This presentation shares planning grant results intended to support exploratory research that will led to a successful external funding for enhancing 21st Century Skill development and fostering collaboration in teacher and librarian education. The presentation seeks to create a synergy between educational and library initiatives by bringing teachers and librarians together in order to orient them to how they can work together toward the goal of ensuring that students are able to achieve the skills outlined in the 21st Century Skills framework. Such training would focus on understanding the role of each profession in the attainment of these skills, offer models of teacher/librarian partnerships, and give students hands on experience that demonstrates the power of the synergy produced by teacher/librarian teamwork. Curriculum developed to meet these goals would be provided as part of teacher and librarian preparatory education and also offered as professional or continuing education for interested professionals who have already completed their degree programs

1. Extending
Our
Reach:
Librarian/Teacher
Partnerships
To
Ensure
Student
A<ainment
of
21st
Century
Skills
Shelbie
Wi)e,
School
of
Teacher
Educa4on
Melissa
Gross,
Library
and
Informa4on
Studies
Don
Latham,
Library
and
Informa4on
Studies
Na#onal
Council
of
Teachers
of
English
2014
Conference

2. Overview
• Preparing
Teachers
and
Librarians
to
Teach
21st
Century
Skills
Project
• Partnership
for
21st
Century
Skills
• Preliminary
Findings
2

3. Preparing
Teachers
and
Librarians
To
Teach
21st
Century
Skills
Project
• A
collabora4on
between
the
School
of
Library
and
Informa4on
Studies
and
the
School
of
Teacher
Educa4on
at
FSU,
funded
by
CRC
Planning
Grant
• Assess
the
extent
to
which
we
are
preparing
our
students
to
foster
21st
Century
Skills
among
students
• Create
a
synergy
between
educa4onal
and
library
ini4a4ves
by
bringing
teachers
and
librarians
together
to
orient
them
to
partner
in
the
goal
of
ensuring
that
students
are
able
to
achieve
the
skills
outlined
in
the
21st
Century
Skills
framework.
3

4. Partnership
for
21st
Century
Skills
4

5. Research
QuesGons
1. What
are
the
informa4on
literacy
skill
levels
of
students
gradua4ng
from
the
Master’s
program
in
Library
and
Informa4on
Studies
(LIS)
and
of
preservice
teachers
in
the
College
of
Educa4on
at
X
University?
2. Where
in
the
LIS
curriculum
and
the
Educa4on
curriculum
are
21st
Century
Skills
currently
taught?
3. What
do
faculty
in
LIS
and
Educa4on
say
about
how
21st
Century
Skills
could
best
be
incorporated
into
their
respec4ve
curricula?
4. What
do
faculty
in
LIS
and
Educa4on
say
about
how
teacher/
librarian
partnerships
could
best
be
fostered?
5

6. Methods
• Assessment
of
gradua4ng
students’
informa4on
literacy
skills
• Curriculum
maps
• In-­‐depth
interviews
with
faculty
focused
on
the
incorpora4on
of
21st
Century
Skills
and
librarian/teacher
collabora4on
into
the
curricula
for
public,
school,
and
academic
librarianship
and
K-­‐12
educa4on.
6

7. Syllabi
Mapping
Analysis
of
all
syllabi
in
SLIS
and
secondary
cer4fica4on
programs
coded
against
the
21st
Century
Skills
framework
• Secondary
educa4on
cer4fica4on
programs
– English
educa4on
– Science
and
mathema4cs
– Social
studies
• Library
and
Informa4on
Studies
programs
– Core
courses
– School
Library
courses
7

8. 0
5
10
15
20
25
30
35
40
45
50
Be
Responsible
to
Others
Guide
and
Lead
Others
Produce
Results
Manage
Projects
Work
Effec4vely
in
Diverse
Teams
Interact
Effec4vely
with
Others
Be
Self-­‐directed
Learners
Manage
Goals
and
Time
Be
Flexible*
Adapt
to
Change
LIFECAREER
Apply
Technology
Effec4vely
Create
Media
Products
Analyze
Media
Use
and
Manage
Informa4on
Access
and
Evaluate
Informa4on
INFOMEDIA
Collaborate
with
Others
Communicate
Clearly
Solve
Problems
Make
Judgments
and
Decisions
Uses
Systems
Thinking
Reason
Effec4vely
Work
Crea4vely
with
Others
Think
Crea4vely
LRNINNO
Environmental
Literacy
Health
Literacy
Civic
Literacy
Financial,
Economic,
Business
&
Entrepreneurial
Literacy
Global
Awareness
21st
Century
Themes
Not
Applicable
Applicable

9. Health
Literacy
Health
Literacy
Applicable
6%
Not
Applicable
94%

10. Be
Responsible
to
Others
Be
Responsible
to
Others
Applicable
72%
Not
Applicable
28%

11. Global
Awareness
Applicable
66%
Not
Applicable
34%
Global
Awareness

12. SLIS
Core:
All
Standards
by
Theme
5
5
5
5
3
3
4
0
1
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
5
6
5
4
6
5
6
5
6
1
1
1
1
3
3
2
6
5
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
1
2
0
1
0
1
0
0
1
2
3
4
5
6
7
Applicable
Not
Applicable

13. English:
All
Standards
By
Theme
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
5
5
0
0
0
1
11
11
11
11
11
11
12
10
10
10
12
12
12
7
9
9
0
0
0
0
0
0
0
0
0
0
0
0
8
8
12
2
2
2
2
2
2
2
3
3
3
1
1
1
6
4
4
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Applicable
Not
Applicable

14. Interviews
with
Faculty
12
faculty
were
interviewed
– 6
in
School
of
Teacher
Educa4on
(represen4ng
core,
math,
science,
social
science,
English)
– 6
in
School
of
LIS
(represen4ng
core
and
school
media)
Previous
experience
– All
Educa4on
faculty
had
been
former
middle/high
school
teachers;
none
had
been
librarians.
– One
LIS
faculty
had
been
a
former
teacher;
one
a
subs4tute
teacher;
two
school
librarians;
one
a
children’s
public
librarian;
and
one
a
corporate
and
academic
librarian.
14

15. Best
strategies
to
ensure
21st
C
Skills
are
being
taught
to
pre-­‐service
teachers
&
librarians
• In
classes,
ideally
across
the
curriculum
– Individual
&
group
ac4vi4es
– Instructors
modeling
21st
C
Skills
• A
class
that
enrolls
both
Educa4on
and
LIS
students
• Field
experiences
– Internships
– Service
learning
projects
• Professional
development
15

16. Faculty
experience
collabora4ng
with
teachers
and/or
librarians
Previous
experience
with
collabora4on:
– Varied
widely
– Some
teachers
described
the
school
library
as
a
place
for
deten4on,
faculty
mee4ngs,
student
group
work—but
not
as
a
resource
for
research
– Former
teachers
and
former
librarians
recalled
collabora4ng
on
developing
assignments
and/or
collec4ons
– In
general,
collabora4on
was
described
as
“challenging”
Experience
with
collabora4on
in
current
posi4on:
– Both
Educa4on
&
LIS
faculty
work
with
their
library
liaison
– Types
of
collabora4on:
• Developing
assignments,
presen4ng
workshops
to
students,
invi4ng
guest
speakers
to
classes
• Librarians
assist
faculty
with
research—mostly
loca4ng
sources
• Faculty
in
LIS
collaborate
with
librarians
on
grant
proposals
16

17. Where
teacher/librarian
collabora4on
is
taught
in
the
curriculum
In
LIS:
– Primarily
in
School
Collec4on
Development
and
Instruc4onal
Role
of
the
Informa4on
Professional
– Collabora4on,
more
broadly
defined,
is
taught
in
Founda4ons,
Marke4ng,
Management
courses.
In
Educa4on:
– Various
courses
require
students
to
use
the
library
to
complete
assignments
&
also
discuss
the
importance
of
resources
for
K-­‐12
students.
– Very
few
specific
examples
were
provided.
17

18. Where
teacher/librarian
collabora4on
could
be
taught
in
the
curriculum
In
LIS:
– Perhaps
a
course
could
be
developed
that
both
Educa4on
and
LIS
students
could
take
together.
In
Educa4on:
– Methods
course
– Introduc4on
to
Educa4on
– Introduc4on
to
Technology
– Wri4ng
&
reading
courses
– Through
experiences
in
the
Educa4on
resource
center
18

19. Best
strategies
for
teaching
teacher/
librarian
collabora4on
• Simulated
assignments
• Field
experiences
• Professional
models
(best
prac4ces)
• A
class
that
Educa4on
&
LIS
students
take
together
• Guest
speakers:
Educa4on
faculty
talk
to
LIS
students;
LIS
faculty
talk
to
Educa4on
students
19

20. Challenges
in
achieving
teacher/librarian
collabora4on
• Usual
challenges
of
collabora4on:
territoriality,
iden4fying
strengths,
defining
roles
• Informa4on/Media/Technology
skills
are
“the
bridges
between
the
silos
of
core
subject
courses
[in
K-­‐12],
but
it’s
hard
to
measure
the
strength
of
those
bridges.”
• “There’s
no
reward
for
risk-­‐taking
in
schools;
it’s
all
about
improving
test
scores.
This
s4fles
crea4vity
and
maybe
collabora4on
too.”
• Pre-­‐service
teachers
are
undergraduate
students;
pre-­‐service
librarians
are
graduate
students.
• Defining
21st
C
Skills:
more
than
one
interviewee
asked,
“What
are
21st
C
Skills?”
• From
an
Educa4on
faculty
member:
“We
don’t
teach
our
students
how
to
work
with
school
psychologists
or
guidance
counselors
either.”
• From
an
LIS
faculty
member:
“What’s
the
dis4nc4on
between
providing
[library]
services
to
a
sub-­‐group
of
users
and
collabora4ng
with
them?”
20

21. References
American
Associa4on
of
School
Librarians.
(2007).
Standards
for
the
21st
Century
Learner.
Available
at:
h)p://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/
learningstandards/standards.cfm
Associa4on
of
College
and
Research
Libraries.
(2000).
Informa#on
Literacy
Competency
Standards
for
Higher
Educa#on.
Available
at:
h)p://www.ala.org/ala/mgrps/divs/acrl/standards/
informa4onliteracycompetency.cfm
Kent
State
University.
(2011).
Standardized
Assessment
of
Informa4on
Literacy
Skills
(SAILS).
Available
at:
h)ps://www.projectsails.org/
Na4onal
Council
of
Teachers
of
English.
(2008).
21st
Century
Curriculum
Assessment
Framework.
Available
at:
h)p://www.ncte.org/posi4ons/statements/21stcenqramework
Partnership
for
21st
Century
Skills.
(2009).
Framework
for
21st
Century
Learning.
Available
at:
h)p://www.p21.org/index.php?
op4on=com_content&task=view&id=254&Itemid=120
Latham
&
Gross
/
CAIS
2010
21

22. Acknowledgments
We
would
like
to
thank:
– FSU
for
funding
this
work
through
a
Planning
Grant.
– Our
facul4es
for
suppor4ng
and
par4cipa4ng
in
the
project
– Our
graduate
research
assistants
Michael
Ferrarro,
Jonathan
Hollister,
Rebecca
Kuitems
Latham
&
Gross
/
CAIS
2010
22

23. Thank
you!
Shelbie
Wi)e
swi)e@admin.fsu.edu
Melissa
Gross
mgross@fsu.edu
Don
Latham
dlatham@fsu.edu
23