Library Curriculum


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Describes the process of creating a library curriculum in the Parkway School District.

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  • Eve – Goals for Graduates Shannon – LMEs Eve – Library Course Guide
  • Library Curriculum

    1. 1. What, A District Library Curriculum? We’ve Got One!
    2. 2. 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
    3. 3. Goals for Graduates <ul><li>We developed “I-Can” statements for what our graduates should be able to do. </li></ul><ul><li>The “I-Can” statements were drawn from national and state standards. </li></ul><ul><li>I-Cans became “Goals for Graduates” that are part of our curriculum. </li></ul>
    4. 4. LMEs – Library Media Expectations <ul><li>I-Can statements were expanded into LMEs (Library Media Expectations) </li></ul><ul><li>I-Cans are in “kid-friendly” language, and LMEs are “teacher talk” </li></ul><ul><li>Ensured the LMEs were aligned across grade levels </li></ul><ul><li>Four strands - FUSE </li></ul>
    5. 5. Curriculum Strands - FUSE <ul><li>F: Find Information </li></ul><ul><li>U: Use Information </li></ul><ul><li>S: Share Information </li></ul><ul><li>E : Enjoy and Grow </li></ul>
    6. 6. Library Course Guide <ul><li>Online Curriculum Guide </li></ul><ul><li>UbD (Understanding by Design) format </li></ul><ul><li>Essential Questions, Enduring Understandings </li></ul><ul><li>Same four units at each grade level </li></ul>
    7. 7. How and why we developed our curriculum <ul><li>Evolution of the School Library Program </li></ul><ul><li>Comparison of AASL Library Mission Statements </li></ul><ul><li>Guiding documents </li></ul><ul><li>Library Program Evaluation </li></ul>
    8. 8. 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
    9. 9. 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
    10. 10. 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
    11. 11. Guiding Documents <ul><li>AASL Standards for the 21 st Century Learner </li></ul><ul><li>Show-Me Standards </li></ul><ul><li>NETS for Students 2007 </li></ul><ul><li>DESE Grade- and Course-Level Expectations (includes new Information and Communications Technology Literacy) </li></ul>
    12. 12. Aligning to Standards: Find Information: Inquire, think critically, and gain knowledge. <ul><li>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 </li></ul><ul><li>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 </li></ul><ul><li>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 </li></ul><ul><li>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 </li></ul><ul><li>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 </li></ul><ul><li>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 </li></ul>Link to the other annotated I-Cans Link to the abbreviation key for the standards
    13. 13. Library Program Evaluation <ul><li>Surveying students, teachers, LMSs, administrators, parents, and recent graduates. </li></ul><ul><li>Student survey questions based on the curriculum/rigor. Translated some of our I-Cans into survey questions. </li></ul><ul><li>Created other survey questions based on Relationships, Engagement, and Equity. </li></ul>
    14. 14. How are we using our curriculum? <ul><li>Elementary </li></ul><ul><li>Middle </li></ul><ul><li>High </li></ul>
    15. 15. Elementary Here is a sample of an email I use in the collaboration process.
    16. 16. Another email sample.
    17. 17. Collaboration Ideas Document <ul><li>Lists by grade, and by what unit it collaborates with </li></ul><ul><li>Ties to the library curriculum </li></ul><ul><li>Shows the ideas that were formed combing through the OCG as teachers told me the units they were covering </li></ul>
    18. 18. I use this form with teachers when planning library lessons. Middle School
    19. 19. We highlight the LME that will be addressed during the lesson. - This is printed on the back of collaboration sheet
    20. 20. Library I Cans to Come… <ul><li>Next year students at SWM will have a Information Literacy I Can folder in addition to their Communication Arts and Math I Can folders. </li></ul><ul><li>Stored in CA Room, although Science and Social Studies can access. </li></ul><ul><li>The curriculum will be taught! </li></ul>
    21. 21. Example of CA I Can Sheet
    22. 22. High School <ul><li>Talking point for increasing collaboration with classroom teachers </li></ul><ul><li>Talking with teachers one at a time </li></ul><ul><li>Starting this year with World History teachers during Professional Development time (Curriculum Learning Team) </li></ul><ul><li>Planning to expand to other subject areas in the future </li></ul>
    23. 24. What have we learned? <ul><li>Librarian is still responsible for “marketing” collaboration of the curriculum in each building. </li></ul><ul><li>Gives us a basis for more useful collaboration and assessment of what we teach. </li></ul>
    24. 25. What’s left to do? <ul><li>Create I-Cans by grade level that demonstrate an aligned development </li></ul><ul><li>Use I-Cans as a way for students to self-assess </li></ul><ul><li>Develop common formative assessments </li></ul>
    25. 26. Where are we heading? <ul><li>Writing lesson plans </li></ul><ul><li>Working with curriculum writers in other content areas </li></ul><ul><li>Lesson Study </li></ul>
    26. 27. Questions? Contact us! <ul><li>Carol Kohnen, Library Coordinator </li></ul><ul><ul><li>[email_address] </li></ul></ul><ul><li>Shannon Burger, Middle School Librarian </li></ul><ul><ul><li>[email_address] </li></ul></ul><ul><li>Eve Diel, High School Librarian </li></ul><ul><ul><li>[email_address] </li></ul></ul><ul><li>Kim Becherer, Elementary Librarian </li></ul><ul><ul><li>[email_address] </li></ul></ul>
    27. 28. Appendix <ul><li>Sample Survey Questions </li></ul><ul><li>LMEs </li></ul><ul><li>Annotated I-Cans </li></ul><ul><li>Library Curriculum Documents in other places </li></ul>
    28. 29. Sample Survey Questions <ul><li>Parents: </li></ul><ul><ul><li>There are enough computers in the school library for students to use. </li></ul></ul><ul><ul><li>My child uses the PANDA website from home to access online information resources. </li></ul></ul><ul><li>Administrators: </li></ul><ul><ul><li>The school library has reading material about people from a wide variety of backgrounds, cultures and ethnic groups. </li></ul></ul><ul><ul><li>The librarian has taught students in my school about a variety of genres of literature including fiction, nonfiction, mysteries, fairy tales, etc. </li></ul></ul>
    29. 30. Sample Survey Questions <ul><li>Teachers: </li></ul><ul><ul><li>At the school library my students can find all the research materials needed to complete my assignments. </li></ul></ul><ul><ul><li>Students in my classes use computers and other technology in the school library. </li></ul></ul><ul><li>Library Media Specialists: </li></ul><ul><ul><li>I am teaching the students in my school that it is never OK to use the Internet to copy information and claim it is their own work. </li></ul></ul><ul><ul><li>In my school, the library media specialist and teachers are provided time to jointly plan, teach, and evaluate the instruction of information literacy skills. </li></ul></ul>
    30. 31. Sample Survey Questions <ul><li>Fifth Grade Students: </li></ul><ul><ul><li>What I learn about in the school library helps me to better understand what we are learning about in the classroom. </li></ul></ul><ul><ul><li>Going to the school library has helped to improve my reading skills. </li></ul></ul><ul><ul><ul><li>Strongly Disagree </li></ul></ul></ul><ul><ul><ul><li>Disagree </li></ul></ul></ul><ul><ul><ul><li>Neutral/no opinion </li></ul></ul></ul><ul><ul><ul><li>Agree </li></ul></ul></ul><ul><ul><ul><li>Strongly Agree </li></ul></ul></ul><ul><ul><li>How often do you use each of the following on the computer? </li></ul></ul><ul><ul><ul><li>Kids Search (etc) </li></ul></ul></ul><ul><li>Never, Sometimes, Often, I don’t know what this is, Blank </li></ul>
    31. 32. Sample Survey Questions <ul><li>Secondary School Students: </li></ul><ul><ul><li>I am better able to distinguish between reliable and unreliable information on the Internet because of the instruction I have received in the school library. </li></ul></ul><ul><ul><li>The library staff members and my teachers work together to teach us research and library skills. </li></ul></ul><ul><ul><ul><li>Strongly Disagree </li></ul></ul></ul><ul><ul><ul><li>Disagree </li></ul></ul></ul><ul><ul><ul><li>Neutral/no opinion </li></ul></ul></ul><ul><ul><ul><li>Agree </li></ul></ul></ul><ul><ul><ul><li>Strongly Agree </li></ul></ul></ul><ul><ul><li>How often do you use each of the following databases? </li></ul></ul><ul><ul><ul><li>Discovering Collection (etc) </li></ul></ul></ul><ul><li>Never, Sometimes, Often, I don’t know what this is, Blank </li></ul>
    32. 33. Sample Survey Questions <ul><li>Graduates: </li></ul><ul><ul><li>My librarians in Parkway were nice and friendly to me. </li></ul></ul><ul><ul><li>I could find readings that were interesting and fun at the Parkway school libraries. </li></ul></ul><ul><ul><li>When I was in Parkway, I needed to use the public library or college/university libraries to get more advanced or up-to-date research information. </li></ul></ul><ul><ul><ul><li>Strongly Disagree </li></ul></ul></ul><ul><ul><ul><li>Disagree </li></ul></ul></ul><ul><ul><ul><li>Neutral/no opinion </li></ul></ul></ul><ul><ul><ul><li>Agree </li></ul></ul></ul><ul><ul><ul><li>Strongly Agree </li></ul></ul></ul>
    33. 34. <ul><ul><li>Elementary </li></ul></ul><ul><ul><li>Middle School </li></ul></ul><ul><ul><li>High School </li></ul></ul>LMEs (Library Media Expectations)
    34. 35. <ul><li>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 </li></ul><ul><li>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 </li></ul><ul><li>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; </li></ul><ul><li>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 </li></ul>Use Information: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
    35. 36. Use information: continued <ul><li>I can use various skills and tools to organize information so that it is useful to me. GLE CA IL1C, ICT 5A, 5Cb; NETS 3B, 4C; AASL 2.1.2, 2.1.4; Big 6 4, 5; SMS 1.4, 1.8; PTF III </li></ul><ul><li>I can evaluate whether my information need was met. GLE ICT 1Ag; AASL 2.4.2, 3.4.2; BIG 6 6; SMS 3.4, 3.7 </li></ul><ul><li>I can construct new knowledge based on information gathered from a variety of sources, including collaboration. GLE ICT 1Bb; NETS 3B, 4C; AASL 2.1.1, 2.1.5, 2.4.3; BIG 6 5; SMS 2.3, 3.2, 3.6 </li></ul>
    36. 37. Share Information: Share knowledge and participate ethically and productively as members of our democratic society. <ul><li>I can use technology tools to communicate new knowledge. GLEs CA: LS 2A, SS TSSI 7D, ICT 5Ca; NETS 1B, 2B, 2D, 3D, 6A, 6B; AASL 3.1.4; Big 6 5; SMS 1.4, 2.7; PTF II </li></ul><ul><li>I can evaluate my research process. GLE ICT 1Ah, 2Bb; AASL 3.4.1; Big 6 6; SMS 3.4, 3.7 </li></ul><ul><li>I can evaluate the quality of my final product. GLE ICT 1Ag; AASL 3.4.2; Big 6 6; SMS 2.2, 3.7 </li></ul><ul><li>I can apply the concepts of intellectual property. GLE ICT 6Aa, 6Ba; NETS 5A; AASL 3.1.6, 1.3.3; Big 6 4, 5; SMS 4.1, 4.4; PTF V </li></ul><ul><li>I can apply copyright guidelines when gathering and using information. GLE CA IL1D, ICT 6Ba; NETS 5A AASL 1.3.1, 1.3.3, 3.1.6; Big 6 4, 5; SMS 4.4 </li></ul><ul><li>I can correctly cite different types of sources. GLE CA IL1D, ICT 6Bc; NETS 5A; AASL 1.3.1, 3.1.6; Big 6 4,5; SMS 4.4 </li></ul>
    37. 38. Enjoy and Grow: Pursue personal and aesthetic growth. <ul><li>I can select books from various genres for leisure reading. GLE ICT 3Ab; AASL 4.1.1, 4.1.2, 4.1.4, 4.2.4; SMS 1.9 </li></ul><ul><li>I can find information to satisfy personal interests and questions. NETS 5B,C; AASL 4.1.1, 4.1.4, 4.2.1, 4.4.1, 4.3.3, 4.4.3; Big 6 2, 3; SMS 1.1-10 </li></ul><ul><li>I can evaluate media messages in daily life. GLE CA IL2A, ICT 4A; NETS 3B AASL 4.3.2 4.4.4; Big 6 4; SMS 1.5, 1.7, 2.3   </li></ul><ul><li>I can apply copyright guidelines when downloading music, videos or information for personal use. GLE ICT 6Aa, 6Cb; NETS 5C; AASL 4.3.4; Big 6 4; SMS 4.2, 4.4 </li></ul>Back to the presentation
    38. 39. Key to Abbreviations in I-Can Annotations <ul><li>AASL = American Association of School Librarians Standards for the 21 st -Century Learner </li></ul><ul><li>Big 6 = 6-step problem-solving/process model </li></ul><ul><li>GLE = DESE Grade Level Expectations </li></ul><ul><li>ICT = DESE Information, Communication, Technology Literacy </li></ul><ul><li>NETS = National Educational Technology Standards (iste) </li></ul><ul><li>PTF = Parkway Technology Proficiencies </li></ul><ul><li>SMS = MO Show Me Process standards </li></ul>Back to the presentation
    39. 40. Other Library Curriculum Documents <ul><li>Other States  </li></ul><ul><li>Colorado </li></ul><ul><li>  </li></ul><ul><li>Connecticut   </li></ul><ul><li>  </li></ul><ul><li>Massachusetts </li></ul><ul><li>Montana </li></ul><ul><li>  </li></ul><ul><li>North Carolina </li></ul><ul><li>  </li></ul><ul><li>Ohio </li></ul><ul><li>Other Districts  </li></ul><ul><li>Pattonville </li></ul><ul><li>  </li></ul><ul><li>Webster Groves (library + technology) </li></ul><ul><li>Fayetteville, Arkansas </li></ul><ul><li>Howard County Public Schools (MD)   </li></ul><ul><li>Weston, MA </li></ul><ul><li>  </li></ul><ul><li>Scope & Sequence Documents </li></ul><ul><li>New York </li></ul><ul><li>  </li></ul><ul><li>Texas (Georgetown) </li></ul><ul><li>K-16 Continuum Draft (from a Georgia Council of Media Organizations conference)   </li></ul>