendly and difficult to navigate

• Examples:– Parents call the school for help with Studywiz, front office transfers

calls to the librarian because there is not a technology person housed at the school

» Parents cannot find outside line information to access the phone help-desk on the current CISD website

» Hold times on the phone can run from 10-30 minutes because the help desk person is busy

– Technology purchase iPod Touches for libraries and requires AirWatch monitoring and managing systems be used while SPED purchase iPod Touches and does not want the Air Watch system to be used

– Parents have two access point on main CISD website, but each access point delivers very different information and access points

Student Achievement Research: Loertscher• “It is not just about performing on tests. It is about combining 21st

century skills that push deep understanding so graduates can compete in a global market.” (pg. 24)

• It is illogical to imagine an information age school without a fully functioning library serving as the information center. (pg. 1)

• Guided Inquiry calls for rethinking the function of the school library to meet the needs of the tech-savvy 21st century learners

• Both the school library and the computer lab have been designed on the “If we build it…” model with command and control idea as their structure. Librarians have been viewed as “keepers of the books” and tech directors as dictators of their networks. While our service-oriented library and computer professionals ensure that their systems work efficiently under their direction, there are major leaks in the dam. Classroom teachers, unsatisfied with the limited availability of print, build their own classroom book collections and other teachers begin using Web 2.0 tools that bypass the school’s central networks. Students bypass both libraries and computer labs by going directly to the Internet that is always there and that always returns an answer to any query. It may be an inferior answer, but convenience usually wins. (pg. 2)

Student Achievement Research: Others

• Manzo (2006)– “Educators in Jefferson County are among a rising number of teachers,

administrators, and policymakers around the country who recognize that adolescents' reading skills--or lack thereof--are a critical link in their overall academic performance. After a decade of state- and federal-level attention to improving reading instruction in the early grades, the challenge of strengthening adolescents' literacy skills has shifted the discussion to older students.“

• Hoff (2005)– “Separately, the list says that high schools, colleges and universities should target

academic support for minority students who are likely to drop out before earning a degree.”

• Lance & Hofschire (2012)– “Reading is a foundational skill for learning, personal growth, and enjoyment. The

degree to which students can read and understand text in all formats (e.g., picture, video, print, etc.) and all contexts is a key indicator of success in school and in life. As a lifelong learning skill, reading goes beyond decoding and comprehension to interpretation and development of new understandings.”

(continued on next slide)

Student Achievement Research: Others (cont.)

• Lance & Hofschire (2012)– “Our results showed that there is a positive and statistically significant

relationship between advanced reading levels and endorsed librarian staffing trends (see Chart 1). Schools that either maintained or gained an endorsed librarian between 2005 and 2011 tended to have more students scoring advanced in reading in 2011 and to have increased their performance more since 2005 (45% and 49%, respectively) than schools that either lost their librarians or never had one (33% and 29%). Conversely, schools that either lost a librarian during that period or never had one (33% and 39%) tended to have fewer students scoring advanced in 2011 and to have seen lesser gains--or indeed, losses--since 2005 than schools that maintained or gained a librarian (23% and 18%).”

• Bailey & Paul (2012)– “Those in the school library media field have known for years that students

who have access to an effective library media program as evidenced by several correlates (e.g., certified staff, materials budget, technology, flexible schedules, and collaborative planning with classroom teachers) will score higher on state reading assessments (Scholastic, 2008).”

Learning Commons Research

• Tennity (2010) –Embracing Change– “To replicate these effective transitions from a traditional library to a library of the

future, libraries can do many things to position themselves as the foremost place where faculty and students interact, and also remain a site of experimentation regarding learning and space.”

• Loertscher – Students and teachers stop using the library (If they build it model) because

alternatives are “friendlier” (pg. 2)– Fear prevents a move to the client-based information system and leads to the overly

filtered systems that prevent users to access needed information – fear that patrons will “stray away from their purpose” and possibly encounter predators and even threats of lawsuits

– The trend in Web 2.0 applications is toward very safe collaborative digital areas where groups of learners can thrive (e.g. Google Docs locked sharing)

– Concept of “Just in Time” access is central to the Learning Commons approach and in business it is labeled “Knowledge Management” – Get the resources to the patron when they need it, on time, every time

– Calls for flexible spaces, flexible scheduling, and flexible mindset working in both the virtual and real worlds simultaneously

– Emphasizes collaborative action-research based teaching vs isolated classroom teaching

Learning Commons Research

• Norris & Soloway (2011)– BYOD and 1-2-1 device management as a critical aspect of the paradigm shift in

the way libraries work.– “But in the "We learn" pedagogy, the teacher no longer delivers information nor

mediates student access. Instead, via BYOD, each student has direct access to the entire world's information, to events, to places, to organizations, to people--in particular, to fellow students. With their computers, students can manipulate whatever they access and can create new content that they can contribute to the world's information base. In a "We learn" classroom, as the teacher mentors, guides and tutors the students, the teacher, along with the students, learns content, instructional strategies and 21st-century skills.”

Microsoft vs Google Models

Microsoft Model• Command & Control• Organization Based• Behaviorist Teaching• One Size Fits All• If We Build It, They Will Come• Program-Specific Skills

Google Model• On-Demand• Client Based• Inquiry Teaching• Differentiated• If THEY Build It, They Will Use It• Lifelong Learning Skills

Learning Commons Tour:Staffing

• Teacher Librarian• Teacher Technologist (IFs)• Clerical Assistant

– Library resource clerk• Needs to be classified as “instructional aide”

– Technology troubleshooter• Scheduled Tutors

– Classroom teachers (scheduled class periods)• Student Assistants

– Student peer tutors– Student technology aide– Student library aide

• Specialists– Intermittent expert instructors for specialized instruction (e.g. ISM,

Health Ed., etc.)

Learning Commons Tour: Flexible Space—Open Commons

• Open Commons– Easy, comfortable seating – Available for personal reading or work or collaboration– “Genius Bar” – Tutoring Spaces

• PON (Point of Need) Gurus– Technology

» Student Technology Experts» IFs

– Instructional» Teachers (in schedule)» Student tutors

– Counseling» Counselors» Special Experts as available

– Examples:• A group of students working on gathering print and digital resources• A student technology expert seeking advice to work out network issues• A classroom teacher and music teacher helping students compose their own music

for podcast assignments• A class working with their teacher and the teacher librarian to identify biased and

unbiased resources• A single student linked via video conference to online experimental study in Brazil

Learning Commons Tour: Flexible Space – ELC

• Experimental Learning Center– Small conference room/areas– Learning labs– Examples of Use:

• Faculty members consulting with their teams, meeting with specialists • Professional development• Student groups meet for clubs/activities• Demonstration lessons for administrators and/or paraprofessional staff• Teacher teams meeting with the teacher librarian to develop resource lists• Teachers meeting via video conference• Students use blogging software under the direction of the teacher and IF

Learning Commons Tour: Flexible Space – VOC

• Virtual Open Commons– 24/7 site with resource access– Software support (e.g. Overdrive, etc.)– District-level virtual reference library– Tutorials (accessing ebooks, databases, etc.)– Ebook Access– Subscription Databases– Access iConnect, Studywiz, Libraries, Professional

Forums/Communities of Practice in a one-stop shop – Example:

• Valenza’s Virtural Library – Screen Shot Springfield Library Wiki Spaces

• Learners taking tutorials• Learners accessing subscription databases from home• Tip sheets prepared by the teacher librarian regarding resource access for specific

assignments• Links to distance learning• List constructed by a student group of best sources about bullying before the district

implement a schoolwide policy• Parents can collaborate and/or offer expertise on specific learning projects

Learning Commons Tour: Flexible Space – VOC

Screen Shot: Springfield Library Wiki Spaceshttp://springfieldlibrary.wikispaces.com/

Learning Commons Tour: Flexible Space —VELC

• Virtual Experimental Learning Center– Announcements, Calendars, Progress Reports– Sharing Information, Resources– Communities of Practice– Examples:

• Teachers and specialists collaborating on a learning project that is conducted using online shared resources – assessing and reflecting on successes and challenges

• Administrators providing first glimpse of new statewide initiatives • Teacher librarians uploading a list of professional resources to a virtual chat

space where the professional learning community can access them for an upcoming discussion

• Facilities schedules for events in the ELC areas (e.g. computer labs, etc.) and personnel (specialists, teacher librarian, etc.)

• Announcements to conferences and learning and grant opportunities• Connection to major research documents, forums, and other opportunities

relevant to the focus of the district• Access to various assessment data sources of student performance

Leadership Teams

Leadership in the Learning Commons is team-based rather than centralized in a single individual

Click here to see a diagram of the Learning Commons Partnership Teams

• Learning Leadership Team• Organization Leadership Team• Technology Leadership Team• Learning Literacy Leadership team

We want to emphasize that we are already doing much of these functions on an informal basis. By creating the Learning Commons, we would be formalizing and standardizing the functions across the district so the libraries would have consistency. By formalizing the processes, we also acknowledge the need for administrative support; financial, scheduling, etc.

Leadership Teams Diagram

• Involves the implementation of technology within the school

• Involves:• Administration• Teacher Librarian• Teacher Technologist• Support Staff• Specialists, classroom teachers,

students & parent representation

• Primarily focuses on the implementation of metacognative (Tier 2) processing skills

• Involves:• Administration• Teacher Librarian• Teacher Technologist• Specialists, classroom teachers,

students & parent representation

• Primarily involves the processes of the school (day-to-day functions)

• Involves• Administration• Teacher Librarian• Teacher Technologist• Support Staff• Specialists• Classroom Teachers, students &

parent representation

• Primarily focuses on learning and alignment of studies

• Involves:• Administration• Teacher Librarian• Teacher Technologist• Specialists• Classroom Teachers, students &

parent representation

Learning Leadership

Team

Organization Leadership

Team

Technology Leadership

Team

Learning Literacies

Leadership Team

Movement/Change of Furniture

• Flexible Floor Plan• Reduction in stacks – potentially movable stacks• Multi-use and Storable Furniture

– Folding tables/chairs– Movable shelving

• Comfortable Sitting/Reading Areas• Stacks (bookshelves & books)

– It is necessary to keep the shelf space/print books until every student is guaranteed one-to-one access to a device that can download our books and we have operational software that allows us to use it consistently and accurately (EG: Overdrive or something similar for fiction and recreational non-fiction and Gale VL or something similar for research). 

– While it is possible to weed current collections, print books must continue to be made available to students.

Technology Requirements• PERSONNEL!!!!

– Critical need to have a technology Point of Contact (POC) within EACH school

– Increasing technology needs are time-intensive and take much time away from the “Teacher Librarian” mode

• iPads/iPods for Library Use (in-house use…not check-out)– Online magazine subscriptions– Research Access (Gale app, etc.)– Games/Entertainment

• Laptops for Library Use and Check-out– Laptops that can be checked out– Laptops that can be used in-house

• Large Screen Televisions– For small-group production stations

• Expanded Infrastructure• Software Applications

– Ebook applications (e.g. Overdrive)– LanSchool (already at CHS & CLHS)

Staffing

• Full-Time Certified Teacher/Librarian• Full-Time Paraprofessional – Listed as “Instructional”

– To be trained by district-level technology staff to do basic technology troubleshooting within the school

• “Genius Bar” Tutors– Teachers --Tutoring periods worked into their teaching schedule when possible– Testing Tutors (certified tutors hired ad-hoc to assist those who have failed EOC

exams)– Student Tutors

• Instructional Facilitator– Assists with technology implementation with both teachers and students

Virtual Library Access

• Access to a District-wide Virtual Reference Library– District-level virtual reference library would allow all teachers and students access to

full-text non-fiction/reference books K-12• Allows for alignment and consistency across district• Currently each high school has individual virtual reference collections, but

nothing at middle and elementary levels• POC: Nancy Hartman

• Access to Subscription Research Databases– High schools have wide range of databases – no consistency across the board– Elementary/Middle Schools only have access to online encyclopedia (World Book)

• Access to OPAC (Online Public Access Catalog)• Access (when possible) to Digital Video Collection• “Collaboration Experimentation…” (2013)

– “Booth's "Skype a Librarian" innovation enables virtual text, video, and audio reference from patrons' PCs or library kiosks, taking full advantage of freeware for cutting-edge service. This lets librarians "serve patrons where and how they naturally function," build connections with distance/international students, and potentially personalize reference service across understaffed branches and service points,.”

Remembering the “Quiet” Child

• Students who are not overly social need a “safe” place

• Students who need a “quiet” place to study & read cannot be left out of the new paradigm.

Safety/Security Issues

• Need Single Entrance/Exit– For Patron Safety as well as to eliminate loss of resources

• Signing in/out– Big issue!!– Difficult to get students/teachers to understand the need– We are accountable for all patrons in the library, especially during

safety issues (drills or real issues) – we MUST be able to know who is in the library at any given time

• Parents often call to find out if a student was in the library at a given time as they have indicated – many times we cannot confirm or deny their presence

Next Steps: District Librarian

– Manage district-level electronic resources– Organize Library Processes and Procedures– Manage Accountability of Librarians– Develop a Scope and Sequence for Library/Information Literacy in Coordination with

TEKS– Coordinate Research Initiatives with Other District-Level Specialists

• Need for District Level Emphasis on Research Skills

• Research skills were not on the TAKS exam, but are emphasized on the STAAR tests

• Classroom teachers are NOT doing formal research projects/papers• Colleges expect skills in “Evidence-based” research – Our students are NOT getting these skills

– Manage Professional Development of the Librarians• Professional Development is very limited for librarians• Funding is not always available for specific training/professional development

– Support Librarians with Programs– Coordination with Public Libraries

• Difficult for our students to use public libraries in the district• Many students work in New Braunfels, but live in the Canyon Lake area – they cannot use

the libraries out of the area in which they live• Maybe establish an access point for our students/teachers at all libraries within the district

– Educate Campus Administrators about What Librarians Do– Budget Management

• Equitable budgets across schools• Advocate with principals regarding budget needs

Next Steps: Library Commons

• Conversion of library facility to flexible space– Perform Needs Assessment in Current Facilities for Furniture/Facilities

• Wishlist vs Necessity

• Address staffing concerns/issues with current personnel– Conduct feasibility study regarding staffing needs/current possibilities– Involve administrators in new expectations for the library and its personnel– @ Secondary

• Really need IF housed in the library at each school• Teacher Tutors

– Need them to become part of “Genius Bar”– Learning Labs (now @ middle schools) to become part of the library program– Examples:

• Library Assistants– Full-time Clerks– Technical Assistant– Needs to be a multi-functional person– Possibly sharing clerks among elementary/middle school libraries

Your Vision

• Questions:

– How can we as librarians support your administrative mission of the district?

– What do you envision the library facility and library professionals to look like in your district?

– What questions do you have for us as we move forward?

References

AASL supports 21st Century Skills report. (2006, May). American Libraries, 37(5), 7. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA145968663&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Alevy, J., & Poinier, S. (2010). Our instruction does matter! Data collected from students' works cited speaks volumes. Teacher Librarian, 37(3), 38+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA222556208&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Bailey, G. C., & Paul, M. A. (2012). Report from the field: outcome evaluation of the library media program on information literacy skills in Montgomery County Public Schools, Maryland. Teacher Librarian, 39(5), 46+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA294899948&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Baker, C., & Morgan, W. (2005). The school library: the pulse of the school. Teacher Librarian, 33(1), 71. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA138017211&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Breaden, M. C. (2008, March 5). School Libraries. Education Week, 27(26), 4. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA176779994&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Burton, C. O. (2007). NCTE releases report on adolescent literacy. Teacher Librarian, 35(2), 65. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA192258652&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Bushweller, K. (2004, October 13). School Libraries. Education Week, 24(07), 10. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA171025514&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Canadian school libraries and achievement linked. (2006, May). American Libraries, 37(5), 25+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA145968693&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Celano, D., & Neuman, S. B. (2008). When schools close, the knowledge gap grows: both low-income and middle-income children use public libraries heavily in summer. But what and how much they read threatens to expand, not reduce, the achievement gap. Phi Delta Kappan, 90(4), 256+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA190433659&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

References (cont.)Coatney, S. (2005). Testing, testing, testing. Teacher Librarian, 32(5), 50. Retrieved from

http://go.galegroup.com/ps/i.do?id=GALE%7CA135846409&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Collaborative experimentation: Char Booth: Ohio University. (2008, March 15). Library Journal, 133(5), S18. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA177829709&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Dickinson, G. K. (2005). How one child learns: the teacher-librarian as evidence-based practitioner. Teacher Librarian, 33(1), 16+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA138017180&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Diekman, L., & Kramer, P. K. (2010). Evidence = assessment = advocacy. Teacher Librarian, 37(3), 27+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA222556205&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Donham, J. (2007). Graduating students who are not only learned but also learners. Teacher Librarian, 35(1), 8+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA170580776&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Eichenlaub, N., Gabel, L., Jakubek, D., McCarthy, G., & Wang, W. (2011, September). Project iPad: investigating tablet integration in learning and libraries at Ryerson University: we found that the iPad, though not yet as integral to academic life as a computer, can be a powerful tool in aiding collaboration, encouraging organization, and assisting learning regardless of field or level of academic achievement. Computers in Libraries, 31(7), 17+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA267033719&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Farquharson, M. (2005). Student Success and Library Media Programs: A Systems Approach to Research and Best Practice. Teacher Librarian, 32(3), 39. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA130471572&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Farquharson, M. (2009). The power of high quality school library programs. Teacher Librarian, 36(5), 85+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA201943605&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

References (cont.)

Florida knows the scores. (2004, April). American Libraries, 35(4), 24. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA115649366&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Foote, C. (2012, September-October). Data delivery: getting the story out. Internet@Schools, 19(4), 26+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA301870396&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Hawkins, B. D. (2005, December 29). Leveraging potential: in efforts to close the achievement gap, Black college leaders partner with foundations to create innovative, rigorous high schools for minority and disadvantaged students. Diverse Issues in Higher Education, 22(23), 24+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA140923261&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Haycock, K. (2003). Powering achievement: school library media programs make a difference--the evidence. Teacher Librarian, 30(5), 36. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA103379843&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Higher test scores linked to certified library media specialists in schools. (2008). Reading Today, 25(5), 44. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA178481577&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Hoff, D. J. (2005, November 9). N.Y. Schools Chief Unveils Achievement-Gap Agenda. Education Week, 25(11), 23. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA215123650&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Kachel, D. E. (2011). Collaboration success for student achievement in social studies: The Washington State Story. Teacher Librarian, 38(4), 42. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA259378421&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Kerr, E. (2011). Engaging the decision-makers and the influencers. Teacher Librarian, 38(3), 69+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA252002800&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Koechlin, C., Rosenfeld, E., Loertscher, D. (2010). Building the Learning Commons: A Guide for School Administrators and Learning Leadership Teams and a Whole-School Approach to Learning for the Future. Salt Lake: Willow Research & Publishing.

References (cont.)Lance, K. C., & Hofschire, L. (2012). School librarian staffing linked with gains in student achievement, 2005 to

2011. Teacher Librarian, 39(6), 15+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA307670164&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Langhorne, M. J. (2004). Using data in the school library. Teacher Librarian, 32(2), 20+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA126612723&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Libraries called key: the funding picture is mixed, but researchers show more and more evidence that well-stocked and well-staffed libraries play key role in student achievement. (2004). Reading Today, 21(4), 1+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA113647866&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Loertscher, D. & Wolls, B. (2002). Information Literacy. Salt Lake: Willow Research & Publishing.

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Loertscher, D. (2007). School Reform and the School Library Media Specialist. Teacher Librarian, 35(2), 47. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA192258609&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Loertscher, D., Koechlin, C., Zwaan, S. (2008). The New Learning Commons Where Learners Win! Reinventing School Libraries and Computer Labs. Salt Lake: Willow Research & Publishing.

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Morris, B. (2008). What can teacher-librarians do to promote their work and the school library media program? Let your voice be heard. Teacher Librarian, 36(2), 32. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA191954433&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

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Weathers, B. (2008). What can teacher-librarians do to promote their work and the school library media program? The best offense ...Teacher Librarian, 36(2), 34. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA191954434&v=2.1&u=fisc24744&it=r&p=GPS&sw=w

Glossary of Terms

• ISM/GT – Independent Study Module/Gifted & Talented• Zero Period – Students who choose to take a class from 7:30-

8:25, giving them a “free” period during the regular school day• PON – Point of Need• Knowledge Management (KM) – Business & industry concept of

connecting information resources together to take data, information and technology and build knowledge networks. Usually based out of the IT offices and is centered around technology access points, including, but not limited to: communities of practice, online forums, online resource sharepoints, f2f interaction.