Students,	  Teachers,	  Librarians:	  	  Collabora6on	  to	  Deepen	  Understanding	  
Choice	  
Connec6ng	  with	  Students?	  
Gathering	  Nuts	  and	  Cherry	  Picking	  •  Insert	  picture	  of	  a	  squirrel	  
AASL	  Standards	  for	  the	  21st	  Century	              Learner:	  	  Part	  1	                        	     Inquire,	...
Guided,	  Carefully	  Designed	  Framework	                     (Wolk	  119)	  
“Guided Inquiry requires carefulsupervision, ongoing assessment andtargeted intervention by an instructionalteam of school...
“Teaching through inquiry cannot betaken lightly or planned quickly.... Inquiry -based teaching is collaborative, investig...
“The big ideas are the critical knowledgeabout the topic- that the teacher believes mustbe understood for the students to ...
Inquiry Commonalities	•  Authenticity,	•  Agency 	•  Asking Questions 	•  Investigations 	•  Real World Resources 	•    Co...
Vygotsky:	  Zone	  of	  Proximal	  Development	   	   	   	  
The	  Librarian’s	  Role???	  
Teachers	  are	  the	  primary	  architects	  (Wolk	  Wolk	  119	  
Collabora6on	  
Regardless	  of	  level,	  most	  school	  librarians	     plan	  with	  20	  %	  or	  fewer	  teachers.	                 ...
What	  is	  Civil	  Disobedience?	  
Six	  Topics	  •  Snapshot	  of	  libguides	  links-­‐	  what	  topics	  we	     used	  
Brainstorming	  Criteria	  for	  Civil	                   Disobedience	  •    Break	  unjust	  laws	  •    Moral	  law	  t...
Applying	  the	  Criteria	  •  Library	  sample	  websites	  •  Their	  own	  sources	  for	  their	  presenta6on	  •  Oth...
Discuss	  Samples	  •  Vaccines	  	  •  Treesieers	  •  Stage	  1:	  Is	  it	  Civil	  Disobedience	  according	  to	     ...
Discussion Phase I: PETA
Discussion Phase 2: Treehuggers
Final Argumentative Presentation
Objectives Met	•  Clear	  understanding	  •  Engagement	  
Building Future Skills	•  Research	  	  •  Argument	  •  Synthesis	  
“Guided Inquiry requires carefulsupervision, ongoing assessment andtargeted intervention by an instructionalteam of school...
Slow Reading	“People appear to perceive the printed-paper medium as bestsuited for effortful learning, whereas the electro...
Collaboration Final Stages	                 Ideas for Revision          Discussion About Next Time	•  Contemporary Example...
Other Examples of Inquiry in the           Library	•  What makes a good research source?	•  What is a good leader?	•  Devi...
What makes a good research sourcefrom ProQuest? 	Hypothetical question for practice:		•  What should be done about sex edu...
Small	  Group	  Discussion	  and	  Ranking	  
Devil’s	  Advocate	  Discussion	  
Inquiry Model: Extended Definition         (sequence depends on students)               Interaction is KEY 		•       Involv...
Gathering	  Nuts	  and	  Cherry	  Picking	  •  Insert	  picture	  of	  a	  squirrel	  
Special	  thanks	  to	  •  Ana	  Peso,	  librarian,	  for	  her	  original	  photos	  •  Stephanie	  Bieer,	  technology	 ...
Images	•    Inspira6on	  :	  hep://www.pics4learning.com/details.php?img=inspira6on.jpg	  •    Squirrel:	  hep://www.flickr...
Works Cited	•    ALA | AASL Standards for the 21st-Century Learner. American Library Association. Web. 21 Oct. 2011.     h...
Works Cited (p. 2)	•    Mackey, Thomas P., and Trudi E. Jacobson. College Teaching. College Teaching 53.4 (2005): 140-45. ...
Students, Teachers, Librarians:  Collaboration for a Deeper Understanding
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Students, Teachers, Librarians: Collaboration for a Deeper Understanding

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Presentation: AASL 2011
Anna Upson and Sherri Koeppen
Glenbrook North High School
Northbrook, IL

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Students, Teachers, Librarians: Collaboration for a Deeper Understanding

  1. 1.  Students,  Teachers,  Librarians:    Collabora6on  to  Deepen  Understanding  
  2. 2. Choice  
  3. 3. Connec6ng  with  Students?  
  4. 4. Gathering  Nuts  and  Cherry  Picking  •  Insert  picture  of  a  squirrel  
  5. 5. AASL  Standards  for  the  21st  Century   Learner:    Part  1     Inquire,  Think  Cri6cally,  Gain   Knowledge  
  6. 6. Guided,  Carefully  Designed  Framework   (Wolk  119)  
  7. 7. “Guided Inquiry requires carefulsupervision, ongoing assessment andtargeted intervention by an instructionalteam of school librarians and teachersthrough the inquiry process that graduallyleads students toward independent learning” --Kuhlthau 3
  8. 8. “Teaching through inquiry cannot betaken lightly or planned quickly.... Inquiry -based teaching is collaborative, investigativeand deeply intellectual” --Wolk
  9. 9. “The big ideas are the critical knowledgeabout the topic- that the teacher believes mustbe understood for the students to have a trulyeducational experience” --Wolk 118
  10. 10. Inquiry Commonalities •  Authenticity, •  Agency •  Asking Questions •  Investigations •  Real World Resources •  Collaborative •  Relevant •  Deep Thoughtful Learning •  Multiple Perspectives •  Dialogue and Discussion •  Discovery     Wolk  118;  Daniels  and  Harvey  7  
  11. 11. Vygotsky:  Zone  of  Proximal  Development        
  12. 12. The  Librarian’s  Role???  
  13. 13. Teachers  are  the  primary  architects  (Wolk  Wolk  119  
  14. 14. Collabora6on  
  15. 15. Regardless  of  level,  most  school  librarians   plan  with  20  %  or  fewer  teachers.     (Farmer  42)  
  16. 16. What  is  Civil  Disobedience?  
  17. 17. Six  Topics  •  Snapshot  of  libguides  links-­‐  what  topics  we   used  
  18. 18. Brainstorming  Criteria  for  Civil   Disobedience  •  Break  unjust  laws  •  Moral  law  trumps  government  •  Direct  ac6on  •  Personal  sacrifice  •  Peaceful  start  •  Can  start  small  
  19. 19. Applying  the  Criteria  •  Library  sample  websites  •  Their  own  sources  for  their  presenta6on  •  Others’  presenta6ons  in  Q&A  
  20. 20. Discuss  Samples  •  Vaccines    •  Treesieers  •  Stage  1:  Is  it  Civil  Disobedience  according  to   the  criteria?  
  21. 21. Discussion Phase I: PETA
  22. 22. Discussion Phase 2: Treehuggers
  23. 23. Final Argumentative Presentation
  24. 24. Objectives Met •  Clear  understanding  •  Engagement  
  25. 25. Building Future Skills •  Research    •  Argument  •  Synthesis  
  26. 26. “Guided Inquiry requires carefulsupervision, ongoing assessment andtargeted intervention by an instructionalteam of school librarians and teachersthrough the inquiry process that graduallyleads students toward independent learning” --Kuhlthau 3
  27. 27. Slow Reading “People appear to perceive the printed-paper medium as bestsuited for effortful learning, whereas the electronic medium isbetter suited for fast and shallow reading of short texts such asnews, e-mails, and forum notes.” “Many features of hypertext resulted in increased cognitive load and thus may have required working memory capacity that exceeded readers’ Capabilities” --Mangen
  28. 28. Collaboration Final Stages   Ideas for Revision Discussion About Next Time •  Contemporary Examples •  Option to choose topics—pros and cons •  Revisit changes from last year
  29. 29. Other Examples of Inquiry in the Library •  What makes a good research source? •  What is a good leader? •  Devil’s Advocate Discussion as part of Junior Research – training students to ask key questions of each other
  30. 30. What makes a good research sourcefrom ProQuest? Hypothetical question for practice: •  What should be done about sex education in the U.S. to help prevent Teen pregnancy?      
  31. 31. Small  Group  Discussion  and  Ranking  
  32. 32. Devil’s  Advocate  Discussion  
  33. 33. Inquiry Model: Extended Definition (sequence depends on students) Interaction is KEY •  Involving Brainstorming Criteria •  Applying that criteria •  Ranking (or Defining) •  Defending  
  34. 34. Gathering  Nuts  and  Cherry  Picking  •  Insert  picture  of  a  squirrel  
  35. 35. Special  thanks  to  •  Ana  Peso,  librarian,  for  her  original  photos  •  Stephanie  Bieer,  technology  trainer,  for  her   Powerpoint  workshop  for  students  and  for  her   help  with  edi6ng  videos  
  36. 36. Images •  Inspira6on  :  hep://www.pics4learning.com/details.php?img=inspira6on.jpg  •  Squirrel:  hep://www.flickr.com/photos/21404006@N00/55563478  •  Louvre:  hep://www.google.com/imgres?q=pyramid +louvrehl=enbiw=1598bih=676tbs=isz:l,iur:ftbm=ischtbnid=SZA8OXXIzkDPIM:img refurl=hep://www.fotopedia.com/items/ flickr-­‐2542833066docid=wDct71y9CUe5IMimgurl=hep://i.images.cdn.fotopedia.com/ flickr-­‐2542833066-­‐hd/World_Heritage_Sites/Europe/Western_Europe/France/ Paris_Banks_of_the_Seine/Louvre_Palace/ Le_Louvre.jpgw=1624h=1080ei=HcumTqfDKqmLsgLF56TZDwzoom=1iact=hcvpx=1 63vpy=265dur=634hovh=96hovw=144tx=168ty=76sig=113340766523653825385 page=1tbnh=96tbnw=144start=0ndsp=12ved=1t:429,r:0,s:0  •  Zone:  hep://www.flickr.com/photos/24044636@N00/3739906937  •  Ghandi:    hep://www.google.com/imgres? q=gandhihl=ensa=Xbiw=1598bih=676tbs=isz:l,iur:ftbm=ischtbnid=WUkkLxvsZBsD kM:imgrefurl=hep://www.fotopedia.com/items/flickr-­‐4040002856docid=s-­‐ ZC2MAoWGhofMimgurl=hep://images.cdn.fotopedia.com/flickr-­‐4040002856-­‐ hd.jpgw=1440h=1080ei=Es2mTryBAu-­‐ GsALG4uXdDwzoom=1iact=hcvpx=686vpy=368dur=290hovh=194hovw=259tx= 127ty=123sig=113340766523653825385page=2tbnh=128tbnw=162start=27ndsp =26ved=1t:429,r:20,s:27  
  37. 37. Works Cited •  ALA | AASL Standards for the 21st-Century Learner. American Library Association. Web. 21 Oct. 2011. http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm. •  Farmer, Lesley. SLJs Spending Survey. School Library Journal Mar. 2011: 42-47. Print. •  Gordon, Carol. Empowering Learners: Unpacking the Guidelines. AASL National Conference. Charlotte, NC. Nov. 2009. Lecture. •  Harris, Frances Jacobson. Not Fade Away. School Library Journal (August 21, 2011): 26-29. Print. •  Harvey, Stephanie, and Harvey Daniels. Comprehension Collaboration: Inquiry Circles in Action. Portsmouth, NH: Heinemann, 2009. Print. •  Kuhlthau, Carol Collier, Ann K. Caspari, and Leslie K. Maniotes. Guided Inquiry: Learning in the 21st Century. Westport, CT: Libraries Unlimited, 2007. Print. •  Lance, Keith Curry, and Linda Hofschire. Something to Shout About. School Library Journal Sept. 2011: 28-33. Print.
  38. 38. Works Cited (p. 2) •  Mackey, Thomas P., and Trudi E. Jacobson. College Teaching. College Teaching 53.4 (2005): 140-45. Print. •  Mangen, Anne. Why Bother with Print? Some Reflections on the Role of Fixity, Linearity and Structure for Sustained Reading. Speech. The Unbound Book Conference. Amsterdam/Dem Haag. 19 May 2011. Web. 25 Oct. 2011. http://e-boekenstad.nl/unbound/wp-content/uploads/2011/05/1.Mangen-rev-Hague- May-20.pdf. •  Newkirk, Thomas. The Case for Slow Reading. Educational Leadership 67.6 (2010): 6-11. Print. •  Purcell, Melissa. After Ten Years, National Board Certification Has Proven That It Is Not a Passing Fad in the the Library Media Field. Library Media Connection Oct. 2011: 15-17. Print. •  Rushkoff, Douglas. We Interrupt This Program School Library Journal Feb. 2011: 30-32. Print. •  Stafford, Tish, and Jennifer Stemple. Expanding Our Understanding of the Inquiry Process. Library Media Connection 30.1 (2011): 34-37. Print. •  Wolk, Steven. School As Inquiry. Phi Delta Kappan 90.2 (2008): 115-22. Print.

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