What, A District Library Curriculum? We’ve Got One!
What, A District Library Curriculum? We’ve Got One! Carol Kohnen, Library Coordinator Shannon Burger, Librarian, Southwest Middle Eve Diel, Librarian, North High Kim Becherer, Librarian, McKelvey Elementary Parkway School District
Evolution of the School Library Program … adapted from Harada and Yoshina, Assessing Learning p.6. Believing that assessment is the shared responsibility of the teacher and the LMS Believing that assessment is solely the responsibility of the teacher Viewing assessment as an ongoing examination of student learning Viewing assessment as the evaluation of student products, as a means to assign a final grade Measuring effectiveness through how well students meet defined learning objectives (outputs) Measuring effectiveness solely through (input) data on the collection, circulation, etc. Emphasizing process as well as product Emphasizing product Teaching skills that involve evaluation, synthesis, and interpretation of information Teaching only skills that involve location and retrieval of library resources To From
Evolution of the School Library Program … . adapted from Callison and Preddy, The Blue Book of Information Age Inquiry, Instruction and Literacy p. 154. LMS is Interactive LMS is Proactive LMS is Reactive LMS teaches 21 st -Century skills, dispositions, responsibilities and self-assessment*, integrated to all areas of the curriculum. *AASL Learning Standards LMS teaches information skills in isolation – “This is what I teach.” LMS responds to requests – “How can I help?” LMS facilitates student-centered information learning; collaborates in assessment; provides access to resources based on student needs. LMS maps the library collection to the curriculum; collaborates with other teachers; guides access to resources beyond school, including electronic resources. LMS gathers and organizes local resources. How can I help you share what you’ve learned with others? What can I help you learn? What can I help you find? To Through From
Comparison of AASL Library Mission Statements From Empowering Learners: Guidelines for School Library Media Programs. American Association of School Librarians. 2009. From Information Power: Building Partnerships for Learning . American Library Association and Association for Educational Communications and Technology. 1998 Providing leadership in the total education program and advocating for strong school library media programs as essential to meeting local, state, and national education goals. Providing students and staff with instruction and resources that reflect current information needs and anticipate changes in technology and education. Providing access to materials in all formats, including up-to-date, high-quality, varied literature to develop and strengthen a love of reading. 1) by providing intellectual and physical access to materials in all formats. Instructing students and assisting educators in using, evaluating, and producing information and ideas through active use of a broad range of appropriate tools, resources, and information technologies. 2) by providing instruction to foster competence and stimulate interest in reading, viewing and using information and ideas. Collaborating with educators and students to design and teach engaging learning experiences that meet individual needs. 3) by working with other educators to design learning strategies to meet the needs of individual students. The school library media specialist empowers students to be critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information by: This mission is accomplished: The mission of the school library media program is to ensure that students and staff are effective users of ideas and information. The mission of the library media program is to ensure that students and staff are effective users of ideas and information. 2009 1988, 1998
DESE Grade- and Course-Level Expectations (includes new Information and Communications Technology Literacy)
Aligning to Standards: Find Information: Inquire, think critically, and gain knowledge.
I can identify a focused topic for research. GLE CA IL1A, SS TSSI 7E, ICT 1A; NETS 3A, 4A; AASL 1.1.1, 1.1.3; Big6 1; SMS 1.1, 3.1
I can develop questions to guide my research. GLE CA IL1A, ICT 2B; NETS 3A, 4A, B; AASL 1.1.1, 1.1.3; Big6 1; SMS 1.1, 3.1, 3.3
I can revise my research plan as necessary. GLE ICT 1Ah; NETS 4B; AASL 1.1.2, 1.1.3, 1.2.5, 1.4.1, 1.4.3; Big6 1, 2; SMS 1.1, 3.2, 3.3, 4.5
I can use primary and secondary sources in various formats (such as books, databases, websites, etc.) to find information. GLE CA R 1E, CA IL1B, SS TSSI 7A, ICT 3Aa; NETS 3B; AASL 1.1.4, 1.1.6, 1.1.8, 1.2.3; Big6 3, 4; SMS 1.2, 1.4, 1.5
I can evaluate a source for accuracy, validity, bias and appropriateness. GLE CA IL 1B, ICT 4B, 4C, 4D; NETS 3C, SS TSSI 7C; AASL 1.1.4, 1.1.5, 1.2.4; Big6 2,6; SMS 1.2, 1.7; PTF V
I can locate and record relevant information from within my selected resource. GLE CA IL1C, ICT 5A; NETS 3B; AASL 1.1.6; Big6 3; SMS 1.2, 1.4, 1.5
Link to the other annotated I-Cans Link to the abbreviation key for the standards
I can modify my search strategy to better find information in different types of resources. GLE CA IL1A, ICT 1Ah, 2Bb, 3Aa; NETS 3A, 3B; AASL 2.1.1, 2.2.1; Big6 2, 3; SMS 1.1, 3.4, 3.7, 4.5
I can seek more information when I detect conflicting information and then draw my own conclusions. GLE CA IL1B, ICT 4Ab. 4Dc; NETS 4C, 4D; AASL 2.1.1, 2.1.3, 2.2.1, 2.2.2, 2.2.3, 2.4.1, 2.4.2; Big6 3, 4; SMS 1.6, 3.6, 4.1
I can identify misleading information and recognize gaps in information that could lead to inaccurate conclusions. GLE CA IL2A, IL1B, ICT 4DB; NETS 4C; SS TSSI 7C; AASL 2.1.1, 2.3.3, 2.4.1; Big6 3, 4; SMS 1.5, 1.6, 1.7;
I can make connections between real life and information gathered through research. GLE CA: R 1I; NETS 1A, 2C; AASL 1.1.1, 2.1.3, 2.3.1, 2.4.1; Big 6 4, 5; SMS 1.10
Use Information: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.