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![Supporting Adaptive, Responsive Stances to
Teaching and Learning
Formative assessment [assessment for
learning] is a planned process in which teachers
or students use assessment-based evidence to
adjust what they're currently doing.
W. James Popham, Transformative Assessment (ASCD)](https://image.slidesharecdn.com/symposiumcopyofschoollibrarystandards-140424113012-phpapp02/75/Symposium-copy-of-school-library-standards-20-2048.jpg)
Uploaded byStephen Abram
Symposium copy of school library standards
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.
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Symposium copy of school library standards
- 1. http://www.metricsandlibraries.org/ Defining New Metricsfor Library Success School Libraries Anita Brooks Kirkland @AnitaBK Jeanne Conte @contej University of Toronto iSchool Symposium, in partnership with Dysart & Jones Associates April 22, 2014
- 2. Our communities, boards,management and institutions are asking for stronger and better measurements of our impact and value to help them with decision making and prioritization. http://www.metricsandlibraries.org/ Assessing and Communicating the Efficacy of School Library Programs: Evolving Practice Leading Learning: Standards of Practice for Effective School Library Learning Commons in Canada Cultivating Effective Instructional Design to Co-plan, Teach and Assess Learning
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- 5. “Yes, but whatdo you DO that makes a difference to student learning?” In the current educational climate there is a very clear mandate for a shift from putting our emphasis on finding and accessing to knowledge building. It’s where education is going. We are talking about standards-based education. We are talking about accountability. We are talking about evidence of achievements. Todd, R., Kenney, B. (Interviewer) (2006). Ross to the rescue: Rutger’s Ross Todd’s quest to renew school libraries. School Library Journal 52 (4) 44-47. Dr. Ross Todd, Rutgers University
- 6. Canadian Library Association (ATLC& CSLA), 2003 A Vision for School Libraries in Canada Revisioning School Libraries: A.Learning Centres for Lifelong Learning B.Active Learning Environments C.Gateways to the World D.Resource-based Teaching and Learning E.Collaborative Teaching and Learning Standards for Managing School Library Programs ●Staffing School Libraries ●School Library Collections ●School Library Facilities ●Information and Communication Technologies
- 7. Canadian Library Association (ATLC& CSLA), 2003 Leading Learning: Standards of Practice for Effective School Library Learning Commons in Canada
- 8. Whereas the focusof the library program in the past was on building strong collections of resources and assisting users to find and use them effectively, the goal now is to build learning communities and make connections among learners, thus facilitating knowledge creation in the school community.
- 10. Standards Facilitating Collaborative Engagementto Cultivate and Empower a Community of Learners Advancing the Learning Community to Achieve School Goals Cultivating Effective Instructional Design to Co-plan, Teach and Assess Learning Fostering Literacies to Empower Life-Long Learners Designing Learning Environments to Support Participatory Learning
- 11. Standards Themes Facilitating Collaborative Engagementto Cultivate and Empower a Community of Learners Vision for Learning Design for Collaboration Partners in Collaborative Learning Student and Community Partnerships School Administration Partnerships District Administration and Consultant Partnerships Advancing the Learning Community to Achieve School Goals Planning for School Improvement Principal Collaborative Role Teacher- Librarian Collaborative Role Teacher Collaborative Role Support Staff Collaborative Role District Administration and Consultant Collaborative Role Cultivating Effective Instructional Design to Co-plan, Teach and Assess Learning Instructional Leadership Instructional Partnerships Engaging with Inquiry Approaches Differentiated Learning Technology for Learning Assessment for, of and as Learning Evidence Based Practice Fostering Literacies to Empower Life-Long Learners Literacy Leadership Engaging Readers Information Literacy Critical Literacy Digital Literacy and Citizenship Cultural Literacy Literacy Partners Designing Learning Environments to Support Participatory Learning Designing for a Collaborative Physical LLC Designing for a Collaborative Virtual LLC Designing for Accessibility in the LLC Designing for Responsive Print and Digital Collections Designing for Creativity and Innovation Designing for Participatory School Culture
- 12. Cultivating Effective InstructionalDesign to Co-plan, Teach and Assess Learning Themes Instructional Leadership Instructional Partnerships Engaging with Inquiry Approaches Differentiated Learning Technology for Learning Assessment for, as and of learning Evidence-Based Practice
- 14. Transitions What changes do wewant to make? Timelines What are the expected start and finish times? Strategies and Actions How will we achieve transitions? Roles Who is responsible for what? Resources What budget, time and people are needed? Indicators of Success How will we know the transition is complete? How will we know it is working? Planning and Leading Transitions to a School Library Learning Commons: Action Plan
- 15. Cultivating Effective InstructionalDesign to Co-plan, Teach and Assess Learning Themes Instructional Leadership Instructional Partnerships Engaging with Inquiry Approaches Differentiated Learning Technology for Learning Assessment for, as and of learning Evidence-Based Practice
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- 17. ❖ The LearningCommons: ■ Physical ■ Virtual ❖ Reading Engagement ❖ Multiple Literacies ❖ Critical and Creative Thinking ❖ Discovery and Guided Inquiry ❖ Developing the Individual Learning to Learn www.togetherforlearning.ca
- 18. www.togetherforlearning.ca http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf Cultivating EffectiveInstructional Design to Co-plan, Teach and Assess Learning
- 20. Supporting Adaptive, ResponsiveStances to Teaching and Learning Formative assessment [assessment for learning] is a planned process in which teachers or students use assessment-based evidence to adjust what they're currently doing. W. James Popham, Transformative Assessment (ASCD)
- 21. Evidence of Learning C= Conversations P = Products / Performance O = ObservationsTRIANGULATION
- 22. ● plan assessmentconcurrently and integrate it seamlessly with instruction; ● share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses; ● gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools; ● use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals; ● analyse and interpret evidence of learning; ● give and receive specific and timely descriptive feedback about student learning; ● help students to develop skills of peer and self-assessment. As essential steps in assessment for learning and as learning, teachers need to:
- 23. Inquiry positions theteacher as an informed practitioner refining planning, instruction and assessment approaches in the continual pursuit of greater precision, personalization and innovation. A focus on student learning drives inquiry. Data generated from student actions and work compel teachers to investigate new, engaging and relevant questions about how and what their students learn. These questions lead to informed actions within the classroom, which in turn serve to refine or initiate new investigations. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/capacityBuilding.html
- 24. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/capacityBuilding.html Students are betterable to evaluate and reflect on their own learning and the collective learning of the class when they have been part of the learning process from the beginning, having played an active role in the initial planning and identification of main learning goals. In fact, a key feature of inquiry-based learning is the practice of revisiting initial theories and ideas, both as individuals and as a class, and reflecting on the ways in which current understanding differs from the former. In this way, students begin to experience learning as an ongoing process, not an end point.
- 25. Learning to learnis a critical component of student success. The Learning Commons’ information-rich and media-savvy environments facilitate learning to learn. The Learning Commons’ networked learning experience and directed metacognition of what is being learned – and how it is being learned – facilitate learning to learn as well. To improve their learning, students need feedback and formative assessment throughout a unit or project. They also need opportunity and time to reflect and discuss their findings with others. https://www.accessola.org/OLAWEB/OSLA/Together_for_Learning/Learning_to_Learn.aspx
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- 28. Cultivating Effective InstructionalDesign to Co-plan, Teach and Assess Learning Teacher / teacher-librarian collaborative inquiry for system change. 2012: Ottawa Collaborative Teacher Inquiry and the School Learning Commons https://sites.google.com/site/treasuremountaincanada2/conte http://lanyrd.com/2013/ecoo13/schpym/
- 29. It has beendemonstrated that when librarians and teachers work together, students achieve higher levels of literacy, reading, learning, problem-solving, and information and communication technology skills. IFLA/UNESCO School Library Manifesto http://www.unesco.org/webworld/libraries/manifestos/school_manifesto.html
- 30. In working together,teacher-librarians in partnership with others can modify the process, content, product and environment to meet the needs of a diverse student population. The result will be empowered learners. Together for Learning, p. 12 www.togetherforlearning.ca
- 31. http://www.metricsandlibraries.org/ Defining New Metricsfor Library Success School Libraries Anita Brooks Kirkland @AnitaBK Jeanne Conte @contej University of Toronto iSchool Symposium, in partnership with Dysart & Jones Associates April 22, 2014
Editor's Notes
- #2 Anita Intro:
- #3 Anita Session Outline Time for questions & discussion at end? (We only have 45 minutes)
- #4 Anita Lots of studies making links between library programs & student achievement Largely correlational
- #5 Anita Factors, yes, but what do we actually DO in each of these areas that makes a difference? Are test scores the ultimate marker of success, or should we looking for other markers of value to the community of learners?
- #6 Anita EBP is thoroughly entrenched in K-12 educational practices - Dr. Ross Todd a pioneer in research of outcomes as opposed to outputs, gathering and using evidence to improve practice.
- #7 Anita Canadian Standards Achieving Information Literacy set out an ambitious vision for school libraries in 2003 Standards are based on outputs, not outcomes While standards have been extremely useful, they are outdated The Challenge: How do we express standards in today’s evolving educational context? How do we deal with the broad range of understandings of the school library across the country, and even within provincial jurisdictions? How do we use the standards to unite rather than divide in this context?
- #8 Anita The new Standards to be launched at CLA Conference in Victoria are intended to help schools transition into learning for the future. They call for an emphasis on futures oriented teaching and learning as a library learning commons and are framed around five core standards of practice that put school libraries at the centre of school improvement.
- #9 Anita We still need excellent collections and physical and virtual facilities but to ensure we are improving learning we now have some tools to help schools make effective use of these valuable resources and at the same time help schools address many struggles with shifts in pedagogy .
- #10 Anita The work of an effective school library learning commons is framed by five core standards of practice that weave together to generate dynamic learning. Each standard is supported by a growth continuum of indicators of success and authentic examples happening in libraries today. For the library learning commons to be effective we need to build a collaborative culture, plan initiatives to advance school improvement, ensure knowledge building with best instructional design, continue to foster literacies and the joys of reading and enable all that to happen in learning environments that support participatory learning.
- #11 Anita There are currently serious inequities in school library programs and facilities in Canada. Students who are in schools without a professionally staffed and resourced library program are not receiving the same education opportunities as those who participate in thriving learning commons collaborative learning environments. The volumes of research Anita cited earlier supports the expectation that every child has a right to an excellent school library program. One of the aims of the standards is to provide entry points for all schools. With this in mind, we acknowledge a pre-standards level, “Exploring” because we have many schools libraries, if they exist at all, managed by personnel with no library or educational training. At this pre-standards level the school community will be utilizing the standards to begin the review of their school library and to help them develop goals and action plans for moving forward. The next 4 levels are expanded into a series of themes and growth continuums. In keeping with the responsive nature of the School Library Learning Commons (SLLC), there is no end to the continuum as it evolves to keep pace with information and technology changes and school needs of the future.
- #12 Anita Here you can see the major themes that are flushed out within each standard to help schools target areas of strength and weakness. Looking at the Literacies standard you will see at a glance the breakdown into categories. If a school library is already doing fine work to engage readers and build information literacy skills they may want to explore another theme they have not addressed such as Digital Literacy and Citizenship.
- #13 Anita Let’s look a little deeper with the instructional design standard. The themes target major areas of concern for an effective collaborative teaching experience such as co-teaching, inquiry approaches, technology to boost learning and assessments. Supporting each of these themes in the document are indicators of growth for each of the 4 implementation strands. Each indicator has a real example from a school in Canada to show what effectiveness looks like. For example in the Evidence Based Practice theme we have links to tools to help develop a responsive program, a video documenting evidence of an effective inquiry learning experience, a collaborative teacher inquiry report and a link to a portal where teacher librarians are leading the way by sharing best practice for the benefit of the larger school library community. These live indicators will help schools grasp the picture very quickly.
- #14 Anita The learning commons is a whole school approach to learning where everyone - administration, teaching staff students and professionals leading the library are working together with common goals of preparing students for the future. The new Standards do more than provide vision and examples of effective practice they also provide a suggested process for transitions and many practical tools. The very first action suggested is developing a Learning Commons Leadership Team...this is too big a job for the teacher librarian alone it needs a team effort.
- #15 Anita Of course to ensure sustainable change schools need to approach transitions to a library learning commons as a process not an event! It isn’t a case of just opening up the physical space and purchasing chairs on wheels, although that does help to enable collaborative learning. The transformed spaces will never be used if the rest of the standards are not embraced as well. And like all school change it should evolve out of the needs of the school community and remain responsive to those needs through continuous assessment, followed by redesign to address challenges and new opportunities.
- #16 Anita Back to our instructional design standard. How can the library learning commons team design instruction that meets Ontario assessment practices Anita introduces Jeanne
- #17 Anita The shift in Canada did not start with the new standards project. Learning Commons thinking has inspired change across the country, starting with Ontario’s own landmark document, Together for Learning: School Libraries and the Emergence of the Learning Commons, funded by the Ontario Ministry of Education, and published by the Ontario Library Association in 2010. While the vision document has been published in print and is available as a downloadable PDF, the intent was always to create a living document, evolving with innovations in technology and in education, and linking practitioners to a bank of ideas for implementation. The project to realize that goal with a dedicated website was realized in 2012, and continues with ongoing development.
- #18 Major topics in the document.
- #19 Jeanne Synergy between T4L and Growing Success / other education priorities & practices Assessment is fully integrated into learning, not the end product.
- #20 Jeanne Explanation of Assessment terminology.
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- #31 Jeanne - Pull it together.
- #32 Anita: Questions? Comments?