This document discusses the evolution of librarians as learning specialists. It traces how over time from the 1950s to the present, standards and research have increasingly recognized librarians' instructional role in collaborating with teachers to help students learn. Where librarians were once seen mainly as keepers of materials and study hall monitors, they are now understood as curriculum leaders and designers who coach teachers and model best practices in learning. Research shows the instructional responsibilities of librarians have clearly developed over the past decades as they utilize new technologies and help design instructional activities and assessments.
The Instructional Role of the Information SpecialistJohan Koren
The role of the school librarian evolved significantly from 1950 to 1984, transitioning from a passive study hall monitor to an active participant in curriculum design and instruction. National standards from the 1950s emphasized large book collections but by the 1960s recognized the librarian as an instructional leader. Major projects in the 1960s-1980s like the Knapp School Libraries Project and Library Power initiative solidified the librarian's role in collaborating with teachers and providing information literacy instruction to students. Current standards like Information Literacy Standards for Student Learning and Standards for the 21st-Century Learner define the librarian as an essential partner in developing students' research, critical thinking, and technology skills.
The instructional role of school librarians has evolved significantly since the 1950s from study hall monitor to curriculum designer. Standards and research from the 1950s through present show a progression from the librarian managing book collections to an instructional leader collaborating with teachers on curriculum development, information literacy instruction, and technology integration. Recent standards in 2007 and 2008 further define the librarian's role in developing student skills for inquiry, critical thinking, and creating new knowledge.
Learning: principles and standards: Librarians as learning specialistsJohan Koren
The documents discuss the evolution of the role of librarians and library media specialists as learning specialists. They trace how standards and views have changed over time, with librarians initially serving more as study hall monitors but later taking on roles as instructional leaders, curriculum designers, and technology integrators who collaborate with teachers. Comments also note that library media specialists have always helped students develop independent learning skills and that their role aligns with the described role of a 21st century learning specialist.
Why you need to know your school librariancorrado2003
This document discusses the roles and benefits of school librarians and collaboration between librarians and teachers. It begins by explaining how school librarians have evolved from "shushing" figures of the past to instructional partners and resources for the entire school community. The document then outlines the American Association of School Librarians' standards for 21st century learning. It describes tools and services librarians provide students and teachers, including resources, instruction, and professional development. The final sections discuss benefits and challenges of collaboration, providing examples of effective partnerships between librarians and other educators.
Students, Teachers, Librarians: Collaboration for a Deeper Understandingskoeppen
This document discusses the importance of collaboration between students, teachers, and librarians to support inquiry-based learning. It provides examples of guided inquiry projects conducted in a school library that allow students to develop research skills and deepen their understanding of topics. These projects typically involve brainstorming criteria, applying the criteria to examples, ranking or defining sources, and engaging in discussion. The role of the librarian is to work with teachers to design carefully structured inquiry experiences and provide guidance and resources to students.
The document discusses the changing role of teachers in engaging students in learning with technology. It notes that today's students often find school uninteresting and do not see the relevance of what they learn. It contrasts boring traditional teaching methods like lengthy lectures and worksheets with more engaging approaches that incorporate students' interests, collaborative projects, and 21st century tools. The key impacts of technology on education highlighted are increased connectivity, collaboration, teachers taking more of a guiding role, and a focus on developing expert thinking and complex communication skills for students. It concludes that technology allows more in-depth and interactive exploration of topics that were previously impractical.
This document summarizes a literature review on experiential teaching methodologies in secondary English education. It finds that experiential methods like project-based learning, place-based learning, and service learning can increase student motivation and engagement compared to traditional teaching focused on standardized tests. The review examines programs that used experiential methods and identifies crucial components of effective experiential curriculum design, such as incorporating student autonomy, competence, and relationships. The purpose is to provide a foundation for teaching English experientially and addressing the needs of 21st century students.
The Instructional Role of the Information SpecialistJohan Koren
The role of the school librarian evolved significantly from 1950 to 1984, transitioning from a passive study hall monitor to an active participant in curriculum design and instruction. National standards from the 1950s emphasized large book collections but by the 1960s recognized the librarian as an instructional leader. Major projects in the 1960s-1980s like the Knapp School Libraries Project and Library Power initiative solidified the librarian's role in collaborating with teachers and providing information literacy instruction to students. Current standards like Information Literacy Standards for Student Learning and Standards for the 21st-Century Learner define the librarian as an essential partner in developing students' research, critical thinking, and technology skills.
The instructional role of school librarians has evolved significantly since the 1950s from study hall monitor to curriculum designer. Standards and research from the 1950s through present show a progression from the librarian managing book collections to an instructional leader collaborating with teachers on curriculum development, information literacy instruction, and technology integration. Recent standards in 2007 and 2008 further define the librarian's role in developing student skills for inquiry, critical thinking, and creating new knowledge.
Learning: principles and standards: Librarians as learning specialistsJohan Koren
The documents discuss the evolution of the role of librarians and library media specialists as learning specialists. They trace how standards and views have changed over time, with librarians initially serving more as study hall monitors but later taking on roles as instructional leaders, curriculum designers, and technology integrators who collaborate with teachers. Comments also note that library media specialists have always helped students develop independent learning skills and that their role aligns with the described role of a 21st century learning specialist.
Why you need to know your school librariancorrado2003
This document discusses the roles and benefits of school librarians and collaboration between librarians and teachers. It begins by explaining how school librarians have evolved from "shushing" figures of the past to instructional partners and resources for the entire school community. The document then outlines the American Association of School Librarians' standards for 21st century learning. It describes tools and services librarians provide students and teachers, including resources, instruction, and professional development. The final sections discuss benefits and challenges of collaboration, providing examples of effective partnerships between librarians and other educators.
Students, Teachers, Librarians: Collaboration for a Deeper Understandingskoeppen
This document discusses the importance of collaboration between students, teachers, and librarians to support inquiry-based learning. It provides examples of guided inquiry projects conducted in a school library that allow students to develop research skills and deepen their understanding of topics. These projects typically involve brainstorming criteria, applying the criteria to examples, ranking or defining sources, and engaging in discussion. The role of the librarian is to work with teachers to design carefully structured inquiry experiences and provide guidance and resources to students.
The document discusses the changing role of teachers in engaging students in learning with technology. It notes that today's students often find school uninteresting and do not see the relevance of what they learn. It contrasts boring traditional teaching methods like lengthy lectures and worksheets with more engaging approaches that incorporate students' interests, collaborative projects, and 21st century tools. The key impacts of technology on education highlighted are increased connectivity, collaboration, teachers taking more of a guiding role, and a focus on developing expert thinking and complex communication skills for students. It concludes that technology allows more in-depth and interactive exploration of topics that were previously impractical.
This document summarizes a literature review on experiential teaching methodologies in secondary English education. It finds that experiential methods like project-based learning, place-based learning, and service learning can increase student motivation and engagement compared to traditional teaching focused on standardized tests. The review examines programs that used experiential methods and identifies crucial components of effective experiential curriculum design, such as incorporating student autonomy, competence, and relationships. The purpose is to provide a foundation for teaching English experientially and addressing the needs of 21st century students.
The document discusses the importance of reading and its relationship to school achievement. It provides evidence from multiple sources that independent reading is important for learning and positively impacts student achievement. It also discusses the important role that teachers, teacher-librarians, and libraries play in fostering reading engagement among students and connecting them with interesting reading materials. Maintaining print-rich environments and developing relationships between teachers and librarians can significantly impact student learning.
This document contains annotations for references related to literacy education. It summarizes 12 sources that discuss multiliteracies and the importance of a multiliteracies approach in education, which allows for the integration of technology and accounts for linguistic and cultural diversity. The annotations describe how the sources address topics like new literacies, using web tools in the classroom, incorporating digital games and multimedia, and the need for teachers to adapt their pedagogies for multiliteracies.
This document is a 2-page reflective essay submitted by three students - Marina Álvarez, Andrea Giordano, and Tamara Tymostchuk - for their Práctica Docente III course. The essay discusses the role of secondary education in today's world based on a review of suggested materials, including a TED Talk by Josef James. It addresses the defining characteristics of secondary education, the roles of teachers and learners, and challenges they face. The essay also reflects on recent changes to Argentina's education system and the skills students need, such as digital literacy and the 6C's, to prepare for an uncertain future.
This document discusses techniques and methodologies for improving English language skills. It explains that using fun and engaging teaching methods from a young age, such as songs and games, helps children learn English naturally. As students get older, multimedia materials and communicative approaches that emphasize interaction are most effective. The conclusion recommends using multimedia to teach complex topics while creating a comfortable learning environment tailored to the needs of different age groups.
The document provides annotations and an overview of 10 sources that discuss the topic of multiliteracies in education. The annotations examine how multiliteracies has emerged as a response to increasing student diversity and the changing literacy demands of a digital world. Key aspects discussed include the benefits of multiliteracies pedagogy for diverse classrooms, the importance of designing literacy instruction for multiple text forms and modes of communication, and the role of teachers in developing students' multiliteracy skills.
Teaching Through Space Design: The Symbolic Power of Academic Libraries in th...Kelly E. Miller
These slides were presented at the CLIC: Cooperating Libraries in Consortium event on April 12, 2016 at Hamline University's Anderson Center in Minnesota.
Abstract of Talk:
Miller discusses the ways in which our beliefs about learning and research — and the role librarians can play in those processes — are symbolized in the ways we choose to plan and design library spaces. Drawing on her experiences at UVA, UCLA and the University of Miami, she will share examples of library space planning and renewal that are creating new opportunities for librarians to engage in new ways with faculty and students. In particular, she will offer practical tips on how library space can embody key concepts in the new Framework for Information Literacy for Higher Education (http://www.ala.org/acrl/standards/ilframework) and spur growth and transformation of library reference and instructional services. By teaching intentionally through space design, libraries — and librarians — can increase the significance of their roles in the learning and research processes at their colleges and universities.
Literacy in the content area for week four blogChris Lewis
The document discusses the history of content area reading research and instruction. It traces studies from the early 20th century that found wide performance differences in reading across states and schools. Later research in the 1950s and 1960s identified gaps in teacher preparation programs and a need for intermediate and secondary teachers to provide reading instruction. More recent research emphasizes that reading skills are necessary for students to learn in all subject areas, to solve problems, and to succeed in an increasingly technological world where literacy demands are high. The document argues that technology and career classes provide opportunities to teach literacy skills in context and give students experience with real-world reading applications.
This workshop will introduce academy leaders to a research-based model for improving adolescent literacy. Over two sessions, participants will learn how focusing on literacy can boost student success in academics and careers. They will discuss what literacy looks like in different career fields and how leaders can support literacy-rich teaching. Participants will receive a book and materials on adolescent literacy. The presenter, Julie Meltzer, is an expert on adolescent literacy and professional development.
This document contains 9 annotations summarizing research articles and chapters related to multiliteracies and literacy education pedagogy. The annotations discuss key aspects of multiliteracies, including the need for teachers to support multiliteracies curriculum, incorporate the Four Resources Model and Productive Pedagogies. They also explore changing definitions of literacy in the digital age and the importance of using multimodal approaches and integrating technology into literacy instruction.
This document provides an overview of the field of learning development in UK higher education. It discusses key concepts from academic literacies like positioning students, power dynamics, and third space. It also explores how learning development has progressed from supplementary to embedded approaches. Challenges around neoliberal influences are addressed, advocating for learning development principles of diversity, collaboration and education for the common good. The document references many important learning development scholars and resources.
Comprehension Instruction for Digital Natives CSI_Literacy
The document describes a new approach to teaching reading comprehension called Comprehension Strategies Instruction (CSI) that was developed for two New Zealand teachers, Kyran Smith and Laura Borrowdale, who were struggling to improve literacy rates among their students. CSI uses on-grade-level, mostly nonfiction texts from content areas like science, math, and social studies. It incorporates explicit instruction of comprehension strategies, cooperative peer learning, and digital technologies. After implementing CSI, both teachers reported that their students were more engaged with texts and made greater progress in reading comprehension.
Alvarez giornado tymostchuk - p iii - trabajo integrador - pass (1)Marina Alvarez
This lesson plan aims to integrate theory from Didáctica Específica para Nivel Secundario with practice. It focuses on healthcare and promoting well-being for a group of intermediate English learners. The plan includes two activities: 1) having students complete a Google Form about their health habits and discussing the results, and 2) putting students in breakout rooms to research and list healthy habits during the pandemic and present their findings. The plan scaffolds language learning and uses variety including a warm-up game, group work, and assigning homework. Feedback from the tutor suggests making the follow-up activity more complex by having students write paragraphs applying what they've learned.
Christina Kennison's research focused on the quality of student writing in America. She examined national writing assessment data and identified factors contributing to below standard writing performance, such as a lack of different writing formats taught. Her research concluded there is a need to encourage student voice and individuality in writing to increase engagement. She provides three successful writing activities she developed that allow students to share experiences, inform readers, and convince others.
The document is a draft report on education reform at Brown University produced by students and faculty in 1967. It acknowledges widespread criticism of American universities for failing to achieve their stated purposes or meet reasonable standards. After a year-long study, the authors reached a similar conclusion about Brown. The report aims to provide a framework for discussion and proposes solutions to pursue, with the goal of realizing universities' potential to be a source of valuable educational experiences for students.
Presented Jan 2012 by Miles McCrimmon. Miles teaches at J. Sargeant Reynolds Community College and writes the Handbook for Writers textbook, published by Flat World Knowledge and available open and free online at www.flatworldknowledge.com
This professional development program aims to teach strategies for making social studies content more accessible to diverse learners. Over three days, teachers and staff will learn about content enhancement, collaboration techniques like co-teaching, and differentiated instruction including Universal Design for Learning. The schedule outlines objectives, icebreakers, and activities to help participants develop skills for planning and instructing social studies in an inclusive classroom.
This document provides strategies for effective small group instruction in social studies. It discusses essential elements for teaching social studies like planning instruction, considering the needs of diverse learners, and assessing learning. Key elements of instruction include using books to hook students and connect to online primary sources, engaging learners through relating lessons to their experiences, and encouraging research and inquiry. Historical thinking, literature, and student engagement should influence learning strategies in the classroom. Resources provided include links to sites like the Library of Congress.
EAD 684 Selection, Development and Supervision of Educational Personnel Dr. Alan Vaughan, Ph.D. phil413alv@cox.netCambridge College, Chesapeake VA(in partial fulfillment of the requirements for the degree of Masters of Education in the field of School Administration)
The role of the school librarian evolved from 1950-1984 from a study hall monitor to an instructional leader and curriculum designer. Standards and literature from this period show a progression in the librarian taking on more instructional responsibilities including collaborating with teachers on curriculum and textbook selection. Major developments included the launch of Sputnik sparking educational reforms, the Knapp School Libraries Project supporting collaborative teaching between librarians and teachers, and Information Power in 1988 establishing the librarian as an information specialist, teacher, and instructional consultant integral to the instructional program.
The document discusses learning principles, standards, and the role of librarians as learning specialists. It defines principles as fundamental truths that guide systems like education. Learning standards describe what students should know and be able to do. The document argues that librarians already function as learning specialists by helping students develop research skills, collaborating with teachers, and staying up-to-date with new technologies to support learning.
The document discusses the importance of reading and its relationship to school achievement. It provides evidence from multiple sources that independent reading is important for learning and positively impacts student achievement. It also discusses the important role that teachers, teacher-librarians, and libraries play in fostering reading engagement among students and connecting them with interesting reading materials. Maintaining print-rich environments and developing relationships between teachers and librarians can significantly impact student learning.
This document contains annotations for references related to literacy education. It summarizes 12 sources that discuss multiliteracies and the importance of a multiliteracies approach in education, which allows for the integration of technology and accounts for linguistic and cultural diversity. The annotations describe how the sources address topics like new literacies, using web tools in the classroom, incorporating digital games and multimedia, and the need for teachers to adapt their pedagogies for multiliteracies.
This document is a 2-page reflective essay submitted by three students - Marina Álvarez, Andrea Giordano, and Tamara Tymostchuk - for their Práctica Docente III course. The essay discusses the role of secondary education in today's world based on a review of suggested materials, including a TED Talk by Josef James. It addresses the defining characteristics of secondary education, the roles of teachers and learners, and challenges they face. The essay also reflects on recent changes to Argentina's education system and the skills students need, such as digital literacy and the 6C's, to prepare for an uncertain future.
This document discusses techniques and methodologies for improving English language skills. It explains that using fun and engaging teaching methods from a young age, such as songs and games, helps children learn English naturally. As students get older, multimedia materials and communicative approaches that emphasize interaction are most effective. The conclusion recommends using multimedia to teach complex topics while creating a comfortable learning environment tailored to the needs of different age groups.
The document provides annotations and an overview of 10 sources that discuss the topic of multiliteracies in education. The annotations examine how multiliteracies has emerged as a response to increasing student diversity and the changing literacy demands of a digital world. Key aspects discussed include the benefits of multiliteracies pedagogy for diverse classrooms, the importance of designing literacy instruction for multiple text forms and modes of communication, and the role of teachers in developing students' multiliteracy skills.
Teaching Through Space Design: The Symbolic Power of Academic Libraries in th...Kelly E. Miller
These slides were presented at the CLIC: Cooperating Libraries in Consortium event on April 12, 2016 at Hamline University's Anderson Center in Minnesota.
Abstract of Talk:
Miller discusses the ways in which our beliefs about learning and research — and the role librarians can play in those processes — are symbolized in the ways we choose to plan and design library spaces. Drawing on her experiences at UVA, UCLA and the University of Miami, she will share examples of library space planning and renewal that are creating new opportunities for librarians to engage in new ways with faculty and students. In particular, she will offer practical tips on how library space can embody key concepts in the new Framework for Information Literacy for Higher Education (http://www.ala.org/acrl/standards/ilframework) and spur growth and transformation of library reference and instructional services. By teaching intentionally through space design, libraries — and librarians — can increase the significance of their roles in the learning and research processes at their colleges and universities.
Literacy in the content area for week four blogChris Lewis
The document discusses the history of content area reading research and instruction. It traces studies from the early 20th century that found wide performance differences in reading across states and schools. Later research in the 1950s and 1960s identified gaps in teacher preparation programs and a need for intermediate and secondary teachers to provide reading instruction. More recent research emphasizes that reading skills are necessary for students to learn in all subject areas, to solve problems, and to succeed in an increasingly technological world where literacy demands are high. The document argues that technology and career classes provide opportunities to teach literacy skills in context and give students experience with real-world reading applications.
This workshop will introduce academy leaders to a research-based model for improving adolescent literacy. Over two sessions, participants will learn how focusing on literacy can boost student success in academics and careers. They will discuss what literacy looks like in different career fields and how leaders can support literacy-rich teaching. Participants will receive a book and materials on adolescent literacy. The presenter, Julie Meltzer, is an expert on adolescent literacy and professional development.
This document contains 9 annotations summarizing research articles and chapters related to multiliteracies and literacy education pedagogy. The annotations discuss key aspects of multiliteracies, including the need for teachers to support multiliteracies curriculum, incorporate the Four Resources Model and Productive Pedagogies. They also explore changing definitions of literacy in the digital age and the importance of using multimodal approaches and integrating technology into literacy instruction.
This document provides an overview of the field of learning development in UK higher education. It discusses key concepts from academic literacies like positioning students, power dynamics, and third space. It also explores how learning development has progressed from supplementary to embedded approaches. Challenges around neoliberal influences are addressed, advocating for learning development principles of diversity, collaboration and education for the common good. The document references many important learning development scholars and resources.
Comprehension Instruction for Digital Natives CSI_Literacy
The document describes a new approach to teaching reading comprehension called Comprehension Strategies Instruction (CSI) that was developed for two New Zealand teachers, Kyran Smith and Laura Borrowdale, who were struggling to improve literacy rates among their students. CSI uses on-grade-level, mostly nonfiction texts from content areas like science, math, and social studies. It incorporates explicit instruction of comprehension strategies, cooperative peer learning, and digital technologies. After implementing CSI, both teachers reported that their students were more engaged with texts and made greater progress in reading comprehension.
Alvarez giornado tymostchuk - p iii - trabajo integrador - pass (1)Marina Alvarez
This lesson plan aims to integrate theory from Didáctica Específica para Nivel Secundario with practice. It focuses on healthcare and promoting well-being for a group of intermediate English learners. The plan includes two activities: 1) having students complete a Google Form about their health habits and discussing the results, and 2) putting students in breakout rooms to research and list healthy habits during the pandemic and present their findings. The plan scaffolds language learning and uses variety including a warm-up game, group work, and assigning homework. Feedback from the tutor suggests making the follow-up activity more complex by having students write paragraphs applying what they've learned.
Christina Kennison's research focused on the quality of student writing in America. She examined national writing assessment data and identified factors contributing to below standard writing performance, such as a lack of different writing formats taught. Her research concluded there is a need to encourage student voice and individuality in writing to increase engagement. She provides three successful writing activities she developed that allow students to share experiences, inform readers, and convince others.
The document is a draft report on education reform at Brown University produced by students and faculty in 1967. It acknowledges widespread criticism of American universities for failing to achieve their stated purposes or meet reasonable standards. After a year-long study, the authors reached a similar conclusion about Brown. The report aims to provide a framework for discussion and proposes solutions to pursue, with the goal of realizing universities' potential to be a source of valuable educational experiences for students.
Presented Jan 2012 by Miles McCrimmon. Miles teaches at J. Sargeant Reynolds Community College and writes the Handbook for Writers textbook, published by Flat World Knowledge and available open and free online at www.flatworldknowledge.com
This professional development program aims to teach strategies for making social studies content more accessible to diverse learners. Over three days, teachers and staff will learn about content enhancement, collaboration techniques like co-teaching, and differentiated instruction including Universal Design for Learning. The schedule outlines objectives, icebreakers, and activities to help participants develop skills for planning and instructing social studies in an inclusive classroom.
This document provides strategies for effective small group instruction in social studies. It discusses essential elements for teaching social studies like planning instruction, considering the needs of diverse learners, and assessing learning. Key elements of instruction include using books to hook students and connect to online primary sources, engaging learners through relating lessons to their experiences, and encouraging research and inquiry. Historical thinking, literature, and student engagement should influence learning strategies in the classroom. Resources provided include links to sites like the Library of Congress.
EAD 684 Selection, Development and Supervision of Educational Personnel Dr. Alan Vaughan, Ph.D. phil413alv@cox.netCambridge College, Chesapeake VA(in partial fulfillment of the requirements for the degree of Masters of Education in the field of School Administration)
The role of the school librarian evolved from 1950-1984 from a study hall monitor to an instructional leader and curriculum designer. Standards and literature from this period show a progression in the librarian taking on more instructional responsibilities including collaborating with teachers on curriculum and textbook selection. Major developments included the launch of Sputnik sparking educational reforms, the Knapp School Libraries Project supporting collaborative teaching between librarians and teachers, and Information Power in 1988 establishing the librarian as an information specialist, teacher, and instructional consultant integral to the instructional program.
The document discusses learning principles, standards, and the role of librarians as learning specialists. It defines principles as fundamental truths that guide systems like education. Learning standards describe what students should know and be able to do. The document argues that librarians already function as learning specialists by helping students develop research skills, collaborating with teachers, and staying up-to-date with new technologies to support learning.
Teacher qualities for 21st century learningWongWengSiong
This article discusses qualities needed for teachers in the 21st century based on interviews with six teachers. It focuses on mindsets of openness to change, growth, and adapting to new knowledge and challenges. Key qualities that emerged were adventure, resilience, creativity, and problem-solving. The interviews were conducted over two years using a narrative inquiry approach to understand the teachers' experiences and perspectives. The study aimed to understand how teachers' lives shape their practices and abilities to meet changing needs of students in the future.
School libraries have evolved from book centers to vibrant learning hubs. The document traces the history of school libraries in the United States from the mid-20th century to present day. It discusses how school libraries shifted from serving mainly as study halls to playing an instructional role by supporting teaching and learning. National standards from 1945 onward emphasized collaborating with teachers and serving an active role in the academic process. Today, school libraries continue enhancing education by providing resources and information specialists to support student learning.
Craver’s Historical Overview of the Changing Instructional Role of.docxfaithxdunce63732
Craver’s Historical Overview of the Changing Instructional Role of the High School SLMS, 1950–1986
Craver’s (1986) overview of the evolving instructional SLMS roledemonstrates the gradual change in attitudes and practices taking place between the socially complacent 1950s and the disillusioned 1980s when societal problems affecting students seemed overwhelming and unsolvable. With the launching of Sputnik in the early 1950s, anti-intellectualism in America quickly gave way to concentrated efforts directed toward high educational achievement. During this decade, as educators noticed that children appeared to have individual learning styles, they came to realize that multiple information sources could nourish each of their unique intellects. This made the library a natural focal point in the school and contributed to two gradually evolving librarian roles: assistance with curriculum development (albeit limited) and initiation of course-integrated library instruction. With increasing use of course-integrated audiovisual materials during this decade and the decline of the library as study hall, the more passive librarian role of housing and providing materials slowly transformed into an active instructional role. This gradual transformation was recognized by the American Association of School Librarians (AASL) in their 1956 official statement acknowledging that librarians were becoming “coordinators, consultants and supervisors of instructional materials on each level of school administration” (Gates 1968, 235, as cited in Craver 1986).
In the turbulent 1960s, as school curriculum expanded to include such diverse new subject areas as communication, fine arts, and the humanities, students spent more time in school than previous generations had, and instructional methods became increasingly varied and creative. At the same time, federal funding became available for the development of schools, libraries, and the purchase of diverse library materials. As these education reform initiatives evolved, so did the instructional role of the school librarian, who was described as a “team teacher, learning expediter and media programming educator” (Davies 1963, 158, as cited in Craver 1986). In the latter part of the decade, research into the role of the school librarian was carried out through the School Library Manpower Project. Its publication, Occupational Definitions for School Library Media Personnel showed that overall the scope and nature of the job was evolving into “an active teaching role in the instructional program of the school through instruction in the effective use of media and equipment” (School Library Manpower Project 1971, 10, as cited in Craver 1986).
The early seventies saw further educational change as the system moved from students passively receiving teacher-delivered material toward projects and activities that engaged students in their own learning more than did lectures and tests. But by the latter part of the decade, as national .
What are School Libraries and School Librarians?Johan Koren
Looks at definitions and roles of the school library and the school librarian and follows the development of standards and guidelines for school libraries from 1845-2009. Considers also the radical new definition set out by R. David Lankes.
This document appears to be a research project proposal submitted by Justin Cole for a Masters in Literacy program. The proposal explores the difference between teachers' and students' personal literacy practices outside of school and the effect this has on student engagement. Cole plans to conduct interviews and surveys of teachers and students at an inner-city primary school to examine how teachers are less familiar with the visual and digital texts that students engage with daily and how this impacts student motivation. The proposal includes an introduction providing background on changing literacy practices with new technologies, a literature review, methodology, and plans for data analysis and recommendations.
The document proposes a research study to evaluate the strengths and weaknesses of Brunswick Community College library's academic support. Specifically, the study would examine if the library's collection resources are available, relevant, and current in supporting the college's curriculum. The proposal discusses selecting a sample population from the college to survey. It would develop a questionnaire to collect both qualitative and quantitative data on the library's resources and how well they meet the needs of students and faculty. The results could be used to identify areas for improvement and justify increasing library funding and support.
1. Teaching children's literature requires a collaborative approach between teachers, librarians, and the community to fully engage students and maximize learning opportunities.
2. Effective programs that promote reading involve partnerships between schools, homes, and libraries to provide students access to engaging materials and active involvement of parents and other adults.
3. Research shows that when teachers partner with librarians to integrate library resources into lesson planning and instruction, student achievement increases significantly.
English Multilitericies And Social Change Use Me!tashmccarthy
1. Teaching multiliteracies aims to develop cognitive and social literacy skills for interacting with different text types including print, digital, and visual. It also aims to promote social change through critical analysis of power relations in curriculum.
2. Key theorists who developed the concept of multiliteracies include Mary Kalantzis, Bill Cope, and the New London Group from 1994. They advocate using a "knowledge processes" approach to develop higher-order thinking.
3. Teachers are encouraged to incorporate multimodal texts and new technologies to explore social issues and develop critical literacy. Frameworks like learning-by-design are used to plan lessons around knowledge processes.
This document provides an overview of learning and discusses the need for new approaches to education. It notes that while college enrollment is high, many students lack important general knowledge and reasoning skills. Studies show current teaching methods are not effective and students often do not retain what they learn. There are calls from employers, educators, and organizations for graduates to have skills like teamwork, communication, problem solving and lifelong learning. The focus of education is shifting from teaching to learning, with teachers taking on more of a facilitator role. The ultimate goal of higher education should be developing students' ability to learn on their own through their lives.
This document discusses the importance of teaching children's literature and the benefits of collaboration between teachers, librarians, and the community. It notes that children's literature can be subversive by expressing new perspectives. Effective teaching requires interpreting texts and understanding different experiences. School libraries can significantly increase student achievement when teachers partner with librarians. A collaborative model between schools and public libraries enhanced student skills. Media specialists are valuable instructional partners who empower learners. Research shows clear benefits from school/library partnerships on reading scores. Teaching children's literature works best as a team effort involving the entire community.
(Reflective teaching and the social conditions of schooling series) kenneth m...Mônica Gallon
1. The series aims to help teachers reflect on their profession and experiences in light of the social conditions of schooling.
2. Many teacher education programs do not adequately address the social, political, and cultural contexts that influence schools.
3. The books in the series are intended to engage teachers in considering crucial issues around the social conditions of schooling and how they impact teaching.
This document provides a summary of learning, how people learn, and the importance of lifelong learning. It discusses that while many students and teachers assume learning is occurring simply through teaching and memorization of facts, recent studies show college graduates often lack critical thinking skills. It also outlines how views of learning have changed, emphasizing developing skills like communication, teamwork, and being an intentional learner. The document discusses Bloom's taxonomy of cognitive levels of learning and introduces the concepts of different types of knowledge and the importance of the affective domain in learning. The overall message is that learning requires active engagement and reflection, and should be a lifelong pursuit beyond formal education.
Mod 1 the role of the teacher librarian and the schooltlspecial
The document discusses the evolving role of teacher-librarians and school library programs in the 21st century. It outlines how learning has changed with increased access to information and emphasizes the importance of developing students' skills in areas like critical thinking, communication, and collaboration. Several organizations describe how teacher-librarians support curriculum, help students develop literacy and learning skills, and work collaboratively with teachers to plan instruction. Reflections from one teacher-librarian focus on providing evidence of implementing 21st century skills and having an impact on student achievement through collaborative leadership.
Mod 1 the role of the teacher librarian and the schooltlspecial
UBC LLED 469: Role of the TL and the School Library Program
Module 1 presentation introduces students to the capacity of the teacher-librarian to support classroom teachers designing resource-based inquiry learning.
Perth, WA (WASLA) Embedding the Library Across the School Susan la Marca
This document provides an overview of ideas and perspectives related to embedding school libraries across schools. It includes definitions of embedding, quotes emphasizing the importance of relationships and collaboration between teachers and librarians. It also discusses leadership, advocacy, evaluation and evidence-based practice as they relate to school libraries.
What's a Library to Do? Transforming the One-Shot Library Workshop for the Ne...Jerilyn Veldof
Cornell University Library invited me to do a workshop for them on <a href="http://www.tc.umn.edu/~jveldof/WorkshopDesign/">creating one-shot library workshops</a>. These are the remarks I made in another session for their Library Assembly prior to the workshop.
School libraries have evolved over time from book centers to vibrant learning hubs. Their role has changed from simply housing books to actively supporting teaching and learning through collaboration. Standards and guidelines have helped shape the instructional role of the school librarian as a leader, teacher, and partner in curriculum development. Recent frameworks emphasize school libraries as learning commons that foster 21st century skills through flexible learning environments and equitable access to information.
Similar to Principles and Standards: Librarians as Learning Specialists (20)
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can offer significant health benefits over time such as improved focus, better sleep, and a more positive outlook.
Education is generally defined as the process of learning and acquiring information. It can take place both through formal schooling and informal life experiences. Martin Luther King Jr. believed that true education should enable one to discern truth from falsehood and develop both intelligence and strong moral character. The document explores different definitions and perspectives on the meaning of education through various online sources.
This document discusses different types of information sources and how to evaluate them. It defines reference sources as publications that provide authoritative information, including reference books, indexes, and databases. Reference books are designed to be consulted for specific information needs rather than read cover to cover, and include genres like dictionaries, directories, and encyclopedias. When evaluating information sources, criteria like the author's authority, purpose, objectivity, currency, and relevance should be considered. Primary sources contain original material while secondary sources analyze and comment on primary sources.
Looks at School Library Month and other related celebrations (Naional Library Month and Library Workers Day) and discusses advocacy and advocacy plans.
School libraries under threat: How to ensure survival?Johan Koren
This document discusses the threat faced by school libraries due to budget cuts by principals and superintendents looking to save money. It is suggested that school library positions and librarians are often among the first to be cut. Several examples are given of states and school districts that have cut or are threatening to cut school librarian positions. The document then discusses strategies for school librarians to ensure the survival of school libraries, including building support among stakeholders before a crisis, using research evidence to demonstrate the impact of school libraries, and engaging in action research projects to assess the effectiveness of library programs.
Looks at different inquiry process models, including Kuhlthau's Information Search Process and Guided Inquiry derived from it, Big 6 Skills, plus a number of others.
This document provides an overview of various inquiry and information process models that can be used to guide student research. It describes models such as the Big6, Carol Kuhlthau's Information Search Process, and the Savvy Seven Research Model. Each model breaks the research process down into steps or stages to help students comprehend the task and strategies needed. The document emphasizes that the models are flexible and iterative - students may need to move back and forth between steps as new questions or understandings emerge during research. An effective model provides a common language and scaffolding for students while allowing for recursion as understanding develops.
School Libraries under Threat: How to Ensure Survivalk?Johan Koren
School libraries are under threat of budget cuts as principals and superintendents look for ways to save money. This can result in the elimination of school library positions, which have often been among the first to be cut. The document discusses strategies for ensuring the survival of school libraries, including presenting evidence from research about the impact of school libraries on student achievement, outcomes, and skills. It recommends that school librarians build support for their programs, collect data through action research, and share the findings to make an evidence-based case for the value of school libraries.
Teen Tech Week 2015: A Public Library Thing?Johan Koren
Teen Tech Week is a national initiative sponsored by YALSA that aims to ensure teens are competent and ethical users of digital media through libraries. It focuses on resources like e-books, databases, and social media. The related Teen Read Week also encourages teen reading and library use. Studies show teens lack skills to evaluate online information. Libraries help teens build skills like research and online profile management. Some schools implement "Bring Your Own Device" policies to utilize students' technology. Partnerships for Teen Tech Week can include families, community groups, and schools working with public libraries. Makerspaces in libraries allow creation using tools like 3D printers and electronics, helping develop skills needed in today's economy.
What are Educational Standards . . . and what do they have to do with 21st ce...Johan Koren
Educational standards help teachers ensure students have the necessary skills and knowledge to be successful by providing clear goals for learning. Standards provide a roadmap for teachers, parents, and students by setting expectations without dictating how teachers should teach. They highlight the knowledge and abilities students should master. Kentucky has adopted standards for core subjects as well as for teachers and technology to prepare students with 21st century skills like critical thinking, communication, collaboration, and creativity. These skills are advocated for by organizations like the Partnership for 21st Century Skills to help students succeed in a global, digital world.
21st century skills refer to a broad set of knowledge, skills, work habits, and character traits that are believed to be critically important to success in today's world, particularly in collegiate programs and contemporary careers and workplaces. These skills include critical thinking, communication, collaboration, and creativity. The document provided several links to additional resources defining and explaining 21st century skills.
The Gift of Libraries and Librarians: Learing in the CurriculumJohan Koren
This document discusses the many contributions that school libraries and librarians provide to learning. It notes that school libraries should serve as learning commons that focus on client-centered programs and advance best practices in pedagogy. School librarians help students develop digital citizenship skills, make connections between students and teachers, and provide leadership, even if misunderstood. Overall, the document argues that school libraries and librarians give students opportunities to learn and grow, and provide a crucial edge for college and career readiness.
The document provides guidelines from various sources for designing flexible school library spaces that meet the needs of modern learners. It discusses recommendations to create comfortable, technology-enabled areas for physical and virtual resources with adjustable furniture. Advice emphasizes flexible use of space, visible book displays, strong electrical infrastructure, livability over just aesthetics, and potentially outdoor spaces. Security concerns since Sandy Hook in 2012 also impact library design.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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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.
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
3. Define Principle, then? principle, n. 3. a. A fundamental truth or proposition on which others depend; a general statement or tenet forming the (or a) basis of a system of belief, etc.; a primary assumption forming the basis of a chain of reasoning. 4. a. A general law or rule adopted or professed as a guide to action; a settled ground or basis of conduct or practice; a fundamental motive or reason for action, esp. one consciously recognized and followed. Often partly coinciding with sense 3a.
4. What does that mean in practice? We need to be aware of the principles that guide our teaching Teachers’ assumptions regarding why and how students learn and what makes effective instruction ultimately determine what takes place in classrooms. Therefore, it is critical for the faculty of a school to articulate together the educational principles that will guide their practice.
5. What are standards, though?? standard, n. 9. a. The authorized exemplar of a unit of measure or weight; e.g. a measuring rod of unit length; a vessel of unit capacity, or a mass of metal of unit weight, preserved in the custody of public officers as a permanent evidence of the legally prescribed magnitude of the unit. original standard: the standard of which the others are copies, and to which the ultimate appeal must be made. 10. a. (Originally fig. from 9.) An authoritative or recognized exemplar of correctness, perfection, or some definite degree of any quality.
6. How about learning standards? What are Learning Standards? Learning standards are written statements of what students should know and be able to do as a result of their education at every grade level. They are also called “Content Standards.” Learning standards describe what teachers are supposed to teach and what students are supposed to learn.
7. Link between learning principles and learning standards? Standards for the 21st-Century Learner(AASL, 2007) Download the Standards. What are the learning principles behind these 4 Standards? Are they the same as the nine “Common Beliefs” outlined in the document?
10. A non-librarian solution The focus of this position is to help core subject teachers utilize web 2.0 technologies in the classroom, to create a global and collaborative approach to learning. The design of authentic and engaging international projects which incorporate social networking, blogs, wikis, and podcasts, and whatever comes next, is paramount to the success of this position. The 21st Century Literacy Specialist works in collaboration with the Media Specialist and Technology and Learning Coordinator to ensure a seamless transition between traditional and digital literacy skills. 21st Century Literacy Specialist Job DescriptionInternational School Bangkok 21st Century Literacy wiki
11. Meet a 21stcentury literacy specialist! Kim Cofino I see this role as a bridge between the library and technology, and therefore, a key aspect of this position, which makes it different than a traditional technology facilitation position, is the strength of collaboration between all three teams Defining the Role of a 21st Century Literacy Specialist Ms. Cofino is now Technology and Learning Coach at Yokohama International School. See her current blog
12. Another term 21st Century Learning Specialist (21stCLS) The 21stCLS models and helps (in planned and unplanned moments) all stakeholders involved understand how learning is changing and the way technology is changing society. He/She is making her own learning transparent in order to teach. He/She creates, maintains and facilitates a learning environment for independent-self directed learners. Moving On... 21st Century Learning by Silvia Rosenthal Tolisano Read Tolisano’s blog at http://www.langwitches.org/blog
13. Comment to 21stCLS Posted by: Jackie Pierson find it rather interesting that someone feels the need to create a new educational professional for the 21st century! All the specialists you refer to in your article ALREADY EXIST and serve students of the 21st century!You state “Her/his primary goal is helping others become self directed learners.” That is EXACTLY the role of the "traditional" school library media specialist! School librarians have ALWAYS been the first professionals in a school to utilize the newest technologies and to teach the process of finding and evaluating information. They promote collaboration between classroom teachers and the technology facilitator. Comment to Moving On... 21st Century Learning
14. So, are librarians learning specialists? Certainly! . . . library media specialists as learning specialists are uniquely situated to collaborate in [helping individual students improve learning] through their development and dissemination of resources, curriculum leadership, and participation in professional learning communities. They also possess valuable skills in designing and analyzing instructional activities and assessments tasks, modeling of processes and “best practices,” and coaching of improved staff and student performance. Reframing the Library Media Specialist as a Learning Specialist by Allison Zmuda and Violet H. Harada. School Library Media Activities Monthly/Volume XXIV, Number 8/April 2008
15. The Development of the Instructional Role of the Media Specialist Has it changed much? It is evident from an analysis of two data sources that an evolution in the instructional role of the library media specialist did occur from 1950 to 1984. A clear pattern of progressive development of the instructional role has persisted in the standards and the literature. The changes in the library media specialist’s role from study hall monitor to curriculum designer can certainly be termed substantive. Craver, K. (1986, Summer). The Changing Instructional Role of the High School Library Media Specialist, 1950–84: A Survey of Professional Literature, Standards, and Research Studies. School Library Media Quarterly, 14, 4: 183-91 (no longer online). Also available in The emerging school library media program. Libraries Unlimited, 1988 15
16. 1945 Benchmark First set of national standards for school libraries K-12 School Libraries for Today and Tomorrow published by the American Library Association These standards linked the quality of school libraries to the size of book collections and the frequency of classroom teacher use of the library. Further, the school librarian was beginning to be seen as an instructional leader for the “mental, emotional and social growth of young people.” Underwood, L. J. (2003). A case study of four school library media specialists’ leadership in Louisiana ,” EDD dissertation, W. VA University, p. 23. 16
17. Tracing the evolution The Fifties The decade between the close of World War II and the mid-fifties was termed by many educators as a decade of American complacency. Americans had emerged victorious from a world war and were exulting in their acknowledged super-power status. School librarians floundered in a wave of anti-intellectualism and the conformity that was precipitated by technological democracy and the Cold War. Teaching, despite the noticeable increase in audiovisual services offered by school libraries, was still dominated by the textbook. The Changing Instructional Role of the High School Media Specialist 17
18. The advent of the space age 1957 The launching of Sputnik in 1957 was the catalyst that halted America’s complacency and expedited the educational process. At this point, federal funds were made available for the purchase of the school library as a resource center, and not merely a depository. By the late 1950s, schools began to focus on learning rather than teaching, and on curriculum methods that permitted a broader instructional role for the school librarian. The Changing Instructional Role of the High School Media Specialist 18
19. The decade of ferment The Sixties In school library development and education in general, the 1960s can be described as a decade of ferment. “rhetoric and ideas abounded as to what education would do to solve a number of pressing social issues—from integrating the schools racially to promoting a love of reading among the disadvantaged or disinterested.” The school’s new emphasis on “diversified learning materials—both printed and nonprinted—for all subjects and levels of ability” finally brought to school librarians the opportunity for [a] greater instructional role. The Changing Instructional Role of the High School Media Specialist 19
20. A new benchmark for the Sixties Standards for School Library Programs(American Association for School Librarians, 1960) Published in collaboration with the Department of Audiovisual Instruction (DAVI) of National Education Association School Libraries, Education Encyclopedia Specified the collaborative leadership responsibilities of the school librarian with teachers regarding curriculum development and textbook selection. Underwood, “A Case Study of Four School Library Media Specialists’ Leadership in Louisiana” 20
21. A major project Knapp School Libraries Project (1963-1974) The Knapp Foundation supported curricular innovations that included collaborative teaching with the school librarian. For the first time, the role of the school librarian changed from a keeper of materials to an active participant in the academic process. Thus, the Knapp Foundation recognized the importance of the school librarian as an active participant in schools that embraced the new reforms. Underwood, “A Case Study of Four School Library Media Specialists’ Leadership in Louisiana” 21
22. New standards and new title Standards for School Media Programs (ALA, 1969) ALA and the DAVI of NEA publishes Standards for School Media Programs, national guidelines that unify the roles of librarians and audiovisual personnel under the terminology of library media program and library media specialist. School Libraries, Education Encyclopedia School library media specialists were now responsible for non-print materials such as tape recorders, records, filmstrips, and film loops, which required expertise in technology. Underwood, Case Study 22
23. A time of action The Seventies This period witnessed an actual, rather than merely a proposed, change from passive learning on the part of students to an environment in which students and teachers actively participated together in projects and activities that served to convey information previously provided by a textbook or a teacher. Within this environment of change, the school library finally receives assurance that its educational goals and objectives, which in many cases were ahead of the times, were now appropriate. The Changing Instructional Role of the High School Media Specialist 23
24. New standards again in 1975 Media Programs: District and School (AASL and Association for Educational Communications and Technology (DAVI of NEA became AECT in 1971)) The 1975 standards . . . gave more attention to systematic planning providing guiding principles for both site-level and district-level decision-making. By this point, the school library specialist was seen as an integral part of the total instructional program. Program Standards School Library Media Specialist Preparation (AASL and NCATE, 2003), p. 5. 24
25. A mercurial environment The Eighties While the instructional role of the school library media specialist from 1980 to 1984 could be characterized as a period of adjustment concerning the implementation of instructional design activities, the introduction of computers presented library media specialists with a new set of problems. There is evidence that more systematic approaches were being followed for instruction and that library media specialists were being urged to consider their educational role within the framework of the total program. The Changing Instructional Role of the High School Media Specialist 25
26. Response to A Nation at Risk (1983) Alliance for Excellence: Librarians Respond to a Nation at Risk (1984) Four basic concepts presented: Learning begins before schooling. Good schools require good school libraries. People in a learning society need libraries throughout their lives. Public support of libraries is an investment in people and communities. Shirley Fitzgibbons, School and Public Library Relationships: Essential Ingredients in Implementing Educational Reforms and Improving Student LearningSchool Library Media ResearchVolume 3 (2000) 26
27. The Information Power Era A major policy document The major development in 1988 in terms of standards was the publication of the new school library media guidelines, INFORMATION POWER (AASL & AECT, 1988). This document presents an active, forward-looking role for library media programs based on the library media specialist functioning as information specialist, teacher, and instructional consultant. Discussions of the guidelines are just [in 1989] beginning to appear in the literature; however, the document has already been presented to educators at all levels. Trends in Library and Information Science: 1989. ERIC Digest 27
28. Another major project Library Power (1988-98) Inspired by the vision of Information Power (1988) Library Power programs established in 700 schools in 19 communities nationwide “Faithful adoption of Library Powers core practices, along with widespread acceptance of these practices, can lead to permanent change; similarly, as similar policies are implemented elsewhere institutionalization of these practices is more likely.” “What Works”: Research You Can Use: The National Library Power ProjectTeacher Librarian, 27 (2) (1999, Nov-Dec). See also Library Power Executive Summary: Findings from the National Evaluation of the National Library Power Program 28
29. Affirmed that “Student Achievement IS the Bottom Line” Information Power 2nd ed., 1998 29
32. Defines 9 foundational beliefs Reading is a window to the world. Inquiry provides a framework for learning. Ethical behavior in the use of information must be taught. Technology skills are crucial for future employment needs. Equitable access is a key component for education. The definition of information literacy has become more complex as resources and technologies have changed. The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own. Learning has a social context. School libraries are essential to the development of learning skills. 32
33. Four Standards for 2007 The Standards describe how learners use skills, resources, and tools to inquire, think critically, and gain knowledge; draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge; share knowledge and participate ethically and productively as members of our democratic society; pursue personal and aesthetic growth. 33
35. Incorporating the standards Standards for the 21st-Century Learner in Action This publication from AASL takes an in-depth look at the strands of the Standards for the 21st-Century Learner and the indicators within those strands. It also answers such critical questions as How do the strands—the skills, dispositions in action, responsibilities, and self-assessment strategies—relate to one another? Benchmarks are provided along with examples that show how to put the learning standards into action. This is a practical book with examples of how to maximize the application of the learning standards at different grade levels. 35
36. Empowering Learners: Guidelines for School Library Programs Empowering Learners advances school library programs to meet the needs of the changing school library environment and is guided by the Standards for the 21st-Century Learner and Standards for the 21st-Century Learner in Action. It builds on a strong history of guidelines published to ensure that school library program planners go beyond the basics to provide goals, priorities, criteria, and general principles for establishing effective library programs. New Guidelines, 2008 36
37. An online resource A Planning Guide for Empowering Learners With School Library Assessment Rubric A Planning Guide for Empowering Learners is a program evaluation, planning, implementation and advocacy tool that will ensure school library program planners go beyond the basics to provide goals, priorities, criteria, and general principles for establishing effective library programs. 37