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

1. Students,
Teachers,
Librarians:
Collabora6on
to
Deepen
Understanding

2. Choice

3. Connec6ng
with
Students?

4. Gathering
Nuts
and
Cherry
Picking
• Insert
picture
of
a
squirrel

5. AASL
Standards
for
the
21st
Century
Learner:
Part
1
Inquire,
Think
Cri6cally,
Gain
Knowledge

6. Guided,
Carefully
Designed
Framework
(Wolk
119)

7. “Guided Inquiry requires careful
supervision, ongoing assessment and
targeted intervention by an instructional
team of school librarians and teachers
through the inquiry process that gradually
leads students toward independent learning”
--Kuhlthau 3

8. “Teaching through inquiry cannot be
taken lightly or planned quickly.... Inquiry -
based teaching is collaborative, investigative
and deeply intellectual”
--Wolk

9. “The big ideas are the critical knowledge
about the topic- that the teacher believes must
be understood for the students to have a truly
educational experience”
--Wolk 118

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. Vygotsky:
Zone
of
Proximal
Development

12. The
Librarian’s
Role???

13. Teachers
are
the
primary
architects
(Wolk
Wolk
119

14. Collabora6on

15. Regardless
of
level,
most
school
librarians
plan
with
20
%
or
fewer
teachers.
(Farmer
42)

16. What
is
Civil
Disobedience?

17. Six
Topics
• Snapshot
of
libguides
links-­‐
what
topics
we
used

18. Brainstorming
Criteria
for
Civil
Disobedience
• Break
unjust
laws
• Moral
law
trumps
government
• Direct
ac6on
• Personal
sacrifice
• Peaceful
start
• Can
start
small

19. Applying
the
Criteria
• Library
sample
websites
• Their
own
sources
for
their
presenta6on
• Others’
presenta6ons
in
Q&A

20. Discuss
Samples
• Vaccines
• Treesieers
• Stage
1:
Is
it
Civil
Disobedience
according
to
the
criteria?

21. Discussion Phase I: PETA

22. Discussion Phase 2: Treehuggers

23. Final Argumentative Presentation

24. Objectives Met
• Clear
understanding
• Engagement

25. Building Future Skills
• Research
• Argument
• Synthesis

26. “Guided Inquiry requires careful
supervision, ongoing assessment and
targeted intervention by an instructional
team of school librarians and teachers
through the inquiry process that gradually
leads students toward independent learning”
--Kuhlthau 3

27. Slow Reading
“People appear to perceive the printed-paper medium as best
suited for effortful learning, whereas the electronic medium is
better suited for fast and shallow reading of short texts such as
news, 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. 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. 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. What makes a good research source
from ProQuest?
Hypothetical question for practice:
• What should be done about sex education in
the U.S. to help prevent Teen pregnancy?

31. Small
Group
Discussion
and
Ranking

33. Devil’s
Advocate
Discussion

34. Inquiry Model: Extended Definition
(sequence depends on students)
Interaction is KEY
• Involving Brainstorming Criteria
• Applying that criteria
• Ranking (or Defining)
• Defending

35. Gathering
Nuts
and
Cherry
Picking
• Insert
picture
of
a
squirrel

36. 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

37. 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

38. 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. SLJ's 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.

39. 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.