Based on the responses provided, the main barriers that prevented teachers from collaborating more with their school librarians were lack of time, lack of prior planning, and other duties taking priority over collaboration. Effective collaboration requires intentional planning and commitment of time and resources from both teachers and librarians.
Teachers described various ways they collaborated with school librarians this year, including: helping plan and teach lessons on research skills, citations, and plagiarism; creating interactive lessons aligning novels with modern works; developing materials and teaching students about the library; providing relevant sources and materials for courses; adjusting lessons to fit the library; teaching students how to use library resources; assisting with projects and reference materials; matching reluctant readers to appropriate books; and planning events and keeping teachers updated on new materials. Overall, teachers emphasized the librarians as vital partners in supporting student learning.
Stephen Abram gave a presentation on how libraries need to engage learners and communities to ensure success. He argued that libraries must shift their focus from content delivery to improving the learning experience. Specifically, he stated that libraries should focus on transformational services, strategic alignment with education, and building lifelong learning competencies among patrons. Abram also urged libraries to form partnerships, understand community needs, and scale up impactful programs to remain relevant in a changing environment dominated by new formats, devices, and learning styles.
Anne-Marie Tarter: Our Common Future (SLA Weekend Course 2013)SLA
Anne-Marie Tarter – Our Common Future: What the Learning Commons approach could mean for school libraries. Plenary session at 2013 SLA Weekend Course in Belfast
This document discusses trends and issues facing libraries in the digital future. It notes that users and expectations will continue to diversify, content will be dominated by non-text formats, and devices will focus on collaboration and creation. Libraries will need to focus on strategic alignment and reduced roles in organizing knowledge. Key shifts include e-learning moving to the cloud, increased content fragmentation across formats and licenses, and the rise of non-text content like video and 3D objects. Technologies and user environments will also continue fragmenting across different devices, platforms and demographics. The future of libraries lies in focusing on niche users, experimenting with new models like mobile cohorts, and designing services that are frictionless across all devices and user experiences.
Stephen Abram discusses transformational leadership strategies for librarians. He talks about the importance of collaboration, speaking with one voice, and prioritizing initiatives for maximum impact. Abram notes that the Philippines is poised for growth and discusses how librarians can help support education, the economy, and quality of life. He emphasizes developing leadership skills through training programs and emphasizes qualities like passion, risk-taking, and flexibility.
This document summarizes Stephen Abram's presentation on the value of libraries. Some key points that are changing include books, media, mobility, collections, and libraries. Everything connected to our world is changing rapidly. Libraries are no longer just physical spaces but are also virtual. Patrons have also changed and include a variety of different groups. The future will see more emphasis on virtual library services and resources as technology continues to advance.
The document discusses the changing role of libraries and the value they provide. It notes that while libraries are no longer just physical spaces, they remain at the heart of communities and education. The library experience is described as "priceless" for supporting learning, building connections between information and knowledge, and playing a vital role in communities. The document outlines many ways that libraries, librarians, users, resources, and learning have changed with technology but asserts that the core roles and values of libraries remain important.
Teachers described various ways they collaborated with school librarians this year, including: helping plan and teach lessons on research skills, citations, and plagiarism; creating interactive lessons aligning novels with modern works; developing materials and teaching students about the library; providing relevant sources and materials for courses; adjusting lessons to fit the library; teaching students how to use library resources; assisting with projects and reference materials; matching reluctant readers to appropriate books; and planning events and keeping teachers updated on new materials. Overall, teachers emphasized the librarians as vital partners in supporting student learning.
Stephen Abram gave a presentation on how libraries need to engage learners and communities to ensure success. He argued that libraries must shift their focus from content delivery to improving the learning experience. Specifically, he stated that libraries should focus on transformational services, strategic alignment with education, and building lifelong learning competencies among patrons. Abram also urged libraries to form partnerships, understand community needs, and scale up impactful programs to remain relevant in a changing environment dominated by new formats, devices, and learning styles.
Anne-Marie Tarter: Our Common Future (SLA Weekend Course 2013)SLA
Anne-Marie Tarter – Our Common Future: What the Learning Commons approach could mean for school libraries. Plenary session at 2013 SLA Weekend Course in Belfast
This document discusses trends and issues facing libraries in the digital future. It notes that users and expectations will continue to diversify, content will be dominated by non-text formats, and devices will focus on collaboration and creation. Libraries will need to focus on strategic alignment and reduced roles in organizing knowledge. Key shifts include e-learning moving to the cloud, increased content fragmentation across formats and licenses, and the rise of non-text content like video and 3D objects. Technologies and user environments will also continue fragmenting across different devices, platforms and demographics. The future of libraries lies in focusing on niche users, experimenting with new models like mobile cohorts, and designing services that are frictionless across all devices and user experiences.
Stephen Abram discusses transformational leadership strategies for librarians. He talks about the importance of collaboration, speaking with one voice, and prioritizing initiatives for maximum impact. Abram notes that the Philippines is poised for growth and discusses how librarians can help support education, the economy, and quality of life. He emphasizes developing leadership skills through training programs and emphasizes qualities like passion, risk-taking, and flexibility.
This document summarizes Stephen Abram's presentation on the value of libraries. Some key points that are changing include books, media, mobility, collections, and libraries. Everything connected to our world is changing rapidly. Libraries are no longer just physical spaces but are also virtual. Patrons have also changed and include a variety of different groups. The future will see more emphasis on virtual library services and resources as technology continues to advance.
The document discusses the changing role of libraries and the value they provide. It notes that while libraries are no longer just physical spaces, they remain at the heart of communities and education. The library experience is described as "priceless" for supporting learning, building connections between information and knowledge, and playing a vital role in communities. The document outlines many ways that libraries, librarians, users, resources, and learning have changed with technology but asserts that the core roles and values of libraries remain important.
The Most Important Room in the School and Social Justice: SLA Weekend Course ...SLA
1. The document discusses literacy levels among prison populations and how low literacy contributes to social injustice and inequality of opportunity. It notes that 47% of prisoners lack qualifications and 90% were excluded from school.
2. Excellent schools that achieved sustained academic success invested heavily in teacher professional development, had teachers collaborating and mentoring each other, and valued the important role of librarians and literacy.
3. The solution to high rates of illiteracy that contribute to incarceration is to make libraries a priority in schools, get librarians more involved, direct funding to early education and reading programs, and ensure literary events are accessible to disadvantaged communities.
This document discusses the changing role of libraries in a digital world. It notes that everything connected to our world is changing, including books, media, mobility, collections and libraries themselves. It highlights that people are also changing, with shifts in demographics, education, technology use and more. The document argues that libraries must adapt strategically to stay relevant by focusing on discovery, ideas, learning, and serving all users through both physical and virtual services.
This document discusses the future of libraries and learning in a digital world. It notes that books, media, mobility, collections, and the role of libraries are all changing dramatically due to technological advances. It argues that libraries must adapt to remain relevant by focusing on virtual services, ebooks, blended learning, knowledge portals, and building communities rather than just physical collections. The future of libraries depends on understanding users, measuring impact, and emphasizing strategic partnerships, analytics, and social connections rather than just buildings and resources.
Stephen Abram discusses the future of libraries and how they must adapt to changing times. He notes that libraries are no longer the center of academic settings and that users now find information through sources other than the library website. Abram advocates for libraries to focus on the learner, build knowledge portals, expand information literacy programs, and measure their impact and value through strategic analytics. Libraries must become format and device agnostic to continue serving all users in the digital age.
This document discusses enhancing engagement and interaction in library workshops through games and active learning techniques. It provides examples of how games can make workshops less didactic and more inspiring for students. Resources for workshops are discussed, including books, databases like Summon, and tools for evaluating information. The document also lists various workshops where games and active learning approaches have been implemented successfully. It encourages applying a process of reflection to improve workshops and concludes by providing contact information for the authors.
NHS London Libraries Games and Info Lit w'shop Sept '14EISLibrarian
This document outlines an agenda for a workshop on information literacy skills. The workshop will cover topics such as what makes a bad workshop, library workshops and their impact, and creating games to enhance learning. It includes presentations, activities and discussions around improving the quality and effectiveness of library workshops through collaboration between librarians and teaching staff. Participants will brainstorm game ideas, develop a game, and give short presentations to share their creations. The goal is to move from simply providing information in workshops to fostering searching, analysis and evaluation skills in learners.
This document discusses developments in technology and education. It notes that while technology is used widely in education, students still value face-to-face interaction with teachers. Both online and blended learning can be effective for language learning if the instructor is involved. The document also questions assumptions about "digital natives" and whether technologies are fundamentally changing students' brains. It emphasizes that moderate and strategic use of technology in education under an engaged teacher is most effective.
The document provides information for parents about the Woodsters 2013-2014 school year. It includes an agenda for Meet the Teacher Night which covers introductions, volunteering opportunities, classroom philosophy and procedures, digital participation, and miscellaneous topics. It then details the daily schedule, classroom procedures and expectations, assessments, birthdays, and homework philosophy. The overall document serves to introduce parents to the classroom, teachers, and curriculum for the upcoming school year.
Stephen Abram presented on how libraries must change strategies to prepare for the future. He discussed how users, learning, mobility, and government have all changed significantly with technology advances. Abram argued that libraries need to focus on discovery, ideas, and being emboldened to create the future, rather than feeling like victims of change. He suggested strategies like knowledge portals, focusing on learning outcomes, and understanding new formats like e-books and streaming media. Abram concluded by urging libraries to attempt ambitious new strategies without fear of failure.
This document summarizes key points from a presentation on improving information literacy instruction in libraries. It discusses common issues with traditional library workshops and provides inspiration from student perspectives. Solutions proposed include making workshops more discussion-based, focused on learning by doing, and ensuring resources and searching skills are covered. Data shows students who attended workshops performed better on assignments and were more likely to evaluate sources critically. The presentation aims to move students from simply locating information to deeper analysis and evaluation.
This document discusses improving the quality and impact of library workshops on teaching information literacy. It notes that traditionally, librarian-led workshops were seen as add-ons and not relevant, didactic lessons. However, workshops that engage students in discussion and learning by doing, and focus on real resources, keywords, searching and evaluation, can have a positive impact on student marks and use of library databases over search engines. While some myths persist about digital natives and new students' skills, data shows IT skills do not necessarily translate to strong information literacy, and workshops can still benefit students in these areas.
The document summarizes key findings from a survey of library users about their satisfaction with and use of online library databases. It finds that library database users are generally satisfied, trust the content more than Google, and are likely to return and recommend the databases. However, only 29% of users find the databases through the library website, indicating opportunities to improve communication and promotion. The top user questions relate to health, hobbies, genealogy, and homework help.
Time, Space and Quality Learning at Piedmont Middle SchoolRob Darrow
This document provides an overview of a presentation given by Rob Darrow on time, space, and quality learning at Piedmont Middle School. The presentation introduces Darrow and his background in education. It then covers topics like block scheduling, emerging trends in education, and moving from a textbook-based model to more online and blended learning approaches. Participants are asked to consider where they fall on the continuum from traditional to online teaching and learning. The presentation aims to get teachers to think about adjusting their use of time in the classroom and preparing students for an uncertain future.
This document discusses designing a digital literacy curriculum focused on inquiry, dialogue, collaboration, and action. It defines digital literacy and explores how inquiry can drive learning. Examples are provided of how technology can spark dialogue, collaboration and action as part of learning from kindergarten through high school. These include internet inquiry baskets, wondering notebooks, and project-based learning. The importance of modeling, scaffolding and supporting student practice is emphasized. Overall, the document argues for fostering digital literacy through an instructional framework centered on inquiry, dialogue, collaboration and action.
The document discusses using web-based activities to develop students' creativity, critical thinking, and lifelong learning skills. It describes various types of web-based activities like hotlists, scrapbooks, treasure hunts, subject samplers, and webquests. Webquests in particular require higher-order thinking as students work collaboratively to solve a real-world problem using online resources. The document provides examples and emphasizes that web-based activities engage students, promote cooperation, and help develop vital 21st century skills when integrated into classroom lessons.
This document provides information for a Meet the Teacher Night for the Woodsters 2014-2015 class. It includes an agenda for the night which covers introductions, classroom procedures and philosophy, and sign-ups. It also details the teacher's mission to create an engaging learning environment focused on questioning, passion for learning, and taking risks. Schedules and approaches for various academic subjects are outlined. Homework policies emphasize balance, independence, and fostering a love of reading. Technology tools used in the class are also listed.
Due to the rapid changes in technology and education, it is necessary to meet the students' needs with rigorous and relevant personalized learning. Blended and fully online courses provide an innovative alternative to traditional face-to-face models of classroom teaching.
Presented at PASCD 2014
Collaboration between teachers and librarians can benefit students, according to the document. When teachers and librarians work together to plan lessons, students gain a deeper understanding of concepts and may see improved test scores. The document advocates for teachers and librarians to collaborate and share expertise, providing a model lesson as an example of how partnerships can enhance learning.
Showcasing the ways in which librarians and teachers can work together to meet Common Core Standards using existing materials and teaching strategies, this webinar/discussion centered on using existing and new materials to develop and enhance the teaching and learning experience while meeting the new standards.
Our special guests from Paul D. Schreiber High School, Ms. Seligman (Library Media Specialist) and Ms. Cohan (English Teacher) discussed how they have successfully developed, implemented and revised numerous projects over the past few years to reach the evolving needs of current students. They suggested ways to collaborate with disciplines from around the school.
The Common Core movement has provided opportunities for librarians to partner with content area teachers. Using the Model Curriculum for School Library Programs, librarians and teachers can work to embed information literacy skills in the content area curriculum.
Presented to PaLA Teaching, Learning, and Technology Roundtable - 2015
The Most Important Room in the School and Social Justice: SLA Weekend Course ...SLA
1. The document discusses literacy levels among prison populations and how low literacy contributes to social injustice and inequality of opportunity. It notes that 47% of prisoners lack qualifications and 90% were excluded from school.
2. Excellent schools that achieved sustained academic success invested heavily in teacher professional development, had teachers collaborating and mentoring each other, and valued the important role of librarians and literacy.
3. The solution to high rates of illiteracy that contribute to incarceration is to make libraries a priority in schools, get librarians more involved, direct funding to early education and reading programs, and ensure literary events are accessible to disadvantaged communities.
This document discusses the changing role of libraries in a digital world. It notes that everything connected to our world is changing, including books, media, mobility, collections and libraries themselves. It highlights that people are also changing, with shifts in demographics, education, technology use and more. The document argues that libraries must adapt strategically to stay relevant by focusing on discovery, ideas, learning, and serving all users through both physical and virtual services.
This document discusses the future of libraries and learning in a digital world. It notes that books, media, mobility, collections, and the role of libraries are all changing dramatically due to technological advances. It argues that libraries must adapt to remain relevant by focusing on virtual services, ebooks, blended learning, knowledge portals, and building communities rather than just physical collections. The future of libraries depends on understanding users, measuring impact, and emphasizing strategic partnerships, analytics, and social connections rather than just buildings and resources.
Stephen Abram discusses the future of libraries and how they must adapt to changing times. He notes that libraries are no longer the center of academic settings and that users now find information through sources other than the library website. Abram advocates for libraries to focus on the learner, build knowledge portals, expand information literacy programs, and measure their impact and value through strategic analytics. Libraries must become format and device agnostic to continue serving all users in the digital age.
This document discusses enhancing engagement and interaction in library workshops through games and active learning techniques. It provides examples of how games can make workshops less didactic and more inspiring for students. Resources for workshops are discussed, including books, databases like Summon, and tools for evaluating information. The document also lists various workshops where games and active learning approaches have been implemented successfully. It encourages applying a process of reflection to improve workshops and concludes by providing contact information for the authors.
NHS London Libraries Games and Info Lit w'shop Sept '14EISLibrarian
This document outlines an agenda for a workshop on information literacy skills. The workshop will cover topics such as what makes a bad workshop, library workshops and their impact, and creating games to enhance learning. It includes presentations, activities and discussions around improving the quality and effectiveness of library workshops through collaboration between librarians and teaching staff. Participants will brainstorm game ideas, develop a game, and give short presentations to share their creations. The goal is to move from simply providing information in workshops to fostering searching, analysis and evaluation skills in learners.
This document discusses developments in technology and education. It notes that while technology is used widely in education, students still value face-to-face interaction with teachers. Both online and blended learning can be effective for language learning if the instructor is involved. The document also questions assumptions about "digital natives" and whether technologies are fundamentally changing students' brains. It emphasizes that moderate and strategic use of technology in education under an engaged teacher is most effective.
The document provides information for parents about the Woodsters 2013-2014 school year. It includes an agenda for Meet the Teacher Night which covers introductions, volunteering opportunities, classroom philosophy and procedures, digital participation, and miscellaneous topics. It then details the daily schedule, classroom procedures and expectations, assessments, birthdays, and homework philosophy. The overall document serves to introduce parents to the classroom, teachers, and curriculum for the upcoming school year.
Stephen Abram presented on how libraries must change strategies to prepare for the future. He discussed how users, learning, mobility, and government have all changed significantly with technology advances. Abram argued that libraries need to focus on discovery, ideas, and being emboldened to create the future, rather than feeling like victims of change. He suggested strategies like knowledge portals, focusing on learning outcomes, and understanding new formats like e-books and streaming media. Abram concluded by urging libraries to attempt ambitious new strategies without fear of failure.
This document summarizes key points from a presentation on improving information literacy instruction in libraries. It discusses common issues with traditional library workshops and provides inspiration from student perspectives. Solutions proposed include making workshops more discussion-based, focused on learning by doing, and ensuring resources and searching skills are covered. Data shows students who attended workshops performed better on assignments and were more likely to evaluate sources critically. The presentation aims to move students from simply locating information to deeper analysis and evaluation.
This document discusses improving the quality and impact of library workshops on teaching information literacy. It notes that traditionally, librarian-led workshops were seen as add-ons and not relevant, didactic lessons. However, workshops that engage students in discussion and learning by doing, and focus on real resources, keywords, searching and evaluation, can have a positive impact on student marks and use of library databases over search engines. While some myths persist about digital natives and new students' skills, data shows IT skills do not necessarily translate to strong information literacy, and workshops can still benefit students in these areas.
The document summarizes key findings from a survey of library users about their satisfaction with and use of online library databases. It finds that library database users are generally satisfied, trust the content more than Google, and are likely to return and recommend the databases. However, only 29% of users find the databases through the library website, indicating opportunities to improve communication and promotion. The top user questions relate to health, hobbies, genealogy, and homework help.
Time, Space and Quality Learning at Piedmont Middle SchoolRob Darrow
This document provides an overview of a presentation given by Rob Darrow on time, space, and quality learning at Piedmont Middle School. The presentation introduces Darrow and his background in education. It then covers topics like block scheduling, emerging trends in education, and moving from a textbook-based model to more online and blended learning approaches. Participants are asked to consider where they fall on the continuum from traditional to online teaching and learning. The presentation aims to get teachers to think about adjusting their use of time in the classroom and preparing students for an uncertain future.
This document discusses designing a digital literacy curriculum focused on inquiry, dialogue, collaboration, and action. It defines digital literacy and explores how inquiry can drive learning. Examples are provided of how technology can spark dialogue, collaboration and action as part of learning from kindergarten through high school. These include internet inquiry baskets, wondering notebooks, and project-based learning. The importance of modeling, scaffolding and supporting student practice is emphasized. Overall, the document argues for fostering digital literacy through an instructional framework centered on inquiry, dialogue, collaboration and action.
The document discusses using web-based activities to develop students' creativity, critical thinking, and lifelong learning skills. It describes various types of web-based activities like hotlists, scrapbooks, treasure hunts, subject samplers, and webquests. Webquests in particular require higher-order thinking as students work collaboratively to solve a real-world problem using online resources. The document provides examples and emphasizes that web-based activities engage students, promote cooperation, and help develop vital 21st century skills when integrated into classroom lessons.
This document provides information for a Meet the Teacher Night for the Woodsters 2014-2015 class. It includes an agenda for the night which covers introductions, classroom procedures and philosophy, and sign-ups. It also details the teacher's mission to create an engaging learning environment focused on questioning, passion for learning, and taking risks. Schedules and approaches for various academic subjects are outlined. Homework policies emphasize balance, independence, and fostering a love of reading. Technology tools used in the class are also listed.
Due to the rapid changes in technology and education, it is necessary to meet the students' needs with rigorous and relevant personalized learning. Blended and fully online courses provide an innovative alternative to traditional face-to-face models of classroom teaching.
Presented at PASCD 2014
Collaboration between teachers and librarians can benefit students, according to the document. When teachers and librarians work together to plan lessons, students gain a deeper understanding of concepts and may see improved test scores. The document advocates for teachers and librarians to collaborate and share expertise, providing a model lesson as an example of how partnerships can enhance learning.
Showcasing the ways in which librarians and teachers can work together to meet Common Core Standards using existing materials and teaching strategies, this webinar/discussion centered on using existing and new materials to develop and enhance the teaching and learning experience while meeting the new standards.
Our special guests from Paul D. Schreiber High School, Ms. Seligman (Library Media Specialist) and Ms. Cohan (English Teacher) discussed how they have successfully developed, implemented and revised numerous projects over the past few years to reach the evolving needs of current students. They suggested ways to collaborate with disciplines from around the school.
The Common Core movement has provided opportunities for librarians to partner with content area teachers. Using the Model Curriculum for School Library Programs, librarians and teachers can work to embed information literacy skills in the content area curriculum.
Presented to PaLA Teaching, Learning, and Technology Roundtable - 2015
The transition from traditional library to learning commons takes a shift in mindset and a little help from your students.
Presented at PSLA Conference 2015
Building a Culturally Diverse Library CollectionAllison Mackley
School librarians have a responsibility to develop and maintain a culturally diverse collection that supports the development of a culturally and globally literate school community.
It is possible for librarians and content area teachers to make connections and find common ground when writing and delivering curriculum.
Presented to IU 8 (webinar)
Supervision as Professional Development and RenewalAllison Mackley
Professional development can be used to build the capacity of teachers. There are effective best practices in leading teachers through continual learning opportunities.
PETE&C 2016
A panel discussion of school librarians and district level administrators in their process to create transformative learning environments in both their middle and high schools. Participants will learn of the process, resources, funding, and student input that was used to drive the creation of both a learning commons and makerspace.
Collaborative Partnerships: Choosing the right ingredientsCamilla Elliott
Collaboration is a common term in school library conversations but developing collaborative partnerships is not a simple task. The Learning Commons model of school libraries has the student as learner at its heart and collaboration between library staff and the school community as essential elements. It's time to look closely at operating routines, time management and relationships to develop priorities. Much depends on the Head of Library as a professional and committed collaborator.
1) The document discusses developing teacher leadership through collaborative learning communities and distributed leadership. It emphasizes that teacher leadership begins in the classroom and can be nurtured through reflective practice and collaboration with other teachers.
2) Effective supervision focuses on facilitating teacher and student growth through intellectual work, reflective assessment, and understanding teaching and learning. It aims to transform the school into a learning community where teachers take on facilitator and leadership roles.
3) For teacher leadership to flourish, principals must stimulate latent leadership in teachers, encourage collaboration and networks among teachers, and support teacher leadership through targeted clinical supervision and involvement in teams focused on student learning.
Standard proofreading and editing symbols make it easier to show where changes are needed in a piece of writing. When proofreading your own or a classmate’s work, use the standard proofreading symbols that follow.
8 Tips To Create Epic Visual PresentationsDeck Works
The document provides 8 tips for creating effective visual presentations: 1) Tell a compelling story to engage the audience, 2) Follow the 10/20/30 rule of no more than 10 slides, a 20 minute presentation, and 30 point font, 3) Use fewer words and headlines rather than paragraphs, 4) Use high quality images as photos convey information visually, 5) Include icons and graphs to visualize text and data, 6) Carefully choose typography as stock fonts can be boring, 7) Use complementary color palettes for good design, and 8) Structure slides with guides and master slides for consistency.
This document provides guidance and best practices for library liaisons to effectively engage with academic departments on campus. It recommends that liaisons develop an elevator pitch about library services, directly contact faculty with specific collaboration proposals, maintain positive relationships, and become embedded in departments by participating in classes and projects. The document also stresses assessing faculty needs, gaining expertise in subject areas, promoting resources, and creating discipline-specific guides and tutorials. Success is defined as increased collaboration, a greater library presence on campus, and being viewed as peers and experts by other faculty. Sustainability requires routinely reviewing roles and maintaining relationships through ongoing promotion and outreach activities.
The document summarizes evidence-based strategies for effective teaching of reading. It discusses how struggling readers need to read more text to close gaps, and how interrupting students to correct mistakes during oral reading is not effective. It also outlines key instructional and infrastructural improvements from the Reading Next report, including direct comprehension instruction, instruction embedded in content areas, and extended time for literacy. Overall, the document promotes strategies to help all students read with meaning, joy, and increased volume.
Stephen Abram presented at the Slovenian Library Association Congress on library advocacy in the 21st century. He argued that libraries must shift their focus from content delivery to improving user experiences and questions. Libraries will need to support diverse learners, both digital and physical content, and new formats like video and graphics. Librarians should focus on transformational services aligned with curriculum. Libraries must partner with others, focus on impact, and demonstrate their value through analytics and measures of economic and strategic alignment.
The document discusses several ways that libraries need to adapt to ongoing technological disruptions:
- Libraries must focus on being educators rather than just providers of information and move beyond physical collections to support new formats like video, games, and virtual/augmented reality.
- They need to offer more services like makerspaces, learning spaces, and distance education support rather than just warehousing content.
- Libraries will need to work more with cloud infrastructure and partnerships rather than just maintaining their own systems, and prioritize strategic programs and services over individual events or initiatives.
The document argues that libraries must continually upgrade their skills and services to support online, mobile, and lifelong learning in order to remain relevant in an environment of
Training the Trainers: Faculty Development Meets Information Literacysusangar
This document summarizes a workshop on training faculty to teach information literacy. The workshop covered defining information literacy, barriers to implementing it, and ways for librarians and faculty to collaborate, including using a "train the trainer" approach. It described LMU's experiences developing information literacy sessions, curriculum mapping, and assessment. The workshop provided activities for faculty to learn outcomes, design assignments, and incorporate specific outcomes into courses.
This document summarizes a presentation given by Dr. Ross Todd on effective school libraries. Some key points:
- School libraries help students learn by supporting curriculum, developing literacy skills, and providing instruction on information literacy and technology.
- Research shows student achievement increases when libraries are staffed by qualified teacher-librarians who collaborate with teachers.
- Effective school libraries have sufficient resources and technology, and view their role as developing student knowledge rather than just providing information. They focus on learning outcomes over other metrics.
- Evidence-based practice is important for school libraries to demonstrate how they specifically contribute to student learning. This helps justify resources and focus efforts on effective strategies.
The document discusses strategies for converting in-person library instruction sessions to online formats. It suggests focusing online sessions on the most important learning objectives and engaging activities while removing less essential content. Supplemental materials and pre-recorded videos can provide instruction on technical skills. Effective online sessions require clear directions, assessments of student work, and efforts to minimize technical problems and build engagement through surveys and personalized connections. Examples demonstrate reworking a request for instruction to focus on evaluating information sources rather than search mechanics. The goal is to thoughtfully adapt high-quality in-person teaching to sustainable virtual environments.
Evidence-based Practice for School LibrariesNassauSLS
This document discusses evidence-based practice for school libraries. It begins by focusing on concepts, research findings, and strategies related to evidence-based practice. The presenter discusses how the idea of evidence-based school librarianship began in 2001 with a paper on the topic. Research has shown positive impacts of school libraries on student learning outcomes when led by qualified teacher-librarians. Developing the capacity for evidence-based practice is recommended. Evidence-based practice involves using research evidence, practitioner observations, and student feedback to inform decision making and continuous improvement. Tools for gathering evidence locally include analyzing student work and bibliographies.
Jessica Wollman
Storia’s enriched eBooks service the primary goal of supporting a child’s literacy development by offering a young reader a deeper level of engagement with eBooks. All enrichment activities were designed and tested with input from teachers and kids, as well as internal and external educational advisors.
Teaching information literacy with discovery toolsALATechSource
This document discusses teaching information literacy using discovery tools. It outlines that the presentation aims to help instructors understand the unique qualities of discovery tools to better teach students, learn how to maximize discovery tool features to teach evaluating search results, and understand how discovery tools integrate with subject databases. Some benefits of using discovery tools for teaching include their one-stop shop model, intuitive Google-like interface, facets and limiters, and ability to accommodate broad searches. However, challenges include the overwhelming number of results, lack of controlled vocabulary between databases, and dependency on topic area for interdisciplinary coverage. The document provides best practices for teaching like focusing on keywords, facets, critical thinking, and using the tool as a scaffold to subject databases. It concludes
Becoming a Great Academic Liaison WorkshopALATechSource
The document discusses the evolving role of academic library liaisons. It begins by introducing the presenters and asking library liaisons how many hours they devote to liaison work. It then outlines the history of liaison roles from the prehistoric age focusing on collection development and communication to the modern era with expanded roles in areas like technology support, curriculum involvement, and copyright advising. The rest of the document offers tips, examples, and trends related to key liaison responsibilities and the future of liaison work, emphasizing continued focus on communication, collaboration, and developing user-centered services.
This document discusses a longitudinal study conducted to improve students' information literacy skills. Over 10 weeks, students were given various activities and interactions to develop exploratory, analytical, evaluative, and writing skills. These included free writing, peer support, reflective quizzes, and developing research platforms. Pre- and post-study surveys showed that students became more confident in their research abilities and were more likely to use academic databases and books rather than solely relying on Google. The study aims to continue developing an incremental curriculum and evaluating information literacy interventions to better prepare students for university-level work.
The document discusses 7 strategic goals for public libraries:
1. Libraries will serve increasingly diverse communities with expectations of timely access across digital and physical platforms.
2. Library content will expand beyond text to include visual, audio, and interactive formats. Search capabilities will also improve.
3. Librarians will focus more on professional services and strategic alignment than traditional roles in organizing knowledge.
4. Collections, metadata, and e-learning resources will increasingly move to cloud-based platforms.
This document discusses e-resources and information literacy. It describes Libraries Thriving, a nonprofit organization dedicated to building a positive future for libraries. It discusses several studies on challenges students face with research in the digital age. Common frustrations include overwhelming information, lack of context, unfiltered search results, and not finding citable sources. The document also discusses the value of librarian and faculty collaboration, technology trends, and provides examples of initiatives at different institutions to improve student learning and use of e-resources.
The document summarizes trends in libraries based on a presentation by Stephen Abram. It notes that libraries will continue serving diverse users and communities with higher expectations for timely services. Content will increasingly include non-text formats like video and audio. Search will expand beyond single-box queries. Devices will focus on collaboration and creation, requiring librarians to provide strategic services rather than just organizing knowledge. Libraries will play important roles in recommendations, community building, education, and advocacy. They will need to embrace change, partnerships, and new opportunities to remain relevant.
The document discusses a workshop on information literacy skills provided by the library for a university program called Reach for Excellence. The program aims to support disadvantaged students pursuing university studies. In the first workshop, the library taught research skills, academic literature, evaluation, and referencing to help prepare students. Student feedback showed they learned the importance of evaluating sources and not fully trusting Wikipedia. Going forward, the library plans to continue and improve the workshop to further support widening university participation.
using social media for Professional Development DEFToer3
The document discusses a study conducted at Wales High School on using social networking and digital literacy to improve student learning. Teachers participated in a pilot where students completed and discussed homework on Facebook. The study found this enhanced communication, engagement, and cognitive processes. It also proposes designing a case study exploring digital literacy and open educational resources. The space created at the school aimed to encourage sharing good teaching practices but requires more participation and resources to be fully effective. Expanding its use across the school and improving digital skills could help maximize its benefits.
Similar to Overcome the hurdles_presentation_97_03version (20)
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Overcome the hurdles_presentation_97_03version
1. Run the Race!
Librarian-Teacher
Collaboration
Presented by Terry Lambert, Amber Baumann, and Erin Segreto
Katy ISD
2. COLLABORATION
Wordle
What words come to mind when you
hear the word "collaboration"?
Text words to: 281-940-4118
3. Teacher Hurdles to Collaboration
•Time •Teacher duties
•No need •Good intentions but get lost in
•Not enough planning ahead day-to-day
Text questions to 281-940-4118
4. Jumping the
Hurdles
Text questions to 281-940-4118
6. I did not have time for trivial
fluff. We had TEKS to cover,
labs to do, facts to learn.
Text questions to 281-940-4118
7. Paperwork........
.............Grading
Communication with:
• Parents
• Administrators
• PLC
• Curriculum support
One more meeting was NOT on my radar.
8.
9. I was climbing this obstacle the hard
way, the old way.
I thought the library was only for
English research papers, not science.
10. Grad School Project Opened My Eyes
• Included technology
• Students had fun
learning
• No boring notes on
lesson taught
• Hands-on learning
• Librarian helped teach
lesson
• Win/Win
Text questions to 281-940-4118
15. There is no "I" in TEAM!
CULTURE of TEACHING says DON'T COLLABORATE.
Teacher is in his cell all day. Has less contact with other adults
than any other profession.
Isolation: 1 teacher in 1 room with 1 group of students for 1 period
of time. Develop "my room," "my students" vocabulary. Autonomy.
Increased collaboration violates autonomy and exposes teacher
interaction with kids. Teacher gets more scrutiny, less autonomy.
A "teacher" does what I do. You don't do what I do. You are not a
teacher. You are not one of "us."
Hartzell, Gary. "Invigorate Collaboration." University of Nebraska at Omaha: TLA Conference Session, 2007.
Text questions to 281-940-4118
16.
17. Recruiting Teachers to Your Team
Motivation to collaborate must be:
Get results in less time, or get better results in same time.
Choose your collaborators - work with top people.
Flexibility is rule #1! Accommodate each teacher's style.
Successful collaborators: competent, trustworthy, likable, experts, loyal,
kind, supportive, committed, visible on campus.
Stress shared concerns. Don't chit-chat about cataloging, shelf
arrangement, etc. Nobody cares!
Hartzell, Gary. "Invigorate Collaboration." University of Nebraska at Omaha: TLA Conference Session, 2007.
Text questions to 281-940-4118
18. Proving You're a Good Teammate
Advocacy is essential!
Don’t be afraid to engage in unsolicited sharing and self-
promotion!
Google Form Survey Example
Text questions to 281-940-4118
19. Proving You're a Good Teammate
You're
Instructional
Text questions to 281-940-4118
20. Proving You're a Good Teammate
Communicate the Librarian's Role
Get on the BOY School Agenda
If they only give you a few
minutes, it can be a great time for
your "Elevator Pitch."
Text questions to 281-940-4118
21. Learn to walk before you run!
One teacher at a time:
New teachers who are excited
Innovative teachers
Teachers who are natural campus leaders
One department at a time:
Focus on a different department each year
Invite department team leaders to PLC in the library
Have library resources ready
Listen to their needs
FEED them!
Text questions to 281-940-4118
22. Time for another Wordle...
Ok, fess up - why don't YOU want to
collaborate?
Text words to: 281-940-4118
23. Become Embedded
Using the embedded librarian model,
“librarians become valuable collaborators,
trusted instructors, and partners in shaping
the curriculum and broad institutional goals
beyond the boundaries of the library.”
Kvenild, C. & K. Calkins. Embedded librarians: Moving beyond one-shot instruction.
Association of College and Research Libraries: Chicago, 2011.
Text questions to 281-940-4118
24. Librarian Resistance to Collaboration
• Abundance of
administrative tasks
• Lack of support from
campus leadership
• Budget
• Lack of confidence in
current technologies
• Personality conflicts
• Time
Text questions to 281-940-4118
25. Don't run in circles!
• READ Posters
• Library PR videos
• Read It Forward
• Library flyers,
advertisements
• Book Trailers For All
• Train student aides, if
available
Text questions to 281-940-4118
26. Collaboration is a team sport!
Be proactive with administrators:
• Discuss with your principal his/her goals.
• Familiarize yourself with campus/district goals.
Text questions to 281-940-4118
27. Collaboration is a team sport!
The "blurb."
"We experienced a 17% increase in sales
of our required reading material and the
campus had the highest number of
students take AP exams this year."
"We served over 4,000 patrons this week
alone!"
"Forty classes utilized the library for
research this month."
"We increased our book club participation
this year by 20%."
28. Get off the bench and set some goals!
Set SMART Goals.
(Specific, Measurable, Attainable, Results-centered, Time bound)
Compile a yearly "goals"
portfolio.
Invite your principal to
everything.
Text questions to 281-940-4118
29. Budget Builders
Re-evaluate your library policies:
Printing charges
Copying
Late fees or fines
Fundraisers and book sales
Book-swap:
Extends access
Donations, business partners,
sponsors, PTA
Text questions to 281-940-4118
30. Be willing to learn from students, teachers, and other librarians.
Attend technology training, seminars,
professional development sessions, or webinars.
Share what you know.
Collaboration is not a spectator sport!
Text questions to 281-940-4118
31. "If we teach today as we taught yesterday, we rob our
children of tomorrow."
--John Dewey
35. "According to the 2009 Parent-Teen
Cell Phone Survey, American
children now spend 7.5 hours a day
absorbing and creating media — as
much time as they spend in
school...more and more of these
activities are happening on
smartphones equipped with audio,
video, SMS, and hundreds of
thousands of apps."
2009 Parent-Teen Cell Phone Survey, conducted by Princeton Survey Research Associates International.
37. Hot Bloggin' It!
Edublogs - http://edublogs.org
Free educational blogging software.
Example: Maverick Library Blog
http://mrhslibrary.edublogs.org
Things to include: Things to exclude:
Location Excessive graphics
Hours Long articles
Resources available Anything that takes more than
Library fees 3 clicks to find
Events Large files/downloads
Reading programs
Teacher resources
Technology tips Dushinski, K. The mobile marketing handbook: A step-by-step guide
to creating dynamic mobile marketing campaigns. Medford, N.J:
CyberAge Books/Information Today, 2009.
38. Tweet Your Library
Twitter - http://twitter.com/
Instantly update your library's status; spread the word about
library events, new materials, book club announcements,
important dates, author visits, displays, etc.
Keep it simple - must be 140 characters or less.
"Over 800 million people worldwide will be participating in a
social network via their mobile phones by 2012, up from 82
million in 2007."
-eMarketer
Dushinski, K. The mobile marketing handbook: A step-by-step guide to creating dynamic mobile marketing campaigns. Medford,
N.J: CyberAge Books/Information Today, 2009.
Text questions to 281-940-4118
39. Shelfari
Social Networking for Bookworms
http://www.shelfari.com/
Create a virtual bookshelf, communicate with other readers,
find new books, and connect with friends.
Add new arrivals in your library to your shelf.
41. Google Forms
http://docs.google.com
Get feedback in a flash.
Paperless, fast, and easy.
Post form on web/email.
Creative uses:
Faculty/staff surveys
Library lesson feedback
Quizzes
Contests
Data collection
Library student aide applications
Parent volunteer information
Library reservations
Text questions to 281-940-4118
42. Crossing the
Finish Line
Text questions to 281-940-4118
44. Winning Stories
YouTube Math Video
http://www.youtube.com/watch?v=rZTVE4uFmHI
Terry's Prezi
http://prezi.com/yvtwqw8hvn5p/copy-of-information-literacy-skill-lesson/
47. Winning Stories
Goal: Increase use of NoveList database by 10%.
Method: Show 10 patrons/week how to use it.
Collect 15 testimonials for future promos.
Tools: Bookmarks promoting NoveList for various age groups.
Impact: In one year, saw a 375% usage increase.
48. Winning Stories
Bluebonnet Programs
Audience Share:
Tell us YOUR success story in 60-seconds or
less!
How have you made yourself an MVP?
Text final questions to 281-940-4118
50. Works Cited
Barber, Peggy & Linda Wallace. Building a Buzz: Libraries & Word-of-Mouth Marketing. Chicago:
American Library Association, 2010.
Dowd, Nancy, Mary Evageliste and Jonathan Silberman. Bite-sized marketing: realistic solutions for the
overworked librarian. Chicago: American Library Association, 2010.
Dushinski, K. The mobile marketing handbook: A step-by-step guide to creating dynamic mobile marketing
campaigns. Medford, N.J: CyberAge Books/Information Today, 2009.
Hartzell, Gary. "Invigorate Collaboration." University of Nebraska at Omaha: TLA Conference Session,
2007.
Hartzell, Gary. "Invigorate Collaboration." University of Nebraska at Omaha: TLA Conference Session,
2007.
Kvenild, C. & K. Calkins. Embedded librarians: Moving beyond one-shot instruction. Association of
College and Research Libraries: Chicago, 2011.
51. In what ways have you collaborated
with your school librarian(s) this year?
“I worked with the librarians in many different
ways. They came to the computer lab to
discuss research and MLA citations. Also,
they helped pull books for my freshman
students and helped teach them about
plagiarism.”
-Megan Chriss
English Teacher
52. In what ways have you collaborated
with your school librarian(s) this year?
“They have helped us create interactive
lessons aligning novels being read in class
(with) modern novels. The librarians are
phenomenal with helping our classes with
research.”
-Katie Parker
English Teacher
53. In what ways have you collaborated
with your school librarian(s) this year?
“Any time I need some extra help developing
a lesson or planning research, the librarians
have always gone the extra mile to help me
develop materials and to teach my students
about the library.”
-Teacher (anonymous)
54. In what ways have you collaborated
with your school librarian(s) this year?
“...research, relevant sources, high-interest
reading for ELA course(s), writing styles,
and useful media and web materials.”
-Teacher (anonymous)
55. In what ways have you collaborated
with your school librarian(s) this year?
“They have assisted in adjusting my lesson
to fit the library more effectively. Additionally,
they assisted in teaching the students how
to use library resources.”
-Melissa K. Smith
Consumer Science Teacher
56. In what ways have you collaborated
with your school librarian(s) this year?
“The librarians have been instrumental in the
development and execution of not only research,
but also several projects my AP students did this
year, including book reference material as well
as online materials.”
-Chad Scott
Environmental Science Teacher
57. In what ways have you collaborated
with your school librarian(s) this year?
“Our librarians are a wealth of information on
their inventory. They can match the most
reluctant reader to the perfect selection at
the appropriate reading level and it makes
the students’ interest SPARK!”
-Georgia Duncan
Special Education Reading Teacher
58. In what ways have you collaborated
with your school librarian(s) this year?
“We collaborate on all sorts of lesson ideas and
resources for students. They help plan the
research project and pull resources for students.
Also, our librarians keep us all updated on the
newest YA titles. They plan events for teachers
to bring more people into the library. They are a
vital part of our campus.”
-Kristin A. Simmons
English Teacher
59. If you didn’t, what prevented you from
collaborating with your librarian(s)?
• Time
• Lack of prior planning
• No need
• ―(I) had good intentions, but they got lost
in other activities and (I) did not plan far
enough ahead.‖ – Anonymous
• ―Time is limited as a coach with before
and after school duties.‖ – Justin Schreer,
Athletics Coach
60. Needed for handouts:
SMART goal template.
List of websites shared with one-sentence blurb.
Print out hard copies of teacher quotes and SMART template
for ELMO (and transparencies just in case).
Post PP at SlideShare.
Do we want to bring our MRHS scrapbook as an example (slide
26)?
Do we want them to have an agenda/schedule? Is there a
board available in the room where we can just write it out?
Websites to list: Wordle, GoogleDocs, Ping, Twitter, Glogster,
Prezi, edublogs, Shelfari, Flickr, Photostory, ALA store to buy
READ software,