2013 ARL Leadership Symposium Library Residencies: OSU Mary P Key Diversity Residency
Symposium copy of school library standards
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Transcript of Symposium copy of school library standards
http://www.metricsandlibraries.org/
Defining New Metrics for Library Success School Libraries
Anita Brooks Kirkland@AnitaBK
Jeanne Conte@contej
University of Toronto iSchool Symposium, in partnership with Dysart & Jones Associates
April 22, 2014
Our communities, boards, management and institutions are asking for stronger and better measurements of our impact and value to help them with decision making and prioritization.
http://www.metricsandlibraries.org/
Assessing and Communicating the Efficacy of School Library Programs: Evolving Practice
Leading Learning: Standards of Practice for Effective School Library Learning Commons in Canada
Cultivating Effective Instructional Design to Co-plan, Teach and Assess Learning
http://www.lrs.org/data-tools/school-libraries/impact-studies/
http://www.lrs.org/data-tools/school-libraries/impact-studies/
“Yes, but what do you DO that makes a difference to student learning?”
In the current educational climate there is a very clear mandate for a shift from
putting our emphasis on finding and accessing to knowledge building. It’s where education is going. We are talking about standards-based education.
We are talking about accountability. We are talking about evidence of achievements.
Todd, R., Kenney, B. (Interviewer) (2006). Ross to the rescue: Rutger’s Ross Todd’s questto renew school libraries. School Library Journal 52 (4) 44-47.
Dr. Ross Todd, Rutgers University
Canadian Library Association (ATLC & CSLA), 2003
A Vision for School Libraries in Canada
Revisioning School Libraries:
A.Learning Centres for Lifelong Learning
B.Active Learning Environments
C.Gateways to the World
D.Resource-based Teaching and Learning
E.Collaborative Teaching and Learning
Standards for Managing School Library Programs●Staffing School Libraries●School Library Collections●School Library Facilities●Information and Communication Technologies
Canadian Library Association (ATLC & CSLA), 2003
Leading Learning: Standards of Practice for Effective School
Library Learning Commons in Canada
Whereas the focus of the library program in the past was on building strong collections of resources and assisting users to find and use them effectively, the goal now is to build learning communities and make connections among learners, thus facilitating knowledge creation in the school community.
Standards
Facilitating Collaborative Engagement to Cultivate and Empower a Community of Learners
Advancing the Learning Community to Achieve School Goals
Cultivating Effective Instructional Design to Co-plan, Teach and Assess Learning
Fostering Literacies to Empower Life-Long Learners
Designing Learning Environments to Support Participatory Learning
Standards Themes
Facilitating Collaborative Engagement to Cultivate and Empower a Community of Learners
Vision for Learning
Design for Collaboration
Partners in Collaborative Learning
Student and Community Partnerships
School Administration Partnerships
District Administration and Consultant Partnerships
Advancing the Learning Community to Achieve School Goals
Planning for School Improvement
Principal Collaborative Role
Teacher- Librarian Collaborative Role
Teacher Collaborative Role
Support Staff Collaborative Role
District Administration and Consultant Collaborative Role
Cultivating Effective Instructional Design to Co-plan, Teach and
Assess Learning
Instructional Leadership
Instructional Partnerships
Engaging with Inquiry Approaches
Differentiated Learning
Technology for Learning
Assessment for, of and as Learning
Evidence Based Practice
Fostering Literacies to Empower Life-Long Learners
Literacy Leadership
Engaging Readers
Information Literacy
Critical Literacy
Digital Literacy and Citizenship
Cultural Literacy
Literacy Partners
Designing Learning Environments to Support Participatory Learning
Designing for a Collaborative Physical LLC
Designing for a Collaborative Virtual LLC
Designing for Accessibility in the LLC
Designing for Responsive Print and Digital Collections
Designing for Creativity and Innovation
Designing for Participatory School Culture
Cultivating Effective Instructional Design to Co-plan, Teach and Assess Learning
Themes
Instructional Leadership Instructional Partnerships
Engaging with Inquiry Approaches Differentiated Learning
Technology for Learning Assessment for, as and of learning
Evidence-Based Practice
Transitions
What changes do we want to make?
Timelines
What are the expected start and finish times?
Strategies and Actions
How will we achieve transitions?
Roles
Who is responsible for what?
Resources
What budget, time and people are needed?
Indicators of Success
How will we know the transition is complete? How will we know it is working?
Planning and Leading Transitions to a School Library Learning Commons: Action Plan
Cultivating Effective Instructional Design to Co-plan, Teach and Assess Learning
Themes
Instructional Leadership Instructional Partnerships
Engaging with Inquiry Approaches Differentiated Learning
Technology for Learning Assessment for, as and of learning
Evidence-Based Practice
www.togetherforlearning.ca
❖ The Learning Commons: ■ Physical ■ Virtual
❖ Reading Engagement❖ Multiple Literacies❖ Critical and Creative Thinking❖ Discovery and Guided Inquiry❖ Developing the Individual
Learning to Learn
www.togetherforlearning.ca
www.togetherforlearning.ca http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf
Cultivating Effective Instructional Design to Co-plan, Teach and Assess Learning
Supporting Adaptive, Responsive Stances to Teaching and Learning
Formative assessment [assessment for learning] is a planned process in which teachers or students use assessment-based evidence to adjust what they're currently doing.
W. James Popham, Transformative Assessment (ASCD)
Evidence of Learning
C = Conversations
P = Products / Performance
O = ObservationsTRIANGULATION
● plan assessment concurrently and integrate it seamlessly with instruction;
● share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses;
● gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools;
● use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals;
● analyse and interpret evidence of learning;
● give and receive specific and timely descriptive feedback about student learning;
● help students to develop skills of peer and self-assessment.
As essential steps in assessment for learning and as learning, teachers need to:
Inquiry positions the teacher as an informed practitioner refining planning, instruction and assessment approaches in the continual pursuit of greater precision, personalization and innovation. A focus on student learning drives inquiry. Data generated from student actions and work compel teachers to investigate new, engaging and relevant questions about how and what their students learn. These questions lead to informed actions within the classroom, which in turn serve to refine or initiate new investigations.
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/capacityBuilding.html
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/capacityBuilding.html
Students are better able to evaluate and reflect on their own learning and the collective learning of the class when they have been part of the learning process from the beginning, having played an active role in the initial planning and identification of main learning goals. In fact, a key feature of inquiry-based learning is the practice of revisiting initial theories and ideas, both as individuals and as a class, and reflecting on the ways in which current understanding differs from the former. In this way, students begin to experience learning as an ongoing process, not an end point.
Learning to learn is a critical component of student success. The Learning Commons’ information-rich and media-savvy environments facilitate learning to learn. The Learning Commons’ networked learning experience and directed metacognition of what is being learned – and how it is being learned – facilitate learning to learn as well.
To improve their learning, students need feedback and formative assessment throughout a unit or project. They also need opportunity and time to reflect and discuss their findings with others.
https://www.accessola.org/OLAWEB/OSLA/Together_for_Learning/Learning_to_Learn.aspx
Discovery&
Guided Inquiry
Cultivating Effective Instructional Design to Co-plan, Teach and Assess Learning
Teacher / teacher-librarian collaborative inquiry for system change.
2012: Ottawa
Collaborative Teacher Inquiry and the School Learning Commons
https://sites.google.com/site/treasuremountaincanada2/contehttp://lanyrd.com/2013/ecoo13/schpym/
It has been demonstrated that when librarians and teachers work together, students achieve higher levels of literacy, reading, learning, problem-solving, and information and communication technology skills.
IFLA/UNESCO School Library Manifestohttp://www.unesco.org/webworld/libraries/manifestos/school_manifesto.html
In working together, teacher-librarians in partnership with others can modify the process, content, product and environment to meet the needs of a diverse student population. The result will be empowered learners.
Together for Learning, p. 12
www.togetherforlearning.ca
http://www.metricsandlibraries.org/
Defining New Metrics for Library Success School Libraries
Anita Brooks Kirkland@AnitaBK
Jeanne Conte@contej
University of Toronto iSchool Symposium, in partnership with Dysart & Jones Associates
April 22, 2014