Ontario Library Association - Super Conference Feb. 2013. Panel discussion of approaches taken in 3 different school boards to continue to improve practices in school libraries: a district library review; an expected practice monograph; collaborative teacher inquiry projects and a new program for self-directed professional learning framed around the development of the learning commons
This document discusses the evolving role of school librarians and the importance of collaboration between teachers and librarians. It outlines how collaboration has progressed from cooperation, where teachers and librarians work independently, to coordination, where they plan more jointly, to true integration, where they team teach. When teachers and librarians collaborate effectively, it benefits students through seamlessly integrated lessons, as well as teachers, librarians, and administrators by addressing curricular goals and student deficits.
School library media coordinators in North Carolina are evaluated based on five professional standards. The standards address leadership, learning environments, comprehensive library programs, effective instructional practices, and self-reflection. Data from various sources can be used to evaluate performance in these areas and inform future practice. Research shows strong library programs positively impact student achievement as measured by standardized test scores.
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.
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.
LLED 469: Resource Based Teaching and Learning and Inquiry-based Teaching and Learning. Compare with other -based methodologies such as project-based, problem-based, and most recently challenge-based teaching.
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.
The document summarizes an intern training program for next-generation academic librarians at UNC Greensboro University Libraries. It provides an overview of the literature on internships, background on UNCG's Research, Outreach, and Instruction internship program, and details of the intern training program. Interns are trained on reference skills, library instruction, and disciplinary research techniques. Surveys of past interns found the reference training and opportunities to teach were most valuable for gaining employment. Current interns are looking forward to resume and career sessions and training on government documents and information literacy.
This document discusses the evolving role of school librarians and the importance of collaboration between teachers and librarians. It outlines how collaboration has progressed from cooperation, where teachers and librarians work independently, to coordination, where they plan more jointly, to true integration, where they team teach. When teachers and librarians collaborate effectively, it benefits students through seamlessly integrated lessons, as well as teachers, librarians, and administrators by addressing curricular goals and student deficits.
School library media coordinators in North Carolina are evaluated based on five professional standards. The standards address leadership, learning environments, comprehensive library programs, effective instructional practices, and self-reflection. Data from various sources can be used to evaluate performance in these areas and inform future practice. Research shows strong library programs positively impact student achievement as measured by standardized test scores.
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.
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.
LLED 469: Resource Based Teaching and Learning and Inquiry-based Teaching and Learning. Compare with other -based methodologies such as project-based, problem-based, and most recently challenge-based teaching.
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.
The document summarizes an intern training program for next-generation academic librarians at UNC Greensboro University Libraries. It provides an overview of the literature on internships, background on UNCG's Research, Outreach, and Instruction internship program, and details of the intern training program. Interns are trained on reference skills, library instruction, and disciplinary research techniques. Surveys of past interns found the reference training and opportunities to teach were most valuable for gaining employment. Current interns are looking forward to resume and career sessions and training on government documents and information literacy.
Distributive Leadership and Transformative Institutional Change – Blended and...Mike KEPPELL
The document discusses flexible learning and blended learning approaches at Charles Sturt University (CSU). It outlines the Teaching Fellowship Scheme which provides academics a 0.5 release from teaching duties over 12 months to redesign courses and subjects. The scheme aims to develop leadership, facilitate collaboration, and promote the use of CSU Interact (the university's learning management system). Four presenters at a seminar will discuss subject transformation, cross-subject redesign, and the enablers and constraints of flexible learning approaches.
This document summarizes the University of Western Sydney's plans to implement blended learning. It discusses drivers for change including student needs, curriculum redesign using online and face-to-face learning, and transforming learning spaces. The university aims to offer flexible learning options through a combination of online lectures, on-campus seminars, and accessible content. Projects include renovating teaching spaces and learning commons across several campuses to support collaborative blended learning.
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
The HEA advantage: professional recognition in learning and teachingJo Webb
Talk given at a Joint CDG West Midlands division and UC&R Group West Midlands section event
Librarians as Teachers: the New Professionals?
The Teaching Grid, University of Warwick Library
Wednesday 26th May 201
The story of GAeL (Graduate Attributes eLearning): embedding information lite...CONUL Conference
1. Maynooth University implemented a new curriculum focused on developing critical skills in students and embedding information literacy.
2. The library saw this as an opportunity to collaborate more broadly by developing resources to teach key information literacy competencies across disciplines.
3. Through projects like developing Wikipedia tutorials and assessments, the library embedded information literacy in the curriculum to help students become independent learners and develop skills for life and work as outlined in Maynooth's graduate attributes.
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
The document discusses the changing role of librarians from quiet repositories of knowledge to active partners in instruction through collaborations with teaching faculty. It notes that while some have been slow to embrace this new role of "teaching librarians," partnerships between librarians and faculty can enhance student learning and instruction in many ways. Some examples highlighted include librarians assisting with research projects, selecting research topics, term paper clinics, grant writing, and computer-based projects. The document concludes that faculty-librarian evaluations and partnerships that allow open communication can strengthen student learning and are important trends, though still new, that will become tradition over time.
2016 Twente: New Generation Learning SpacesMike KEPPELL
This document discusses new approaches to learning space design and pedagogy. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It discusses trends like blended learning and challenges in designing learning ecosystems. It advocates for guiding pedagogies like authentic and personalized learning. Principles of learning space design include comfort, aesthetics, flow and blending physical and digital resources. The goal is to empower learners through developing knowledge, skills and attitudes to continue learning.
Online tutoring towards a signature pedagogy in higher education settingsmhallissy
This presentation was made to faculty in the National College of Ireland as part of a lunch time series of seminars they are running on the use of digital technologies in the College.
Skills@Library at the University of LeedsHelen Howard
Presentation for the academic skills support event at Leeds Metropolitan University June 2012, outlining why and how Skills@Library evolved and looking at the services we provide.
The document discusses information literacy and inquiry-based learning. It provides an overview of CILASS, a centre focused on inquiry-based learning that receives HEFCE funding. CILASS works with various departments and schools to fund curriculum development projects and individual/small group projects. It aims to have a strategic impact on learning and teaching through collaboration, networked learning, and information literacy. The document then presents two scenarios where departments are looking to incorporate more inquiry-based learning and information literacy skills development, and provides potential CILASS solutions to each scenario.
Teaching Librarians or librarians who teach? Exploring aspects of teacher ide...University College Dublin
This document discusses the teacher identity of academic librarians. It begins by looking at previous studies that have explored teacher identity in librarians, which found themes like the centrality of teaching, importance of support, and stress from multiple demands. The document then examines frameworks that could foster teacher identity, such as using standards and reflective practice. It also notes challenges like librarians feeling like outsiders with little input in decision making. Overall, the document analyzes how teacher identity is understood and constituted for academic librarians.
The document discusses considerations for lesson design including referring to the Singapore Teachers Practices and SLS Pedagogical Scaffold to understand practices and integrate technology. It also covers the 21st century competencies domains of civic literacy, critical thinking, communication and collaboration. Lesson enactment should activate prior knowledge, engage learners, use questions to deepen learning, and conclude the lesson according to the Singapore Teaching Practice.
The document discusses the changing role of teachers in innovative classrooms. It describes how the teacher's role has evolved from traditional instructing to include facilitating exploratory learning and guiding collaborative inquiry. Various metaphors are used to frame the teacher's role such as an ecological metaphor comparing teachers to keystone species. The document also outlines practical innovative teaching practices like flipping the classroom, integrating technology, and accessing open educational resources. Challenges to innovative teaching are discussed along with the need for support environments to help teachers adopt, adapt, test and share new learning designs.
The document summarizes the proceedings of the LILAC Conference held in March 2016 in Dublin. It provides background on the Library Association of Ireland Task Force on Information Literacy (TFIL), which was formed in 2011 to advance recommendations on information literacy. The Task Force includes representatives from academic, special, government, school and public libraries. It reviews challenges facing the Irish library sector and a lack of a cohesive national strategy for information literacy education. The vision is for practical, cross-sectoral collaboration to better align library services with national literacy goals and policies through advocacy, research, and engagement with stakeholders.
This document discusses trends in 21st century learning spaces and designs. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It outlines trends like blended learning and challenges in designing learning spaces. It discusses guiding pedagogies like authentic and personalized learning. It provides principles for designing learning spaces like comfort, aesthetics, and blending technological and face-to-face resources. It emphasizes empowering learners with knowledge, skills, and attitudes to continue learning.
At Teaching the Hudson Valley’s 2009 Institute more than 100 teachers and staff from museums, historic sites, and parks discussed working together in ways that go beyond field trips. Here are some ideas they had for making the most of their collaborations.
Training the Trainers: Faculty Development Meets Information LiteracyElisa Acosta
This document summarizes a workshop for training faculty on information literacy. The workshop covered defining information literacy, barriers to teaching it, strategies for collaboration between librarians and faculty, and a "train the trainer" approach. Activities demonstrated how to incorporate information literacy learning outcomes, design assignments, do curriculum mapping, and assess student work. The goal was to equip faculty to teach information literacy in their courses and address time constraints faced by librarians.
This document presents a review framework for school libraries to help them become future-focused. It discusses key aspects of a future-focused library such as learners, teachers, resources, spaces, and partnerships. Various standards and models are presented that address topics like instructional design, information literacy, learning communities, and more. The document encourages library leaders to choose a review framework, identify key performance indicators, set goals, take action, and document progress to address standards and improve the school library over time. The goal is to position the library as a dynamic learning environment that supports the curriculum, teachers, and students.
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.
Distributive Leadership and Transformative Institutional Change – Blended and...Mike KEPPELL
The document discusses flexible learning and blended learning approaches at Charles Sturt University (CSU). It outlines the Teaching Fellowship Scheme which provides academics a 0.5 release from teaching duties over 12 months to redesign courses and subjects. The scheme aims to develop leadership, facilitate collaboration, and promote the use of CSU Interact (the university's learning management system). Four presenters at a seminar will discuss subject transformation, cross-subject redesign, and the enablers and constraints of flexible learning approaches.
This document summarizes the University of Western Sydney's plans to implement blended learning. It discusses drivers for change including student needs, curriculum redesign using online and face-to-face learning, and transforming learning spaces. The university aims to offer flexible learning options through a combination of online lectures, on-campus seminars, and accessible content. Projects include renovating teaching spaces and learning commons across several campuses to support collaborative blended learning.
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
The HEA advantage: professional recognition in learning and teachingJo Webb
Talk given at a Joint CDG West Midlands division and UC&R Group West Midlands section event
Librarians as Teachers: the New Professionals?
The Teaching Grid, University of Warwick Library
Wednesday 26th May 201
The story of GAeL (Graduate Attributes eLearning): embedding information lite...CONUL Conference
1. Maynooth University implemented a new curriculum focused on developing critical skills in students and embedding information literacy.
2. The library saw this as an opportunity to collaborate more broadly by developing resources to teach key information literacy competencies across disciplines.
3. Through projects like developing Wikipedia tutorials and assessments, the library embedded information literacy in the curriculum to help students become independent learners and develop skills for life and work as outlined in Maynooth's graduate attributes.
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
The document discusses the changing role of librarians from quiet repositories of knowledge to active partners in instruction through collaborations with teaching faculty. It notes that while some have been slow to embrace this new role of "teaching librarians," partnerships between librarians and faculty can enhance student learning and instruction in many ways. Some examples highlighted include librarians assisting with research projects, selecting research topics, term paper clinics, grant writing, and computer-based projects. The document concludes that faculty-librarian evaluations and partnerships that allow open communication can strengthen student learning and are important trends, though still new, that will become tradition over time.
2016 Twente: New Generation Learning SpacesMike KEPPELL
This document discusses new approaches to learning space design and pedagogy. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It discusses trends like blended learning and challenges in designing learning ecosystems. It advocates for guiding pedagogies like authentic and personalized learning. Principles of learning space design include comfort, aesthetics, flow and blending physical and digital resources. The goal is to empower learners through developing knowledge, skills and attitudes to continue learning.
Online tutoring towards a signature pedagogy in higher education settingsmhallissy
This presentation was made to faculty in the National College of Ireland as part of a lunch time series of seminars they are running on the use of digital technologies in the College.
Skills@Library at the University of LeedsHelen Howard
Presentation for the academic skills support event at Leeds Metropolitan University June 2012, outlining why and how Skills@Library evolved and looking at the services we provide.
The document discusses information literacy and inquiry-based learning. It provides an overview of CILASS, a centre focused on inquiry-based learning that receives HEFCE funding. CILASS works with various departments and schools to fund curriculum development projects and individual/small group projects. It aims to have a strategic impact on learning and teaching through collaboration, networked learning, and information literacy. The document then presents two scenarios where departments are looking to incorporate more inquiry-based learning and information literacy skills development, and provides potential CILASS solutions to each scenario.
Teaching Librarians or librarians who teach? Exploring aspects of teacher ide...University College Dublin
This document discusses the teacher identity of academic librarians. It begins by looking at previous studies that have explored teacher identity in librarians, which found themes like the centrality of teaching, importance of support, and stress from multiple demands. The document then examines frameworks that could foster teacher identity, such as using standards and reflective practice. It also notes challenges like librarians feeling like outsiders with little input in decision making. Overall, the document analyzes how teacher identity is understood and constituted for academic librarians.
The document discusses considerations for lesson design including referring to the Singapore Teachers Practices and SLS Pedagogical Scaffold to understand practices and integrate technology. It also covers the 21st century competencies domains of civic literacy, critical thinking, communication and collaboration. Lesson enactment should activate prior knowledge, engage learners, use questions to deepen learning, and conclude the lesson according to the Singapore Teaching Practice.
The document discusses the changing role of teachers in innovative classrooms. It describes how the teacher's role has evolved from traditional instructing to include facilitating exploratory learning and guiding collaborative inquiry. Various metaphors are used to frame the teacher's role such as an ecological metaphor comparing teachers to keystone species. The document also outlines practical innovative teaching practices like flipping the classroom, integrating technology, and accessing open educational resources. Challenges to innovative teaching are discussed along with the need for support environments to help teachers adopt, adapt, test and share new learning designs.
The document summarizes the proceedings of the LILAC Conference held in March 2016 in Dublin. It provides background on the Library Association of Ireland Task Force on Information Literacy (TFIL), which was formed in 2011 to advance recommendations on information literacy. The Task Force includes representatives from academic, special, government, school and public libraries. It reviews challenges facing the Irish library sector and a lack of a cohesive national strategy for information literacy education. The vision is for practical, cross-sectoral collaboration to better align library services with national literacy goals and policies through advocacy, research, and engagement with stakeholders.
This document discusses trends in 21st century learning spaces and designs. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It outlines trends like blended learning and challenges in designing learning spaces. It discusses guiding pedagogies like authentic and personalized learning. It provides principles for designing learning spaces like comfort, aesthetics, and blending technological and face-to-face resources. It emphasizes empowering learners with knowledge, skills, and attitudes to continue learning.
At Teaching the Hudson Valley’s 2009 Institute more than 100 teachers and staff from museums, historic sites, and parks discussed working together in ways that go beyond field trips. Here are some ideas they had for making the most of their collaborations.
Training the Trainers: Faculty Development Meets Information LiteracyElisa Acosta
This document summarizes a workshop for training faculty on information literacy. The workshop covered defining information literacy, barriers to teaching it, strategies for collaboration between librarians and faculty, and a "train the trainer" approach. Activities demonstrated how to incorporate information literacy learning outcomes, design assignments, do curriculum mapping, and assess student work. The goal was to equip faculty to teach information literacy in their courses and address time constraints faced by librarians.
This document presents a review framework for school libraries to help them become future-focused. It discusses key aspects of a future-focused library such as learners, teachers, resources, spaces, and partnerships. Various standards and models are presented that address topics like instructional design, information literacy, learning communities, and more. The document encourages library leaders to choose a review framework, identify key performance indicators, set goals, take action, and document progress to address standards and improve the school library over time. The goal is to position the library as a dynamic learning environment that supports the curriculum, teachers, and students.
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.
The document discusses the need to update school libraries for 21st century learners. It notes that learning has become more integrated, connected, and self-directed. The traditional roles of libraries and librarians must also evolve to support new pedagogical approaches like collaborative and exploratory learning. It proposes a Libraries Support Unit to centralize administrative functions and free up librarian time for learner-centered activities like developing information fluency and digital skills. The benefits would include an improved learning experience, better integration of libraries into the curriculum, and preparing students for future success.
Distributive Leadership and Transformative Institutional Change – Blended and...Charles Sturt University
This presentation was made at the Education 2011 to 2021 Summit (Global challenges and perspectives of blended and distance learning) 15th-18th Feb 2011, Sydney. (MIke Keppell, Merilyn Childs, Lyn Hay, Richard Taffe, Lucy Webster).
Also see http://www.youtube.com/watch?v=WECwGe9RgZA
Naace Conference 2103 - Beyond central prescription, school-based research an...Naace Naace
This document discusses moving education beyond central prescription towards evidence-based improvement. It examines what research tells us about technology-rich curriculum design and intent, and how schools can adopt research-focused innovation approaches. It addresses why we educate and introduces learner competencies of awareness, user, maker, evaluator and holistic. The document advocates for a curriculum focused on developing learner capabilities and placing knowledge, inquiry and enquiry at its core. It emphasizes the importance of teachers engaging in continuous learning and school-based research to strengthen the knowledge base of education.
This document discusses the benefits of collaboration between teachers and librarians for students, teachers, and librarians. It provides examples of how collaboration can enhance learning and instruction. The document also examines librarians' understanding of collaboration based on their training and professional guidelines, and provides different levels of engagement between teachers and librarians, from networking to coordination to collaboration. Finally, it offers suggestions for librarians to initiate collaboration with teachers and discusses approaches to library scheduling.
The document discusses collaboration between teachers and librarians, outlining benefits for students, teachers, and librarians. It describes different levels of collaboration from networking to coordination to full collaboration. Successful collaboration requires librarians to initiate relationships with teachers, understand curricular needs, and maintain a flexible schedule. National library standards promote flexible scheduling to allow students and teachers access to library resources throughout the school day.
This document discusses the benefits of collaboration between teachers and librarians for students, teachers, and librarians. It provides examples of how collaboration can enhance learning, instruction, and the library collection. The document also outlines librarians' understanding of collaboration based on their training and professional guidelines, and provides different levels of involvement between teachers and librarians ranging from networking to coordination to collaboration. Strategies for initiating collaboration and flexible library scheduling models are also discussed.
Symposium copy of school library standardsStephen Abram
The document discusses defining new metrics for measuring the success and impact of school libraries. It provides an overview of several standards, frameworks, and studies focused on cultivating effective instructional design through teacher-librarian collaboration. Key aspects emphasized include co-planning, teaching, and assessing student learning using inquiry-based approaches and formative assessment. When teachers and librarians work together in this way, students achieve better literacy and learning outcomes.
This document discusses the difference between training and teaching in the context of information literacy instruction provided by librarians. It notes that merely training students in how to use library resources is not sufficient and that librarians must have a real understanding of teaching pedagogy. Several sources argue that librarians should see themselves as teachers rather than trainers in order to facilitate deep learning and transferable skills in students. The document also examines the skills and knowledge needed to be effective teachers, such as understanding learning outcomes and styles, course design, and assessment. It provides examples of teaching activities at Leeds University Library and discusses the need for formal training and support for librarians to develop their teaching role.
The Critical Role of Librarians In OER AdoptionUna Daly
Please join CCCOER on Tuesday, February 26, 10:00 am (Pacific time) to hear about the critical work that librarians do to support OER adoption at community colleges. This webinar will feature three projects where librarians are leading the way in searching, curating, and creating OER to expand student access and improve teaching practices.
card catalog cc-by-nc-sa reeding lessons
Paradise Valley Community College, AZ –Sheila Afnan-Manns and Kande Mickelson, faculty librarians will share how they worked with students in International Business to find and create OER to support course learning outcomes.
Houston Community College District, TX – Angela Secrest, director of library services, will share her libguides that support faculty in the process of finding and adopting high quality OER.
Open Course Library(OCL), WA – Shireen Deboo, OCL and Seattle Community Colleges district librarian will share her work with faculty to find, create, and curate open content for inclusion in the Washington State Community and Technical College’s Open Course Library.
The document discusses the benefits of a flexible scheduling model for school libraries. It argues that a flexible schedule, where classes visit the library based on curricular needs rather than a fixed timetable, allows for better integration of the library into the learning process. Research shows flexible scheduling is linked to improved student achievement. Teachers report that flexible scheduling gives students independent access to resources and allows for collaboration between teachers and librarians. The document provides examples of what successful flexible scheduling looks like for students, teachers, administrators, and librarians to maximize support for teaching and learning.
Insights from international work on innovative learning environmentsEduSkills OECD
This document summarizes a presentation given by Marco Kools of the OECD on insights from international work on innovative learning environments. It discusses how learning and innovation are essential in knowledge societies. It describes several OECD projects exploring the nature of learning, innovative learning environment case studies, and strategies for implementing and sustaining educational change. Key findings include the importance of learner-centered principles, innovating the core elements of teaching and learning, and using technology to enhance collaboration and personalization.
The document provides information on the individual's education and experience. For education, it lists degrees from UCLA, UNC Greensboro, and NC State with relevant concentrations and programs listed. For experience, it details the individual's roles at Virginia Tech since 2012 including their current role as Director of Learning Environments and previous role as Associate Director of Learning and Outreach. It also outlines experience at Wake Forest University from 2003-2013 including roles as Head of Instruction and Instructional Design Librarian.
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Active learning
o Learning spaces
o Central role of technology
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Professional development
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Seamless teaching
o Assuring best practice in technology-enhanced environments
o Technology affordances
o Scholarship
o Learning analytics
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
This document summarizes the restructuring of the library at The Hills Grammar School in Australia to create a new center called NEXUS. NEXUS combines the library with IT services to focus on new ways of learning through collaboration and integrating information literacy and technology into the curriculum. An action research project was conducted with Year 7 English classes to evaluate the success of collaborative teaching between subject teachers and NEXUS professionals and to assess changes in student information literacy skills.
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.
Developing RLOs at ITT Dublin. Author: philip russellPhilip Russell
Poster presented with Gerry Ryder and Gillian Kerins at Librarians Information Literacy Annual Conference (LILAC), Glasgow Caledonian University, Glasgow, Scotland 11th-13th April 2012.
This document discusses using data from the AASL Planning Guide and the "School Libraries Count!" survey to advocate for school library programs. It recommends drawing connections between the Planning Guide assessment results and personalized reports from the "School Libraries Count!" survey. Sample data is provided comparing a school's hours spent planning with teachers and budget for information resources to state and national averages. The document provides guidance on sharing assessment results with stakeholders to clarify strengths and areas for improvement in the library program.
Similar to Making School Libraries (Evan) Better: OLA Super Conference session1203 Fe… (20)
Making School Libraries (Evan) Better: OLA Super Conference session1203 Fe…
1. How
to
Make
School
Libraries
Work
(even)
Better
Jeanne
Conte
(PDSB)
Ruth
Hall
(TDSB)
Phillip
Jeffrey
(HWCDSB)
Cindy
Ma=hews
(TDSB)
Session
1203,
OLA
Super
Conference
February
1,
2013,
2:10
pm
2. How
to
Make
School
Libraries
Work
(even)
Better
R
David
Lankes,
University
of
Syracuse
2012
Changing
Times;
Inspiring
Libraries
Summit
in
Vancouver
BC.
-‐
Video
clip,
Pt
3,
“Libraries
as
Knowledge
Centres”
3. The
redevelopment
of
National
(school
library)
Standards
to
support
the
achievement
of
21st
Century
Learners.
http://tmcanada.pbworks.com/w/page/52576233/TM%20Canada%202012
4. Library
Review
Process
Transformations
Towards
the
Learning
Commons
:
Identifying,
Sharing
and
Supporting
Best
Practices
Began
in
2011/12
school
year
;
con[nuing
in
2012/13.
Report
in
May
2013?
Approaches
&
Focus
:
• Strategic
-‐
Learning
Commons
and
its
role
in
Student
Achievement;
• Iden[fica[on
of
Shi_s,
Efficiencies,
Best
Prac[ces;
•
Sharing
and
Suppor[ng
Best
Prac[ces
5. Learning
Commons
and
its
role
in
Student
Achievement
• Within
the
Literacy
System
Goal
of
the
HWCDSB
‘s
Board
Improvement
Plan
(BIP)….
• “
2.4
:
Develop
the
Learning
Commons
in
each
school
to
promote
and
teach
inquiry-‐based
learning
through
cross-‐curricular
connec[ons,
mul[ple
literacies,
digital
learning,
and
collabora[on
(connected
to
the
Ontario
Catholic
School
Graduate
Expecta[ons)”
•
TL’s
leadership
role
in
the
school
includes
being
part
of
the
School
Improvement
Team…
par[cipa[on
in
TLCPs,
modeling
technology
use
and
integra[on,
collabora[ve
program
planning,
etc.
• Student
Improvement
(Support
)
Visits
–
provide
opportuni[es
for
sharing
prac[ces;
Principal’s
suppor[ng
role
iden[fied.
HWCDSB
6. Shifts,
EfRiciencies,
Best
Practices…1
SCHOOL
LIBRARIES
TO
LEARNING
COMMONS
(From
Working
Document
–
“Shi_ing
Our
Focus”)
From
responsible
ci[zenship
to
→
include
responsibility
and
ethical
use
of
digital
resources
and
tools
From
stagnant
spaces
to
→
virtual
spaces
with
24/7
access
which
means
equitable
access
for
all
From
sta[c
collec[ons
to
→
dynamic,
online,
mul[-‐modal
collec[ons
which
promote
mul[ple
literacies
From
closed
spaces
to
→
open,
flexible,
welcoming
spaces
which
are
hubs
of
the
school
and
central
to
deep
learning
and
inquiry
HWCDSB
7. Shifts,
EfRiciencies,
Best
Practices…2
LIBRARY
PROGRAMMING
(From
Working
Document
–
“Shi_ing
Our
Focus”)
•
From
tradi[onal
ac[vi[es
to
→
engaging
tasks
that
reflect
the
learning
needs
and
modali[es
of
today’s
learners
• From
isolated
project-‐based
assignments
to
→
rich
research,
student-‐generated
inquiry
connected
to
the
Big
Ideas
of
curriculum
• From
teacher-‐directed
to
→
student-‐directed
inquiry,
explora[on
and
discovery
• From
technology
in
isola[on
to
→
integra[on
of
technology
for
innova[on,
crea[vity
and
to
especially
enhance
student
engagement
• From
management
of
collec[ons
and
facili[es
to
→
a
focus
on
teaching
and
learning
that
impacts
student
achievement
HWCDSB
8. Shifts,
EfRiciencies,
Best
Practices…3
Reading
Engagement…
aligned
with
SIPs/TLCPs…
going
beyond
the
TL’s
‘Resource
role’…
Reading
responses
…
(Through
interac[ve
and
mobile
compu[ng
features
of
the
Des[ny
Library
System
in
all
schools)
…
Students
are
Ra[ng
books…
Sharing
responses/Reviews
with
‘Friends’…
opportuni[es
to
teach
Digital
Ci[zenship…Social
Networking
…
Guided
Inquiry…
developed
collabora[vely
in
wikispaces,
shared
by
TLs
,
project-‐based
and
linked
to
curriculum
expecta[ons
and
current
teaching
prac[ces…
System
–sponsored
Guided
Inquiry.
The
Bruce
Trail
Project
(Sept
to
Oct
2012)
HWCDSB
9. Sample
Indicators
…
• There
is
evidence
of
student
inquiry
and
staff
collabora[on
through
research
projects
in
the
Learning
Commons.
Ac[vi[es
include
the
use
of
new
technology
as
well
as
print
resources
to
meet
cross-‐curricula
expecta[ons.
• Evidence
of
a
collabora[ve
culture
were
a
variety
of
media
has
been
created
and
u[lized
to
enhance
student
learning.
HWCDSB
10. SUMMARY
&
NEXT
STEPS
• Con[nue
to
posi[on
the
transforma[on
to
Learning
Commons
as
a
strategic
process…
where
the
TL
is
a
change
agent.
• Finalise
the
indicators
for
measuring
the
successful
implementa[on
of
the
Learning
Commons
in
schools.
• Increase
and
deepen
Inquiry-‐Based
and
Collabora[ve
Approaches
to
Align
with
Ministry’s
philosophy.
• Model
the
use
of
Technology
to
engage
students
in
literature
ac[vi[es.
HWCDSB
11. Expected
Practice
Series
“how
can
we
create
an
environment
that
con[nuously
fosters
learning
innova[on
and
high
quality
teaching
in
our
schools”
12. Ontario School Library Association
FRAMEWORK
Information Studies
Kindergarten to Grade 12
CollaboraEve
Environments
for
Teaching
and
Learning
Teacher-‐librarians
are
in
a
Curriculum for Schools and School
strategic
posiEon
to
support
1999 Library Information Centres
and
implement
Board
and
School
Improvement
Plans,
and
to
embrace
and
promote
Vision
of
Hope
ini[a[ves
through
a
school-‐wide
and
collaboraEve
approach
to
student
literacy
and
student
achievement.
L&LC,
K
to
12
Expected
Prac[ce
Document
13. Assessment
in
the
Library
Inquiry
is
in
all
subjects
Of
the
Ontario
curriculum
Linking
Inquiry
to
the
Achievement
Chart
14. Tools
for
Learning
Learning
Skills
&
Work
Habits
TDSB
Virtual
Library
ADD
Virtual
Library
16. Teacher-‐Librarian
Roles
Implement
ministry
&
safe,
dynamic
learning
board
policies
environment
collaborate
with
consistent
classroom
teachers Teaching
instruc[on
on
&
inquiry
promote
rich
&
Learning
Differen[ated
diverse
literary
and
informa[onal
text
teaching
&
learning
Connect
students
to
Build
enhance
school,
public
&
reading
learning
community
resources
literacy
through
ICT
17. Audience:
• Individual
Prac[[oner
• School
leadership
team
• School
Principal
• Central
Staff
• Senior
admin
team
• Annual
Learning
Plan
• Teacher
Performance
Appraisal
• Library
reports
• School
Improvement
Plan
• District
Review
• Board
Improvement
Plan
• Ac[on
research
–
collabora[ve
teacher
inquiry
18. Collaborative
Teacher
Inquiry
CollaboraEve
and
Learning
Networks
Ministry
focus
to
drive
new
direc[ons
in
professional
prac[ce
“When
educators
work
together
to
inquire
about
their
students’
learning
and
engagement,
they
embrace
this
complexity
as
an
opportunity
for
further
understanding
rather
than
something
to
simplify
(MOE.
(2010).
Collabora[ve
teacher
inquiry.
Capacity
Building
Series,
Secretariat
Special
Edi[on
#16,
3.)
Power
of
Collabora[on
–working
together
to
engage,
not
only
our
students,
but
ourselves
as
teachers
who
are
also
learners
in
inquiry
related
to
our
teaching
prac[ce
19. Collaborative
Teacher
Inquiry
(PDSB)
CollaboraEve
and
Learning
Networks
2011
-‐2012
South
Field
Office
–elementary
TL’s
–focus
on
tying
their
work
to
Growing
Success
and
Together
for
Learning
South
Field
Office
–secondary
TL’s–exploring
impact
that
co-‐
planning,
co-‐teaching
and
co-‐assessing
might
have
on
teaching
and
learning
Mississauga
West
Field
Office
–elementary
TL’s
&
classroom
teacher
partners–collaborated
with
teachers
to
provide
direct
support
related
to
TLCP
work
of
their
schools
North
Field
Office
–elementary
TL’s–worked
as
a
commi=ee
in
co-‐construc[ng
rich
tasks
to
support
teaching
and
learning
through
the
use
of
peer
reviewed
picture
books
ESL/TL
Network
–intermediate
TL’s
&
ESL
teacher
partners
–focus
on
suppor[ng
ELL’s
in
small
group
and
integrated
classroom
seqngs
20. Collaborative
Teacher
Inquiry
(PDSB)
ESL/TL
Intermediate
CollaboraEve
Inquiry
Learning
Goals:
To
facilitate
collabora[ve
prac[ce
between
intermediate
TL’s
and
ESL/ELD
teachers
to
support
increased
academic
achievement
of
ELL’s
To
make
connec[ons
through
adapted
programs
and
culturally
responsive
resources
to
current
ini[a[ves
in
schools,
i.e.
Collabora[ve
Inquiry,
current
Ministry
Equity
Policy
Documents,
Growing
Success,
Together
for
Learning
To
explore
rich
tasks,
differen[ated
instruc[on,
and
current
resources
that
support
ELL’s
academic
achievement
21. Collaborative
Teacher
Inquiry
(PDSB)
ESL/TL
Intermediate
CollaboraEve
Inquiry
Overall
Structure
(two
days
of
release)
Day
1
Morning
of
facilitated
professional
learning
led
by
library
coordinator,
ESL
coordinator
&
resource
teacher
A_ernoon
devoted
to
planning
an
ac[vity
to
implement
in
schools
that
incorporates
new
learning
and
resources
provided
Day
2
Morning
of
facilitated
learning
going
deeper
with
learning
from
Day
1
and
making
new
connec[ons
base
on
their
work
together
Second
half
of
morning
and
a_ernoon
devoted
to
carousel
format
sharing
of
work
and
ac[vi[es
students
engaged
in
related
to
planning
from
Day
1
22. Collaborative
Teacher
Inquiry
(PDSB)
ESL/TL
Intermediate
CollaboraEve
Inquiry
Supports:
Board
paid
for
release
[me
for
one
of
the
2
partners
(schools
covered
the
2nd)
–ran
over
two
years
to
extend
learning
and
model
gradual
release
responsibility
Copy
of
teacher
resource
English
Learners
Academic
Literacy
and
Thinking;
Learning
in
the
Challenge
Zone
by
Pauline
Gibbons
(one
per
teacher
Copy
of
picture
book
Mirror
by
Jeannie
Baker
(one
per
school)
Copy
of
Together
for
Learning:
school
libraries
and
the
emergence
of
the
learning
commons
(one
per
school)
Copies
of
nonfic[on
picture
book
Canada
from
Above
by
Heather
Pa=erson
and
copy
of
Maria
G.
Dove’s
CollaboraDon
and
Co-‐
teaching
Strategies
for
English
Language
Learners
in
year
2
23. Collaborative
Teacher
Inquiry
(PDSB)
ESL/TL
Intermediate
CollaboraEve
Inquiry
Feedback
from
Teachers:
Grateful
for
opportuni[es
to
explore
an
“unlikely”
partnership
Teacher-‐librarian
–”I
don’t
know
why
it
had
never
occurred
to
me
to
collaborate
with
the
ESL
teacher;
now
it
seems
like
a
natural
partnership”
Grateful
for
the
gi_
of
[me
to
ini[ate
the
plan
ESL
Teacher
–”Once
we
had
the
ini[al
planning
in
place,
it
was
easier
to
find
[me
to
meet
to
advance
our
plans
and
implement
the
work
with
students”
“Key
to
an
exemplary
school
library
program
is
the
teacher-‐
librarian’s
ability
to
be
an
effec[ve
teacher,
providing
educa[onal
support
and
leadership
through
partnering
and
collabora[on,
while
finding
opportuni[es
for
integra[on
and
cross-‐curricular
connec[ons.”
(Klinger,
D.A.,
Stephenson,
G.,
Deluca,
C.
Luu,
K,.
(2009).
Exemplary
School
Libraries
in
Ontario.
Toronto:
Ontario
School
Library
Associa[on.
24. Learning
Commons
CertiRicate
Program
(LCCP)
Library
and
Learning
Resources
&
Interdisciplinary
Studies
Department,
Toronto
District
School
Board
33. Questions?
Information?
Jeanne
Conte
-‐
jeanne.conte@peelsb.com
Ruth
Hall
–
ruth.hall@tdsb.on.ca
Phillip
G.
Jeffrey
-‐
jeffreyp@fc.hwcdsb.ca
Cindy
Ma=hews
–
Cindy.Ma=hews@tdsb.on.ca
RESOURCES:
Brooks-‐Kirkland,
Anita
“Ac[on
is
Eloquence:
Advocacy
Advice
for
School
Libraries”.
SLIC
30-‐1
Collabora[ve
Teacher
Inquiry:
Capacity
Building
Series.
Ontario
Ministry
of
Educa[on.
2010.
h=p://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/capacityBuilding.htm
Crowley,
John.
Developing
a
Vision
:
Strategic
Planning
for
the
School
Librarian
in
the
21st
Century(
Libraries
Unlimited,
2011)
34. Questions?
Information?
Jeanne
Conte
-‐
jeanne.conte@peelsb.com
Ruth
Hall
–
ruth.hall@tdsb.on.ca
Phillip
G.
Jeffrey
-‐
jeffreyp@fc.hwcdsb.ca
Cindy
Ma=hews
–
Cindy.Ma=hews@tdsb.on.ca
RESOURCES
con’t:
OSLA.
Together
for
Learning.
2010.
h=p://www.accessola.org/OLAWEB/Together_for_Learning/Welcome/OLAWEB/OSLA/Together_for_Learning/
Together_for_Learning.aspx?hkey=844d0926-‐a451-‐4a8b-‐a004-‐413f8047cee5.
TDSB.
The
Library
&
Learning
Commons,
K
to
12.
Expected
Prac[ce
Series,
Teaching
&
Learning
Department,
November
2012.
TDSB.
ICT
Standards:
Digital
Learning
for
Kindergarten
to
Grade
12.
2011.