A.P.S.L. Fall General Membership Meeting Tuesday, November 13, 2012Carver H.S. of Engineering & Science Library Carol W. Heinsdorf, M.S.L.S. Download CCSS from http://www.corestandards.org/
Whirlwind Tour of Standards for APSL members Download AASL Standards for the 21st-Century Learner in either high of low resolution from this pagehttp://www.ala.org/aasl/guidelinesandstandards/learningstandards/sta
American Association of School Librarians. Standards for the 21st-Century Learner in Action. American Library Association, 2009.Quick review of definitions and teacher-librarian actions -- Chapter 1. Introduction—Standards’ focus is on learner, supported by highly-qualified school librarian, equitable access to current resources, dynamic instruction and a school culture that nurtures reading and learning. [p.5]
Learners use skills, resources, and tools to:1. Inquire, think critically, and gain knowledge.2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.3. Share knowledge and participate ethically and productively as members of our democratic society.4. Pursue personal and aesthetic growth.Standards explicated on pp. 11-16
Chapter 2. [Student] Skills—evaluation, critical thinking,organization, make decisions, draw conclusions, create newknowledge, develop social learning skills, ability to adaptthese skills academically and personally [p. 17]Teaching the skills in 4 steps [p. 18] *[NB]:1. direct instruction2. modeling and guided practice3. independent practice4. reflection*[NB] indicates a correlation with National Board for Teacher Certification requirements
Chapter 3. Dispositions—Exhibit frequently, consciously,and voluntarily a pattern of behavior directed to a broad goal—learning. Teachers foster dispositions by challenging students to consider what, how and why they are learning. [p.40] Shift from teacher in control, to students developing ownership of dispositions for a lifetime of learning. [p. 41]
Chapter 4. Responsibilities—behaviors during research,investigation, and problem solving to develop newunderstanding, thereby successfully, ethically andthoughtfully combining individual and social learning. [p. 48] To teach responsibilities, shift from didactic to constructivist instruction, using the four step process referred to in Chap.2, shifting learning responsibilities to student. [p. 49]
Chapter 5. Self-assessment strategies--help to develop internal standards forperformance, behaviors, thoughts; leads to independent learning [p. 57] Three directions [p. 57]: 1. Look backward to determine success of work done—summative assessment [NB] 2. Look at present for steps to take next—formative assessment [NB] 3. Look at future to build on accomplishments—predictive assessments Scaffolding presented/taught by teacher [pp. 58-59] [NB]: Student origin-- Reflection logs Process folios Reflective note-taking Self questioning With others-- Rubric/checklist Peer questioning or consultation
Chapter 6. Benchmarks and Action Examples to helpstudents to develop complex and sophisticated learning skills;prepare for future learning, higher education, the workplaceand personal life. [p. 62] [Allied with goals of CCSS] Action examples provided for school librarian at every grade level in many subjects with cumulated benchmarks. [pp.63-115]
Chapter 7. Action Example Template [p. 116], the lesson planformat used by AASL. AASL lesson plan database may be viewed at < http://aasl.jesandco.org/>, also with downloadable Lesson Plan Rubric and Lesson Plan Checklist.
Common Core State Standards <http://www.corestandards.org/the-standards>Common Core State Standards InitiativeHome » English Language Arts Standards<http://www.corestandards.org/ELA-Literacy> viewed 10-7-12 “Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally.” [Aligns with AASL Self Assessment Strategies]
School Library Monthly/Volume XXVIII, Number1/September-October <http://www.schoollibrarymonthly.com/articles/Kramer2011-v28n1p8.html> viewed 10/4/12 Common Core and School Librarians: An Interview with Joyce Karon by Pamela K. Kramer
Q: What are the Common Core Standards? A: The simple answer is that they are academic standards for K-12 education designed to prepare students for college and career readiness; standards that emphasize demonstration and application of student learning—especially higher order thinking skills.
Q: How are the CCS similar to or different from otherstandards?A. They are: clearer the big picture of what people agree students are expected to learn essential skills that everyone agrees on broad and designed so that states can tweak them
Q: What do the standards mean for students, for teachers? A: Students will be given clear criteria for advancing to the next grade. No one is telling teachers what to teach or how to teach it. More frequent assessments will be used for diagnostic purposes, taking place in different forms and not be high-stakes testing. [NB] A single annual assessment will be used to measure achievement of standards statewide.
Q: What do school librarians need to understand about thestandards? A: Reading is at the core of the CCS. Classroom teachers are required to help students read and understand increasingly complex text to be ready for college and career. Who better than librarians to collaborate with teachers to identify literature and text for students to read in content areas? Standards are interdisciplinary, and it is school librarians who can help teachers make connections among courses. Librarians need to insert themselves on curriculum committees, department meetings, grade level, and team meetings with the focus being how the library can connect all disciplines.
All Aboard!: Implementing Common Core offers school librarians anopportunity to take the lead. By Rebecca Hill April 1, 2012<http://www.schoollibraryjournal.com/slj/printissue/currentissue/893928-427/all_aboard_implementing_common_core.html.csp> viewed 9/25/12[S]chool librarians already teach many of the skills that Common Core emphasizes. “[F]rom fifth grade on, students will be introduced to a point of view as an inherent aspect of nonfiction, and will be trained as readers, researchers, writers, and speakers to compare and contrast sources, assemble evidence, and make contentions of their own.” Students will also have to juxtapose all of those sources, even those with conflicting ideas. Marc Aronson, SLJ blogger, “Nonfiction Matters.” [L]ibrarians need to provide students with vital contextual information so they get the background, overview, and multiple perspectives they need to interpret what they’re reading. Barb Stripling [T]eaching true reading comprehension involves helping kids make connections to the text, identify ideas through asking questions, and create meaning or summarize what they’ve read—all things intimately connected to the school library’s role and vitally important under Common Core. Judi Moreillon Librarians teach online reading--navigating search engines, using interactive media, and evaluating connected texts. Julie Coiro
Nudging toward InquirySchool Library Monthly/Volume XXVIII, Number1/September-October 2011Common Core Standards compiled by Kristin Fontichiaro<http://www.schoollibrarymonthly.com/curriculum/Fontichiaro2011-v28n1p49.html> viewed 9-25-12 Common Core will change our focus from literature appreciation to building information skills. Experience and training in reading in the content area will be especially helpful. Vicki Reutter; Cazenovia Jr. Sr. High School; Cazenvoia, NY
Nudging toward Inquiry (continued) Five key areas in which librarians can support the implementation of Common Core Standards, by teaching students to: Create sound persuasive arguments with evidence Employ reading comprehension strategies Effectively use primary and secondary sources Read and analyze complex texts Read and comprehend informational text in all content areas
Common Core Thrusts Librarians Into Leadership RoleEducators help teachers acquire inquiry-based skills integral to standardsBy Catherine Gewertz Published Online: September 11, 2012<http://www.edweek.org/ew/articles/2012/09/12/03librarians_ep.h32.html?tkn=OMYFrMn%2FAA%2F> viewed 10-7-12 [Article worth reading in full]Kristen Hearne, librarian at Wren Middle School, Piedmont, S.C., says she views "the common core, with its emphasis on explanation, complex text, and cross-disciplinary synthesis, as an unprecedented opportunity for [school librarians] to really strut their stuff."As the CCSS press teachers into inquiry-based modes of learning and teaching, the librarian: helps teachers find a range of reading materials in print or online collaborates to develop challenging cross-disciplinary projects co-instructs students alongside classroom teachers provides professional development for teachers
Susan Ballard, president of AASL (article continued) Students "dont know how to ask good, researchable questions, assess information critically. So much of the core is based in inquiry, and that is what librarians do on a daily basis." "The common standards have prompted school librarians to take a hard look at their collections to weed out dated material and bolster challenging fiction and nonfiction resources" because the standards emphasize assigning students "on-grade- level" texts, even if that means extra supports are needed to help them.
Editorial | I Can Help You With That: Providing solutions puts librariansat the center of Common Core By Rebecca T. Miller, June 2012 <http://www.schoollibraryjournal.com/slj/printissue/currentissue/894428-427/i_can_help_you_with.html> viewed 10-7-12Librarians tactics to help teachers adopt CCSS: working one on one with teachers to model how they can help design a unit or specific projects toward Common Core curriculum mapping, utilizing their training on the Common Core book evaluation collection development readers’ advisory creating diversified reading lists collaborative lesson planning
Librarian’s Tricks for Finding Those ‘Complex Texts’ Cited in theCommon Core by Christopher Harris July 19, 2012<http://www.thedigitalshift.com/2012/07/k-12/a-librarians-tricks-for-finding-those-complex- viewed 10-7-12[T]o meet the Common Core guidelines, teachers must locate high-quality “complex texts.”1. Don’t search—find. Instead of spending time searching databases or your catalog for a topic, go directly to the known sources. Ex. Cobblestone, etc.2. Look to the experts. Ex. On-line college resources would likely work for close-reading exercises for high school students.3. Embrace outsourcing. “In Context” features in Gale/Cengage reference products are a form of outsourcing, as is the expert selection of books by Junior Library Guild.
The End of Nonfiction: Common Core standards force us torethink categorization by Christopher Harris March 6, 2012<http://www.thedigitalshift.com/2012/03/ebooks/the-end-of-nonfiction-common-core-standa> viewed 10-7-12 Change nomenclature to “informational texts” rather than non-fiction and reference; use the term “narrative” rather than fiction.
Librarians Readying for Common Core: School librarians are preparing for theCommon Core and its new emphasis on 21st-century skills including informationliteracy, primary resources, independent thinking and complex texts by MarionHerbert District Administration, Jul 2011 Fri, 07/01/2011 - 12:00am<http://www.districtadministration.com/article/librarians-readying-common-core> viewed 10-7-12 CCSS--new emphasis on 21st-century skills including information literacy, primary resources, independent thinking and complex texts supports text complexity--qualitative measure focusing on ideas and concepts 50 percent of texts will be informational--"I see us using a lot of primary resources and digital access to really help teachers find those texts," says Barbara Stripling. "We are supportive teachers, not just resource providers," says Meghann Walk, library director for Bard High School Early College of Manhattan of the New York City public school system. "We need to be aware of what each department is doing.“ AASL offers the Common Core Standards Crosswalk, a diagram that outlines how the AASL Standards for the 21st-Century Learner and the Common Core State Standards align.
Lastly… AASL Crosswalk Tables that help school librarians learn how the AASL Standards for the 21st-Century Learner and the Common Core State Standards align. <http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk/>
Crosswalk sample:Writing Standards for Literacy in History/Social Studies,Science, & Technical Subjects Crosswalk - Grades 6-8 <http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk/ccwsixth>viewed 10-10-12 CC6-8WH/SS/S/TS1 Write arguments focused on discipline-specific content.Aligned AASL Standards: 2.2.4 Demonstrate personal productivity by completing products to express learning. 3.3.4 Create products that apply to authentic, real- world contexts.
Crosswalk-- For personal exploration:English Language Arts http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk/englishReading Standards for Literacy in History/Social Studies http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk/read-historyReading Standards for Literacy in Science and Technical Subjects http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk/reading-scitechWriting Standards for Literacy in History/Social Studies, Science, & Technical Subjects <http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk/write-history-scitecMathematics <http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk/math>
Parsing the Standards Following page numbers refer to CCSS for English Language Arts and Literacy…Read: p. 3 Intro. p. 4 Key Design Considerations—especially Research and Media Skills Blended into the Standards as a Whole p. 7 College and Career Ready p. 8 Standards identical across all grades and content areas, with grade appropriate end-of-year expectations. Read “Key Features” providing overview of expectations. ALL GRADES—Read “Notes on Range and Content” on the right side of each Standards page for further explication.
Standards pages—recommend that selected pages below appropriate to your grade levels be photocopied for easy referenceK-5 p. 10 Reading-- Literature, Informational Text, Foundational Skills p. 18 Writing p. 22 Speaking and Listening p. 25 Language Note “Measuring Text Complexity” and “Range of Text Types” for Literature and Informational Text on p. 31, followed by examples on p. 32.
Standards pages—recommend that selected pages below appropriate to your grade levels be photocopied for easy referenceGrades 6-12 p. 35 Reading ELA--Literature, Informational Text p. 41 Writing ELA p. 48 Speaking and Listening ELA p. 51 Language ELA Note “Measuring Text Complexity” and “Range of Text Types” for Literature and Informational Text on p. 57, followed by examples on p. 58
Grades 6-12 (continued) Reading—History/ Social Studies, Science, and Technical Subjects standards on p. 60 are the same as Reading ELA standards on p. 35, but “Notes” are different. Writing—H/SS/S/T standards on p. 63 are the same as Writing ELA Standards on p. 41, but “Notes” are different.
Additional sites of interest: <http://www.slideshare.net/peggymilamcreighton/school-libraries-and-the-com viewed 10/7/12 Peggy Milam wrote, National Board Certification for Library Media : A Candidates Journal , about her year’s experience applying for NB certification. Here, she has compiled a .ppt for her GA school around CCSS. <http://pinterest.com/amyburl/common-core-for-elementary-library/> viewed 10-7-12 A bulletin board of information around the CCSS for elementary libraries, but worth a look by librarians of all grades. Thank you
Libraries Connect to the Common Core Standards, Content Areas, and Use Technology to Influence Teachers in the Meaning of Transliteracy Core Strand: Instructional Leadership Target Audience: Teachers Grade Level: K-12 Sponsoring Office: Academic Enrichment and Support, School District of Philadelphia