The 21st Century Library

Richard Smyth

Library Media Specialist

Cathedral High School

29 January 2003

Overview

Collaboration between LMS and teachers Curriculum Mapping: Where are we going and

how are we getting there? Information Power: Information Literacy Web Evaluation

Collaboration: Research

School Library Media Impact Studies show positive effects on student learning

http://www.lrs.org/html/about/school_studies.html

Collaboration: Evidence

Schools with well-developed Library Media Centers (LMCs) average higher reading scores

When the Library Media Specialist (LMS) collab-orates with teachers, reading scores increase

LMC: Center of the School (Boring 2D Model)

LMC Center of the School(Dynamic 3D Model)

Collaboration: Purposes

Integration of Information Literacy skills Effective use of resources Integration of technology

Collaboration

Curriculum Mapping: Literal Image

Curriculum Mapping:Figurative Image

Curriculum Mapping

What does each teacher really do? When does it get done? What do we want students to know and be able

to do? What resources can we use?

Humorous Half-time

It’s Worth Repeating . . . .

What do we want students to know and be able to do?

What do we want students to know and be able to do?

What do we want students to know and be able to do?

Monthly Meetings

Technology Coaching Curriculum Mapping Collaborative Planning Library Resource

Assessment

Information Power(hokey computer metaphor)

Information Power(feminist pop-culture metaphor)

Information Power:Information Literacy Standards

Information Literacy Independent Learning Social Responsibility

Information Power:Information Literacy

Standard 1: The student who is information literate accesses information efficiently and effectively.

Standard 2: The student who is information literate evaluates information critically and competently.

Standard 3: The student who is information literate uses information accurately and creatively.

Information Power:Independent Learning

Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.

Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

Information Power:Social Responsibility

Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.

Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.

Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

Web Evaluation

Key to becoming information literate Asking questions

– Who owns the website and why?– Does it contain accurate, reliable information?– Is the information biased?– Is there a sponsor? If so, how credible?

Resources for Teaching Web Evaluation

Cybertours– http://www.infosearcher.com/cybertours– Not presently available (10/11/2007)

The Good, the Bad, and the Ugly– http://lib.nmsu.edu/instruction/eval.html– Still Available (10/11/2007)

That’s All Folks

Acknowledgments

Foghorn Leghorn The Power Puff Girls Porky the Pig Pam Berger

– www.infosearcher.com– “21st Century Strategies for Strengthening Your

School Library Program.” Bellevue, WA: Bureau of Education & Research, 2002.