Expressing a Book's Audience Within Your Metadata, presented by Patricia Payton, Chair of the BISG Metadata Committee Common Core Working Group and Senior Manager of Publisher Relations and Content Development for Bowker
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The essential best practices for making sure the metadata for books intended for the educational market include information about their common core conformance, to enhance their discovery by teachers and educators. It includes practical tips on how to use ONIX fields to cite Common Core State Standards in book metadata, as developed by BISG’s Common Core Working Group and published in BISG’s Recommendations for Citing Common Core State Standards in ONIX which you can download free here. The implementation of Common Core State Standards is changing how teachers and librarians select classroom material, with significant consequences for publishers' product development and marketing programs. If you are a publisher, this series of three webcasts will help you understand educator needs, provide guidance for developing and marketing content that teachers and librarians will look for, and optimize its discoverability by showing you how to include details of a title's conformance with common core state standards in its metadata. Presented by Connie Harbison, Director of Quality Assurance, Baker & Taylor, Patricia Payton, Chair of the BISG Metadata Committee Common Core Working Group and Senior Manager of Publisher Relations and Content Development for Bowker, & Josh Weiss, VP, Managing Editorial/Digital Publishing Services at HarperCollins Children's Books. This 45-minute presentation will be followed by a 15-minute Q&A session.
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Expressing a Book's Audience Within Your Metadata, presented by Patricia Payton, Chair of the BISG Metadata Committee Common Core Working Group and Senior Manager of Publisher Relations and Content Development for Bowker
- 1. Expressing a Book’s Audience Within Your Metadata Patricia.Payton@Bowker.com @Metadata24X7
- 2. Elements of Audience Age Grade Interest Reading <AudienceCode>04 </AudienceCode> 02 Children/juvenile 03 Young adult 04 Primary and secondary/elementary and high school
- 3. Elements of Audience Age Grade Reading Interest
- 4. BISG Best Practices 1. Content core appeal or purpose 2. Majority of users 3. Narrow ranges – Should rarely exceed two years at the lower end of the age range – Larger range, perhaps three or four years, at the upper end of the children’s age range
- 5. ONIX Specifications Audience = Primary and secondary/elementary and high school US school grade level = 4th through 6th grade intended audience (school, juvenile, etc.) <AudienceCode>04</AudienceCode> <AudienceRange> <AudienceRangeQualifier>11</AudienceRangeQualifier> <AudienceRangePrecision>03</AudienceRangePrecision> <AudienceRangeValue>4</AudienceRangeValue> <AudienceRangePrecision>04</AudienceRangePrecision> <AudienceRangeValue>6</AudienceRangeValue> </AudienceRange> Type of qualifier (age, grade) Actual upper value (age, grade)
- 6. Common Core State Standards (CCSS) • Recommendations should be in line with the dot notations for a given title. RI.1.8. Identify the reasons an author gives to support points in a text. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
- 7. Elements of Audience Age Grade Reading Interest
- 8. Specific References to Reading Levels • CCSS English Language Arts – Reading Standard 10 • Appendix A – Research Supporting Key Elements of the Standards
- 9. Reading Standard 10 CCSS.ELA-Literacy.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. CCSS.ELA-Literacy. RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. CCSS.ELA-Literacy.RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.
- 10. Text Complexity Measures Reader and Task • Motivation, knowledge & experiences • Purpose/complexity of task assigned • Questions posed Quantitative • Word length or frequency • Sentence length • Text cohesion Qualitative • Levels of meaning or purpose • Structure • Language conventionality & clarity • Knowledge demands
- 11. Text Complexity Measures Reader and Task • Motivation, knowledge & experiences • Purpose/complexity of task assigned • Questions posed Quantitative • Word length or frequency • Sentence length • Text cohesion Qualitative • Levels of meaning or purpose • Structure • Language conventionality & clarity • Knowledge demands
- 12. Leveling Systems • Lexile Framework for Reading by Metametrics • ATOS by Renaissance Learning • Degrees of Reading Power© (DRP©) by Questar Assessment, Inc. • Flesch-Kincaid, Reading Maturity by Pearson Education • SourceRater by Educational Testing Service • Easability Indicator by Coh-Metrix Not specifically mentioned, but highly regarded by educators: – Fountas and Pinnell Guided Reading
- 13. Lexile Text Measure By Metametrics • Based on the semantic and syntactic elements of a text • Lower Lexile measure = easier comprehend • Scale ranges from BR to 2000L • Matches reading levels of child to reading levels of text • Example: If a reader has a Lexile measure of 600L, the reader will be forecasted to comprehend approximately 75% of a book with the same Lexile measure (600L) • https://lexile.com/using-lexile/lexile-measures-and-the-ccssi/
- 14. Text Complexity
- 15. ATOS for Books By Renaissance Learning • Based average sentence length, average word length, book length, and word difficulty level • Provides reading level for text that can be easily applied by parents as well as teachers • Students earn points in online system for passing a quiz on each book read • Example 4.5 means book could likely be read by a student whose reading skills are at the level of a typical fourth grader during the fifth month of school • http://www.renaissance.com/products/accelerated-reader/ text-complexity
- 16. Text Complexity Measures Reader and Task • Motivation, knowledge & experiences • Purpose/complexity of task assigned • Questions posed Quantitative • Word length or frequency • Sentence length • Text cohesion Qualitative • Levels of meaning or purpose • Structure • Language conventionality & clarity • Knowledge demands
- 17. Flesch-Kincaid, Reading Maturity By Pearson Education • Measures how the meanings of words & passages change as learners develop literacy skills • Identifies grade levels of student able to understand specific passage • Beta site provides an overall RMM score and CC grade band. • Sample scores 1.3 or 14.4 • Example: "Turkey” – Elementary school “bird” or “type of food” – Junior High “country in Western Asia” – High School term for ridiculing one another • http://www.readingmaturity.com/rmm-web/#/
- 18. Guided Reading By Fountas and Pinnell • Includes the length of sentences, length of words, and complexity of letter-sound patterns • Analyzes the text characteristics – Genre/form, text structure, content, themes and ideas, language and literary, features, sentence complexity, vocabulary, words, illustrations, and book and print features. • Matches reading levels of child to reading levels of text and provides teacher instruction • Example: Levels A to Z+ • http://www.fountasandpinnellleveledbooks.com/aboutLev eledTexts.aspx
- 19. Leveling Systems in ONIX List 32 Complexity scheme identifier code Value Label 05 Fountas and Pinnell Text Level Gradient 06 Lexile measure 07 ATOS for Books 08 Flesch-Kincaid Grade Level <Complexity> <ComplexitySchemeIdentifier>06 </ComplexitySchemeIdentifier> <ComplexityCode>560L </ComplexityCode> </Complexity> <complexity> <b077>06</b077> <b078>560L</b078> </complexity>
- 20. Text Complexity Measures Reader and Task • Motivation, knowledge & experiences • Purpose/complexity of task assigned • Questions posed Quantitative • Word length or frequency • Sentence length • Text cohesion Qualitative • Levels of meaning or purpose • Structure • Language conventionality & clarity • Knowledge demands
- 21. Interest Levels • Narrow and specific interest levels are key to adding value to quantitative measures – Maturity of book – Content and themes – Nontraditional narrative form (such as poetry, plays, or graphic novels) – Less text/shorter sentences “…told with fun and informative graphics and in an irreverent voice, making this one fun-to-read book.”
- 22. ONIX Specifications Audience = Primary and secondary/elementary and high school Interest level = From 4 to 6 years intended audience (school, juvenile, etc.) <AudienceCode>04</AudienceCode> <AudienceRange> <AudienceRangeQualifier>17</AudienceRangeQualifier> <AudienceRangePrecision>03</AudienceRangePrecision> <AudienceRangeValue>4</AudienceRangeValue> <AudienceRangePrecision>04</AudienceRangePrecision> <AudienceRangeValue>6</AudienceRangeValue> </AudienceRange> Type of qualifier (interest age) Actual upper value interest age)
- 23. Elements of Audience Age Grade Reading Interest
- 24. Narrow the Scope of Your Audience All labeled Ages 12 and UP CCSS.ELA-Literacy. RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
- 25. Communicating Age, Grade, Reading & Interest Levels
- 26. Communicating Age, Grade, Reading & Interest Levels School Audience Age Range: 6-8 yrs Grade Range: 1-2 Guided Reading Level: K Lexile Level: NC 790L ATOS for Books Level: 2.5 Interest Age: 4-8 yrs SLJ Review: “Using simple vocabulary, large font, plenty of white space, a traditional layout, and only two-to-four sentences per page, the books are very accessible…Big bonuses are the small size of the books and the cumulative time line that runs at the bottom of each double-page spread.” Dot Notations: CCSS.ELA-Literacy.RI.1 CCSS.ELA-Literacy.R.2
- 27. Resources • Supplemental Information from CCSS Appendix A http://www.corestandards.org/assets/E0813_Appendix _A_New_Research_on_Text_Complexity.pdf • BISG Product Metadata Best Practices https://www.bisg.org/product-metadata-best-practices • Recommendations for Citing Common Core State Standards in ONIX https://www.bisg.org/recommendations-citing-common-core- state-standards-onix
Editor's Notes
- You may be familiar with audience codes in ONIX. What we found in our CC working group interviews with teachers and librarians is that much more granular information is needed. My presentation will take you through the background as to why more information is needed and how to express it.
- Let’s start with the two straight forward elements used to describe a text, age and grade.
- BISG best practices provide specific direction on this topic. Reflect the core appeal or purpose of the content Precisely identify most users of the product Recommended ranges for children’s educational material:
- CCSS only mentions grade levels, and the basic rule is supply grade levels that are in line with the learning objects (or dot notations) a title is relevant to. In these examples, the CCSS dot notation would translate to 6-8 year olds in grade 1.
- You may be familiar with audience codes in ONIX. What we found in our CC working group interviews with teachers and librarians is that much more granular information is needed. My presentation will take you through the background as to why more information is needed and how to express it.
- Let’s start with reading levels, which are specifically mentioned in the CCSS documentation in two places…
- First let’s look at Reading Standard 10— Here are 3 different learning objectives related to this standard. Each contains mentions of text complexity. You can also see how there is flexibility within each learning objectives for students in 5th grade may be reading at a 4-5 grade level, 8th graders at a 6-8 grade level and those in 12th grade at a 11-12 grade level. The flexibility is explained in the CCSS Appendix A documentation in a section on text complexity.
- In Appendix A we can learn more about how CC measures text complexity. Quantitative measures are very common and are based on word length, sentence length and text cohesion. Much of this can be measured electronically now. CCSS indicates that quantitative measures should also be considered. This involves understanding the structure of the text, the meanings of words and purpose of the writing, along with the knowledge demands needed to comprehend the work. Reader and task is also a part of complexity. Does the reader understand the purpose and complexity of the assigned task and the questions posed by the text? What is the reader’s motivation and their past experience/knowledge? First we will focus on the Qualitative measures and how publishers might supply that data to their customers via ONIX.
- Tools currently quantitatively measure complexity. These are known as leveling systems. Complexity deals with sentence length, word frequency & other aspects of a work.
- Appendix A of the CCSS specifically mention 6 leveling systems. There is another highly regarded leveling system as well. I will provide a brief overview of the 4 leveling systems you can currently supply data for in ONIX.
- Based on the semantic and syntactic elements of a text meaning the length of the words and how they are used together within the text. Semantics and syntax include looking at items such as word frequency, sentence length, and the number of syllables in a word. …
- CCSS specifically mentions Lexile measures and provides a range of Lexiles that match to the CCSS dot notation standards for each grade. For example. A 2-3 grader should be reading and comprehending books between 450L and 790L. No other leveling system is described in this detail within the standards.
- Some of the leveling systems also measures and how to express them is the most difficult issue. I do want to point out that BISG’s work toward an educational taxonomy will also help to address the qualitative measures for the CC. Connie will cover this topic in her presentation.
- Each of these 4 leveling systems can be expressed in ONIX using the Complexity composite. While it is an individual business decision for publishers to determine what leveling systems they would like to participate with, I hope that this brief overview has provided insight into these systems and how they can be useful in relation to identifying how books meet Common Core standards.
- So now that we have covered leveling systems, let’s revisit the diagram to talk more about Reader and Task Remember that the goal of CCSS is to increase the text complexity as a student progresses by grade level. Now we want to incorporate the student’s motivation, knowledge and experiences into the equation. We also need to think about the difficulty of the assignment for the student.
- In ONIX we have a related term of Interest Level. Like the audience and grade levels, Interest levels should be specific and based on elements such as the maturity or themes within a book. Interest levels can also be affected by the narrative form of the book. An example is a graphic novel version of classic tale or of a specific science lesson. Finally, interest levels can also incorporate text complexity, but I feel since we have all of the leveling systems to identify complexity, interest levels should mostly relate to the themes or form of content. Information about these aspects of the book should be expressed on the cover and the marketing copy for the book.
- They can also be expressed in ONIX in the same composite where we expressed age and grade values.
- Now that we have covered all of the 4 elements of audience related to CC, let me leave you with a couple of examples to summarize what we have covered so far.
- Just because a book is of interest to multiple age levels, does not mean that it has the text complexity to meet all of that group of students. In this case all 3 of these books were labeled for Ages 12 and UP by their respective publishers. Yet, it would not meet the CCSS standards for reading level 10 for all grades 6-12 because the standards are more narrow in their scope. Follow best practices and choose a narrow range for your age, grade, and interest levels.
- Next strive to articulate as much information as is relevant to the teacher/librarian/parent on your website. Leveling, grade levels and dot notation are cited all cited in this example.
- Next you want to supply the relative details in ONIX to your customers. In this case you could express audience, age, grade, leveling info, and interest ages in ONIX. I also want to point out, based on Josh’s presentation earlier, that you could improve upon the description given here by adding some of the details expressed in this SLJ review for the book. Finally, you could cite the dot notation in your onix file.