Alignnment of information skills


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  • IntroductionI’m Debbie Dupree and I am in year two at Wake Young Women’s leadership academy. This topic is important to me as a new High School teacher at an early college school. At the beginning of the school year, I started discussions with the HS teachers concerning the 10th graders moving into college classes in their 11th grade year. With only 2 years of “high school” at an accelerated rate, I began to become concerned about how successful they would be with information literacy and the skills required to conduct research. This is how I began my inquiry into how the entire staff needed to prepare students for success in an early college setting.
  • Based on what I had learned about our 9th graders who came to WYWLA from schools across the county, I started to understand the importance of an accepted research model used county wide. Students going to high schools with similar backgrounds from Middle Schools would help with high school research. This may be possible if all teachers buy into the research model – not just the Language Arts teacher. The statement on this slide is from a research project which looked into students and their skills with research. The authors surveyed over 400 college freshman as well as surveying school librarians from 19 high schools.We live in an era in which information literacy has been a desired learning outcome at the high school and college levelStudies have been conducted to understand the source of the problemHigh school librarians are aware of the levels of information literacy  needed by students when they reach the freshman year of college but explanations for lack of readiness is limitedAn example of how students are not college ready was shown in the Pew Research Center's study  "How Teens Do Research in the Digital World.  They found that students used library resources to complete assignments less than 20 percent of the time which also showed students did little to evaluate information that they used from Google and other online sources. I’ve heard from so many other librarians that “it’s a cut and paste world for them”
  • When the librarians from the 19 school were surveyed, the above revealed these as the top reasons that students are not learning the skills that they need to transition from High School - College
  • What are some things that we can collectively and collaboratively do?
  • Advantage of seeing sixth grade to college.
  • Link here to the PDF for the Action Brief. AASL Writers: David V. LoertscherKathryn Roots Lewis
  • research and media skills blended into the Standards as a wholeTo be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.
  • – how can you insert yourself here – High School 7:00 minutes – Middle School
  • We’re sending our students out into the world of college and career so lets make it work for them.
  • Alignnment of information skills

    1. 1. Vertically Aligning Information Literacy with help from the Common Core Debbie Dupree Wake Young Women’s Leadership Academy
    2. 2. What is Information Literacy? ALA (American Library Association) states: Information Literacy is the set of skills needed to find, retrieve, analyze, and use information. (ALA, 2013)
    3. 3. How are we doing? “Despite the considerable attention paid to the need to increase the information literacy of high school students in preparation for the transition to college, poor research skills still seem to be the norm.” (Varlejs, Stec, and Kwon, 2014)
    4. 4. Evidence from research • administrative oversight • pedagogy NOT rooted in inquiry based learning • lack of information skills among content area teachers • lack of collaboration • lack of staff in school library due to budget cuts • assigning projects that are not inquiry based • grades only on format and final product
    5. 5. Complaints from the Research • Teachers are not willing to give up the time • Teachers need to be in control and are reluctant to treat librarians as collaborative partners • Teachers education has not included information literacy in curriculum
    6. 6. •Your thoughts Discussion with a partner or two on how to address these issues at our schools. •Responses?
    7. 7. How to do this? • Strong knowledge of the Common Core • Collaboration • Alignment of skills across grade levels • More Collaboration • Process for Research in all subjects • Leadership and Collaboration
    8. 8. eWISE •Inquiry based •Allows differentiation •WCPSS supported
    9. 9. W
    10. 10. Research Model – High School • Review of research • Transition from middle to high • Are 9th grade students skilled in the process of research? • How do we respond?
    11. 11. AASL’s Action Brief
    12. 12. AASL Action Brief • “This action brief is a starting point,” said AASL President Gail Dickinson. “It was designed to increase awareness of the Common Core State Standards, create a sense of opportunity around their implementation, and provide school librarians — who are faced with increased opportunities in the context of fewer resources — with a deeper understanding of the standards and their role in implementing them.”
    13. 13. Loertscher on the Common Core • “The CCSS is a fresh leadership start for every librarian in the nation,” Loertscher concurred. “This action brief illustrates multiple opportunities for school librarians to move themselves to the center of teaching and learning in their schools and breathe new life into their programs. The document also serves as an excellent advocacy tool to help build essential partnerships with principals and teachers to implement the CCSS.”
    14. 14. But What About the Common Core? • 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. • 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. • “College and Career Readiness Anchor Standards for Writing,”
    15. 15. Reflect - Common Core • Take a minute to reflect on how the Common Core may have impacted your practice
    16. 16. Ways to Act on the Common Core • Get the discussion started at your school • Research is not the responsibility of only Language Arts teachers “research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.” (CCSS) • Other ways?
    17. 17. Rita Martens of the Iowa Department of Education identified five key areas in which librarians can support the implementation of Common Core Standards
    18. 18. 5 Key Areas 1. Creating sound persuasive arguments with evidence 2. Reading comprehension strategies 3. Effectively using primary and secondary sources 4. Reading and analyzing complex texts 5. Reading and comprehending informational text in all content areas
    19. 19. Important links • Livebinder for School Librarians with loads of resources on Common Core • Article by KRISTIN FONTICHIARO with loads of links • ALA’s ACRL on Information Literacy • AASL’s Action Brief: Implementing the Common Core State Standards: The Role of the School Librarian. Go to Resources on page 28 of the 31 page PDF document.
    20. 20. Next Steps • Implement a Research Process? • Use the CCSS to get the discussion started – or to continue it? • Vertical alignment in your school? • What next for WCPSS?
    21. 21. Resources "Action brief helps school librarians support Common Core State Standards implementation". American Library Association, November 12, 2013. Web. 22 April 2014. Gustavson, Amy, and H. Clark Nall. "Freshman Overconfidence And Library Research Skills: A Troubling Relationship?" College & Undergraduate Libraries 18.4 (2011): 291-306. Library, Information Science & Technology Abstracts with Full Text. Web. 20 Apr. 2014. Johns, Sara Kelly. "“Library Skills” = Information Literacy Skills = Common Core Skills." School Library Journal March 23 (2012): n. pag. Web. 21 Apr. 2014. < common-core-skills/>. Lehman, Kathy. "Preparing Students For College: Whose Expectations Are We Meeting?" Library Media Connection 31.5 (2013): 10-12. Information Science & Technology Abstracts with Full Text. Web. 20 Apr. 2014. Naylor-Gutierrez, Elizabeth. “Making The Common Core Work for School Libraries.” Young Adult Library Services 11.2 (2013): 13-16. Library, Information Science & Technology Abstracts with Full Text. Web. 22 April 2014. Thomas, Nancy Pickering, Sherry R. Crow, and Lori L. Franklin. Information Literacy and Information Skills Instruction: Applying Research to Practice in the 21st Century School Library. Santa Barbara: Libraries Unlimited, 2011. Print. Varlejs, Jana, Eileen Stec, and Hannah Kwon. "Factors Affecting Students' Information Literacy as They Transition from High School to College." School Library Research 17 (2014): 1-23. Library, Information Science & Technology Abstracts with Full Text. Web. 20 Apr. 2014.