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Visioning, Planning, Delivering, and Selling Library & Information Programs that Make a Difference

Mike EisenbergUniversity of Washington

October 2006p. 1

© 2006 M. Eisenberg

Problems

• Everyone – information access, overload, quality

• Students – gaining essential information, knowledge, & skills

• Schools – providing meaningful learning opportunities

• Teacher-Librarians – becoming central “players” (delivery and recognition)


Goal

• To have students use information and technology effectively and efficiently for success in school, work, and their personal lives.

• To focus on process as well as content.

• For students to be lifelong learners and independent thinkers.


Active, Engaged, Vibrant Library & Information Programs

• Highly knowledgeable and skilled teacher-librarians

• Focused on student learning

• Focused on school priorities

• Making a difference!


How to Achieve This?

A-B-C Approach Actions

Articulate a Vision and

Agenda

Be clear on vision, functions, roles; goals aligned; services & instruction fully integrated w. curriculum

Be Strategic Planning, thinking, managing; curriculum development, teaching; evaluation

Communicate Continuously

Communicate outcomes; public relations, marketing, advocacy; document, accountability


VisionInformation Power

“The mission of the library media program is to ensure that

students...are effective users of ideas and information.”

Information Power: Building Partnerships for Learning, AASL and AECT, 1998.© 2006 M. Eisenberg

Fulfilling the Vision

TEACHER teach essential information & technology skills

READING ADVOCATE

provide reading guidance and promotion

CHIEF INFORMATION OFFICER

provide information & technology services, systems, resources, and facilities

Eisenberg of 12

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October 2006p. 2


???

Emphasis% Time and Effort

Local decision

Question – Who should be involved?


Strategic Thinking

• Library – not a place but a presence – 24/7.

• Talk about the “program” not the “center.”

• Think about branding and marketing – Think politically!

librarian

library media specialist

media specialist

information specialist

Instructional media specialist

teacher-librarian

technology specialist

(any combination of the above)

library

information

technology

media


Strategic ThinkingInsight and Political Savvy

• Link to school initiatives, concerns, and priorities

• Create and use a Library & Information Program Advisory Committee to advise library & information program priorities

• Learn (and use) how things really get done in the school and district


• Link the 3 functions to addressing concerns, supporting programs, fulfilling initiatives.

• Frame the library program in terms of where the action is (for example, today, that’s information and technology, standards, performance and achievement).

• Recognize that concerns, programs, and initiatives change—sometimes from year to year.

• What does the school really care about? What are the key concerns, programs, and initiatives of the school?

Library Program ActionsKey Questions

Strategic Thinking


Library & Information Program Advisory Committee

• Advise on the broad program• Set priorities for the library & information

program focus and emphasis• Help the professional and staff determine

where to spend time and effort• Troubleshoot immediate problems• Engage in long-term problem solving and

planning for major problems and concerns• Establish policies


• Involve them in decision-making about the library & info program.

• Help them to succeed in achieving their goals and priorities.

• Link to winners.

• Who are the movers and shakers in the school? Who is respected?

• Who gets things done?

Library & Info Program ActionsKey Questions

Strategic Thinking

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October 2006p. 3


Strategic PlanningThe Systems Approach

• OUTPUTS: services & instruction

• INPUTS: the “stuff”

• PROCESSES: making it happen


Strategic ThinkingOutputs

• Information & technology skills instruction

• Reading advocacy activities

• Information services

• Facilities provision

• Resources provision


Strategic ThinkingInputs

• Staff

• Resources

• IT systems

• Facilities

• Budget


Strategic ThinkingProcesses

• Analysis

• Decision-making

• Implementation strategies

• Planning

• Managing

• Communicating


Analysis & Planning

• Analyze – what is desired

• Analyze – what is

• Plan – how to get there

• Plan – rolling 5 years


#1 - the processinformation problem solving - the Big6

#2 - technology in contexttechnology within the process

#3 - curriculumreal needs in real situations assignments: papers, reports, projectsunits and lessons

Context

Eisenberg of 12



October 2006p. 4


1. Task Definition1. Task Definition

2. Info Seeking Strategies2. Info Seeking Strategies

3. Location & Access3. Location & Access

4. Use of Information4. Use of Information

5. Synthesis5. Synthesis

6. Evaluation6. Evaluation

Skills and Technology ContextThe Process


Curriculum ContextImplementation

Coordination – Cooperation – Collaboration

isolation


Curriculum ContextLooking for “Big Juicies”

• Are important units in the curriculum:

• have a longer duration

• reach many students

• involve a report, project, or product

• use multiple resources

• involve a range of teaching methods


Communication Strategies

• 10 week memo

• Planning matrices

• Annual report

• Formal meetings

• Marketing


10 Week MemoDate:

To: [Principal]From: [Teacher-librarian]

cc: [Advisory Committee, building decision-making team? assistant principal?]

Re: The Library & Information Program: Making a Difference in Student Learning

Part 1: (1-2 paragraphs) The purpose of the memo…

Part 2: (3-4 paragraphs) Describe major accomplishments of the library & information program for the 10 weeks. Refer to documentation -matrices).

Part 3: (1-3 paragraphs) Describe goals and plans for the next 10 weeks.


SummaryA Call to Action

• Embrace the vision & strategy -- transformed library & information programs and program professionals.

• Support an active, engaged role: teacher-librarians as information literacy teachers, reading advocates, and chief information officers.

• Be systematic and strategic.• Communicate the vision of the 21st Century teacher-

librarian to teachers, students, and parents.• Meet with your administrators, decision-makers, parents

on a regular basis.• No Whining!

Eisenberg of 12

© M. Eisenberg 2006

Be StrategicROLE DESCRIPTION DETAIL % TIME

TEACHERteach essential information & technology skills

guide and promote reading, books, media, technology

provide information & technology services, systems, resources, facilities

READING ADVOCATE

INFORMATION MANAGER (CIO)

Eisenberg of 12


Library & Information Program – Test Connection

ROLE DESCRIPTION DETAIL


• Combine information and technology skills curriculum –focused on process

• Connect to State Tests• Analyze State Tests for grades in school• Target teaching and learning to State Test requirements• Integrate teaching with classroom curriculum• Assess Performance

READING ADVOCATE



• Focus on skills and process• Connect to State Tests• Analyze State Tests for grades in school• Target teaching and learning to State Tests requirements• Integrate reading advocacy with classroom curriculum• Assess Performance


• Analyze State Tests in relation to information skills and reading advocacy

• Document in matrices specific learning activities in the school targeted to State Tests and Standards

• Analyze report card scores• Work with classroom teachers and administrators on

understanding report card scores and targeting instruction

Eisenberg of 12


TASK DEFINITION

Students use e-mail, listservs, newsgroups, chat, videoconferencing, and other online communication methods to clarify assignments and brainstorm problems. Students may also use software to generate timelines, organizational charts, etc. to plan and organize complex problems

INFO SEEKING STRATEGIES

Students identify and assess computerized resources as they develop information seeking strategies toward their problem.

LOCATION & ACCESSStudents use online catalogs, searchable periodical indexes, electronic encyclopedias, Web search engines, and other online searching tools to locate useful information.

USE OF INFORMATION

Students connect to and access online or locally stored electronic information sources, view, download, and decompress files, and use copy-and-paste features to extract relevant information.

SYNTHESIS

Students organize and communicate their results using word processing, database management, spreadsheet and graphics software, and distribute their projects via e-mail, Web publishing, or other media.

EVALUATION Students evaluate the impact of the technology they used, including its effectiveness and efficiency

Technology in Context Eisenberg of 12


The Big6

Big6 Skills by Unit Matrix

Task D

efinitio

n

Informati

on See

king Stra

tegies

Locati

on & A

cces

s

Use of In

formati

onSyn

thesis

Evaluati

on

GR Tchr Unit Subject Assignment M_Per 1 2 3 4 5 6 Comments

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Reading Advocacy Matrix

Resour

ces P

rovis

ion

Facilit

ies Pro

vision

Formal

Reading/M

edia

Activit

y

Informal

Reading/M

edia

Activit

y

Reading

/Med

ia Cons

ultatio

n

GR Tchr Unit Subject Assignment M_Per RP FP RA IRA RC Comments

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Info Management Matrix

Facilit

ies Pro

vision

IT Suppor

t

Informati

on Serv

ices

Resour

ces P

rovis

ion

Curric

ulum C

onsulta

tion

GR Tchr Unit Subject Assignment M_Per FP IT IS RP CC Comments

Eisenberg of 12


Role Current Status Desired Future Needs - Gaps - Opportunities Timeframe

TEACHER: teach essential information &

technology skills

READING ADVOCATE:

guide and promote reading, books,

media, technology

INFORMATION MANAGER:

provide information & technology

services, systems, resources, and

facilities

Eisenberg of 12

Sample Library & Information Program Memo M. Eisenberg ©2006

Name of School Date: To: (principal) From: (library and information professional) cc: (building decision-making team? assistant principal?) Re: The Library & Information Program: Making a Difference in Student Learning Part 1: (1-2 paragraphs): PURPOSE The purpose of the memo… • To enlighten the Principal (and relevant others) of the important work of the library & information

program in terms of student learning. • To emphasize the Information Power vision (to ensure that students are effective users of ideas and

information) and the Eisenberg 3 functions (information and technology teacher, reading advocate, information manager).

• To describe major accomplishments and plans for the next time period (quarter, semester, year). • To highlight the time period covered.

Remember your audience. Your style should be somewhat formal. Try to avoid jargon and acronyms.] Part 2: (3-4 paragraphs): ACCOMPLISHMENTS Describe major accomplishments of the library & information program for the time period. Use an introductory sentence or two and then in bullet form explain the activities and highlights of the library media program in terms of:

1. information and technology literacy teaching efforts: o give brief indication of the Big6 and standards o explain how implemented (integration with classroom learning) o discuss impact (quantitative - numbers of classes and students taught, effect on learning if

available, link to school and state tests, etc.) 2. reading advocacy (formal reading promotion activities, reading guidance, facilities, resources) 3. information management (role in building level technology efforts including Web, networks, tools)

Part 3: (1 – 2 paragraphs) Future

• Describe goals and plans for the next time period. • Raise questions, issues, or concerns (but offer alternatives if possible). • Describe how you will keep the principal and others informed.

REMINDER: NO WHINING!! BE POSITIVE, STUDENT-LEARNING, AND OUTPUT FOCUSED.

Eisenberg of 12

© Eisenberg 2006

The Information Management Role

• Resources Provision/Management

• Facilities Provision/Management

• Information Services

• Information/Curriculum Consultation

• Information Management

• Technology Management

Eisenberg Page 1 of 8

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The CIO Role

M. Eisenberg© 2006

© Eisenberg 2006

Resources Provision/Management

• Library Resources• Networked Resources • Classroom Collections• Textbooks• Professional Materials• Media• Planning•

•

© Eisenberg 2006

Facilities Provision/Management

• Library Media Center• Computer Labs• Access• Computer Networks• Planning•

•

•

© Eisenberg 2006

Information Services

• Curriculum standards information• Q&A services• Testing information• Course/unit resources•

•

•

© Eisenberg 2006

Information/Curriculum Consultation

• Information & technology skills integration

• Information and learning

•

•

•

•

•

© Eisenberg 2006

Information Management

• Metadata systems• Personal information management• Curriculum and instructional information• Reporting•

•

•

•

© Eisenberg 2006

Technology Management

• Networks• Systems• Information Resources• Security• Repair• Planning•

•


Rating Why No Library Program?

Reading/Language Arts

Technology & Skills

Information Literacy

Instructional Resources and Systems



Be StrategicROLE DESCRIPTION DETAIL % TIME




READING ADVOCATE




The Big6

Big6 Skills by Unit Matrix

Task D

efinitio

n

Informati

on See

king Stra

tegies

Locati

on & A

cces

s

Use of In

formati

onSyn

thesis

Evaluati

on

GR Tchr Unit Subject Assignment M_Per 1 2 3 4 5 6 Comments




Resour

ces P

rovis

ion

Facilit

ies Pro

vision

Formal

Reading/M

edia

Activit

y

Informal

Reading/M

edia

Activit

y

Reading

/Med

ia Cons

ultatio

n




Info Management Matrix

Facilit

ies Pro

vision

IT Suppor

t

Informati

on Serv

ices

Resour

ces P

rovis

ion

Curric

ulum C

onsulta

tion

GR Tchr Unit Subject Assignment M_Per FP IT IS RP CC Comments



Role Current Status Desired Future Needs - Gaps - Opportunities Timeframe

TEACHER: teach essential information &

technology skills

READING ADVOCATE:

guide and promote reading, books,

media, technology

INFORMATION MANAGER:

provide information & technology

services, systems, resources, and

facilities


www.big6.com

The Big6™ Skills Model of Information Problem-Solving

1. Task Definition: 1.1 Define the information problem. 1.2 Identify information needed. 2. Information Seeking Strategies: 2.1 Determine all possible sources. 2.2 Select the best sources. 3. Location and Access: 3.1 Locate sources. 3.2 Find information within sources. 4. Use of Information: 4.1 Engage (e.g., read, hear, view, touch). 4.2 Extract relevant information. 5. Synthesis: 5.1 Organize from multiple sources. 5.2 Present information. 6. Evaluation:

6.1 Judge the product (effectiveness). 6.2 Judge the process (efficiency).

© Eisenberg & Berkowitz, 1987


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Student Action Big6 Stage

Chooses between a website and a periodical article for info on the political situation in the Middle East

Assesses the presentations of other students

Writes a thesis sentence

Analyzes data for a science lab

Reflects on personal skills that need improving

Searches using Google

Evaluates the effectiveness of specific media (e.g., political ads, audio vs. video, print vs. web)Uses PowerPoint to create a multimedia presentation on global warming

Exercise



Big6 Workshop M. Eisenberg 2006 NY State

NY State Standards and Tests Exercises NYS Standards

• Main Website: 4 www.emsc.nysed.gov

• Content Standards: 4 www.emsc.nysed.gov/deputy/Documents/learnstandards.htm

Tests and Testing

• Main Website: 4 http://emsc32.nysed.gov/osa

• 3-8 4 look at “Test Samplers” or subject area and then “tests”

• High School 4 look at “Test Samplers” or subject area and then “tests” 4 look at “Regents Exams” or www.nysedregents.org/testing/hsregents.html

I. Standards Exercise (individually or in groups):

(1) Use the NY State Standards website to review and analyze standards in a specific subject area and grade level. Use the “HTML version” when available as this loads quicker and is easier to view than the PDF versions.

(2) Complete Worksheet 3-14 on page 51 – connecting curriculum standards and

the Big6. (3) Reflect on how each standard is taught and assessed. If possible, identify

relevant assignments. (4) Brainstorm possible Big6 instruction that would help students perform better on

the standard and assessment. II. Test Exercise (individually or in groups):

(1) Use the NY “State Assessment” website to review and analyze a state exam in a specific subject area and grade level. Use the most recent version of the test you can find.

(2) Look at the various types of questions on the test from a “Big6” perspective: i.e.,

which of the Big6 information skills seem particularly relevant or important for successful completion of the question? Use Worksheet 7-4 on page 118 to make notes regarding the test/question – Big6 connection.

(3) Brainstorm possible Big6 instruction that would help students perform better on

the type of question being asked.


M. Eisenberg©2006

Fighting Plagiarism


Plagiarism

Help!

“What can we do to stop students from just copying and pasting and presenting the work as their own?”


Fighting Plagiarismp. 80

• Create a culture that promotes “citing in context.”4Have students learn to cite at an early age.

4Model citing in teachers’ work.

4Show “bad” examples – exaggerate plagiarism.

4Have students cite all sources all the time.

4Do not accept work without citing.

4Expect citing in class discussions as well.


Super 3 Lesson

4book

4computer

4person

4self

Creating a “culture of citing”

Use rubber stamps


Fighting Plagiarism

• Work separately on Use of Informationand Synthesis before requiring both be done together.4Have students provide “direct quote” answers

before requiring them to do so in their own words.

4Give students the “direct quote” answers and then have them put them in their own words.

4Do not advance until they can do each of these skills successful on their own.


Fighting Plagiarism

• Focus on citations in context more than bibliographies

• Require “annotated” bibliographies – with annotations of “why” students selected a particular source as well as their “credibility” analysis of the source.


Fighting PlagiarismAsk good questions.

• Give assignments that are simply “descriptive” are easily copied.

• Give assignments that ask students to make judgments or defend aposition require thinking and are not easily copied.

DESCRIPTIVE INFERENTIALDo a report on a region of the U.S. (or world).

Your business is considering moving to another region. Based on research about this region, decide whether you think it’s a good idea.

Write a paper on humpback whales. Write a paper on whether humpback whales are still endangered and should or should not be protected.


Big6 TurboTools Personal Edition—Your Personal Homework Helper!

Big6 TurboTools P.E. provides a foundation for an information literacy program for your student(s) and will help them put the Big6 process into action as they use this valuable software tool to create research papers, book reports, and other assignments and projects. Big6 TurboTools helps students become independent learners and problem solvers in our complex, information-rich world. Purchase Big6 TurboTools P.E. today for only $49 (order online @ www.big6turbotools.com).

Big6 TurboTools P.E. is a software program for Windows and Macintosh, designed by Mike Eisenberg and Bob Berkowitz, that streamlines creation, organization, and completion of school work using the Big6 information problem-solving process.

“We felt it was time to develop a software tool to help students use the Big6 process in context of real needs, real curriculum, and real assignments. Big6 TurboTools P.E. will boost student performance and achievement through dramatic improvement of information literacy and problem-solving skills.” --Mike Eisenberg & Bob Berkowitz

Big6 TurboTools P.E. guides students--from start to finish--through the Big6 process to create projects and complete assignments of all types, including research papers and book reports. Some of the exciting tools integrated into Big6 TurboTools are: a Big6 Planner, electronic resources for teachers, parents, and students, a powerful tool for generating tests and evaluations, a student project manager, a built-in word processor, a citation/notes generator, an electronic dictionary, and a customizable report organizer and generator that is great for producing book reports, science projects, and numerous other structured documents.

Big6 TurboTools Personal Edition

Big6 TurboTools • 1831 Fort Union Blvd. Salt Lake City, Utah 84121 • Phone 888-342-2446 Fax 888-515-3883 • E-mail: [email protected] • Web Site: www.big6turbotools.com


© Eisenberg 2006

The Reading Advocate Role

• Resources Provision

• Facilities Provision

• Formal Reading/Media Activity

• Informal Reading/Media Activity

• Reading/Media Consultation

Eisenberg Page 1 of 4vocy Via Strategic Decision-Making

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Reading Advocacy Systematic Planning and Documentation

1. Work with administrators and key teachers in the school (preferably through a building-

level planning team if it exists) to determine what is already taking place in the school in terms of reading programs. It is important to determine the baseline as it is crucial that the reading advocacy actions of the library media program fully integrate with those of the classroom and the reading program.

2. Work with this same group of administrators and key teachers to establish priorities for

the nature and scope of the reading advocacy actions of the library media program. Time and effort are limited—so where is the greatest need for library media involvement and what program actions are likely to have the most impact?

3. Plan the reading advocacy program in advance (e.g., monthly, every 10 weeks, or by

marking period) by matching classroom and curriculum need to formal reading advocacy activities as much as possible. Document these plans on a chart.

4. Update the chart each week to document what was accomplished; what actually took

place. Library media programs have too few output measures of performance. The completed chart is a firm record of the extent of the reading advocacy program.

5. Provide a brief report to the principal as well as the group of administrators and key

teachers every marking period on the reading advocacy program. Briefly review the goals and objectives, describe what the chart shows in terms of activity, outline plans for the next marking period, and raise any issues or concerns.

FROM: Eisenberg, M. “Reading Advocacy: Creating Contagious Enthusiasm for Books and Reading K-12.” Library Media Connection v. 21 no. 5 (February 2003) p. 22-7.




Resour

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Facilit

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Formal

Reading/M

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Reading/M

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Reading Promotion Matrix (by Sharyl Smith, Utah) Resources Provision

Facilities Provision

Formal Reading/ Media Activity

Informal Reading/ Media Activity

Reading Services Consultation

Gr Tchr Unit Subject Assignment RP FP FR IR RS Lesson NameReading Clubs

3 & 4 Library Voluntary Reading x x x"Open-the-Window" Reading

Club

3 & 4Countries or US-- Regions

or StatesSocial Studies & Language Arts Reading folktales x x x

"Climb-the-Glass-Hill" Reading Club

2 to 6 any any Independ-ent research x x Reseachers, Inc.

1 to 6 LibraryVoluntary reading and

memoriza-tion x x The Poetry ClubBig Bang Activites

K to 6

Reading Celebra- tion, e.g., National Children's

Book Week Language Arts

Book Talking: Tell about your favorite book, book

character x x x xDress as Your Favorite Book

Character

K-1 (2)

Reading Celebra- tion, e.g., National Children's

Book Week Language Arts

"Book Talking" Tell about Your Favorite

Mother Goose Characterp x x x xDress as Your Favorite Mother

Goose Character

8 thru 12

Famous Americans (any famous person)

Social Studies, Language Arts

famous person and the book that describes him

or her. x x x xTell About Yourself--Famous

Person

5 thru 12

Seattle Opera & Wagner's Ring Cycle

Music, Language Arts, German Lang., Drama

Be convers- ant about a Seattle tradition x x x x

Wagner's Ring Cycle at Seattle Opera

Book TalksK

thru 12 any

Library and any other subject

Students experience profession-al book talks x x x x

Elementary: Jana Fullerton Secondary: Mike Eisenberg

8 thru 12

8 thru 12

Physical Education Voluntary reading x x

Book Talk Variation: Eleanor Ahlers' book talks in the gym

Contests

8 & 98 & 9 Library Voluntary reading x x x

"Boo!" Halloween Reading Contest (Bonnie Odd)

8 thru 12

8 thru 12 Library Voluntary reading x x x

"Beat the Teach':" Students Challenge Faculty to Read

(Bonnie Odd)


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