Management of School Library Programs
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Transcript of Management of School Library Programs
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.)
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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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