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Powerful Partnerships for Learning @ your library ™

Powerful Partnerships for Learning @ your library ™. The Library Media Specialist as a Collaborative Instructional Partner.

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Powerful Partnerships for Learning @ your library ™

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  1. Powerful Partnerships for Learning@ your library™

  2. The Library Media Specialist as a Collaborative Instructional Partner

  3. “The school library media specialist must be perceived as a strong, creative, collaborative professional who is a visible leader in the design of curriculum and instruction appropriate for an information-rich culture.” Marilyn Miller

  4. In Tennessee, where does the library media program fit in instruction?

  5. Minimum Requirements for the Approval of Public Schools, July 2002 0520-1-3-.07 LIBRARY INFORMATION CENTER, REQUIREMENT F

  6. School Library Information Center a. All school library information centers shall serve as resources for students, teachers and community members to strengthen student learning. School library information specialists shall work closely with classroom teachers to integrate curricular concepts and information skills that assist research and other learning activities. The collection and services of the library information center shall adequately support the curricular priorities within the school.

  7. School Library Information Center b. School library information centers shall create an environment that allows efficient access to both print and electronic resources. Schools must be organized to allow the library program to operate a flexible schedule that allows students and teachers to access resources at the point of need.

  8. Information Power: Building Partnerships for LearningAASL and AECT, June 1998

  9. Mission of the library media program “to ensure that students and staff are effective users of ideas and information”

  10. Or, as adapted by Henrico County (VA) Public Schools LMS… “to ensure that students and staff are lifelong readers and effective users of ideas and information”

  11. Our Goal… Dynamic, effective, student-centered library media programs!

  12. Creating students who are information-literate, independent, lifelong learners!

  13. Information Power… Because Student Achievement is the Bottom Line!

  14. Roles of the Library Media Specialist • Program administrator • Information specialist • Teacher • Instructional partner -as defined in Information Power: Building Partnerships for Learning, 1998

  15. Library media specialists are instructional partners in their schools….critical to the teaching and learning that occurs in our schools!

  16. Goal of School Library Media Specialists… To help students become information literate, independent, lifelong learners!

  17. What does it mean to be “information-literate”? From Information Power: Building Partnerships for Learning, 1998…

  18. Nine Information Literacy Standards for Student Learning • Information Literacy—Students are able to • Access information efficiently and effectively • Evaluate information critically and competently • Use information accurately and creatively

  19. Nine Information Literacy Standards for Student Learning • Independent Learning—Students are information literate and are able to • Pursue information for their own personal interests • Appreciate literature and other creative expressions of information • Strive for excellence in information seeking and knowledge generation

  20. Nine Information Literacy Standards for Student Learning • Social Responsibility—Students who contribute positively to the learning community and society are information literate and • Recognize the importance of information in a democratic society • Practice ethical behavior in regard to information technology • Participate effectively in groups to pursue and generate information

  21. Communicate,Coordinate,andCollaborate to Connect ILS withContent Area Standards!

  22. Curriculum Standards/Learning Expectations

  23. English/Language Arts—K-3 Reading—3rd grade benchmarks-- “At Level 3, the student is able to 3.1.tpi.24. organize information from text or technological sources using graphic organizers. 3.1.tpi.25. use library media sources to access information (e.g., card, electronic catalog, encyclopedias, CD-ROM references, Internet,non-fiction books). 3.1.tpi.26. make connections among various texts showing similarities and differences in setting, events, and characters. 3.1.tpi.27. compare and contrast different versions of the same stories reflecting different cultures.”

  24. English/Language Arts—8th Reading—8th grade accomplishments 8.1.09 Refine study skills and develop methods of research to enhance learning. a.Determine appropriate reference sources in various formats (e.g., encyclopedias, card/electronic catalogs, almanacs, periodicals, Internet) ... d.Analyze a variety of reference sources (e.g., biographical sketches, letters, diaries, encyclopedias, periodicals)… f.Evaluate resources for validity and reliability… k.Recognize and identify a statement as an example of persuasive and/or propaganda techniques (e.g., false generalizations, loaded words, snob appeal, name-calling, bandwagon, testimonials, and inconsistencies of logic)…

  25. Social Studies—5th Governance and Civics—5th Grade Benchmarks “As documented through state assessment – at Level 2, the student is able to 5.4.spi.4. recognize the differences between the Tennessee State Constitution and the United States Constitution, and at Level 3, the student is able to 5.4.spi.5. differentiate among the purposes stated in the Declaration of Independence, the United States Constitution, and the Bill of Rights.”

  26. Biology II Standard 2.0 Embryology—Learning Expectations “At Level 2, the student is able to research the formation of body systems from origin tissues: the endoderm, mesoderm, and ectoderm. research careers in animal husbandry, veterinary medicine, genetics, and zoology.”

  27. Biology II Standard 3.0 Genetics—Learning Expectations “At Level 2, the student is able to research methods of genetic engineering, including recombinant DNA and cloning. research the relationship of genetics to cancer. explain the relationship between environmental conditions and changes in the DNA sequences. investigate careers in genetic engineering, genetic counseling, and genetic research.

  28. Elements Needed for Collaboration • Partners • Time • Resources • Communication • Trust • Collaborative Culture --From Know It All, #12, The Collaborative Process

  29. Collaboration • work with all to provide access to information • work with teachers and administrators to build and manage collections that support authentic, information-based learning • work with teachers to plan, conduct, and evaluate learning activities that incorporate information literacy, helping students become independent, information literate lifelong learners

  30. Sample Joint Planning Sheets • Richmond Public Schools “Library Media Specialist/Teacher Collaborative Planning Form” • Central Senior High School Library Media Center “Joint Planning Form”

  31. Does active participation in the instructional process by the library media specialist impact teaching and learningthat occurs?

  32. Does collaboration between the library media specialist and the classroom teacher make a difference? YES!!!

  33. Eight Recent Statewide Studies • The Impact of School Library Media Centers on Academic Achievement, Colorado, 1993 • Information Empowered: The School Librarian as an Agent of Academic Achievement, Alaska, 1999 • Measuring Up to Standards: The Impact of School Library Programs & Information Literacy in Pennsylvania Schools, 2000 • How School Librarians Help Kids Achieve Standards: The Second Colorado Study, 2000

  34. School Libraries and MCAS Scores, Massachusetts, 2000 • Good Schools Have School Librarians: Oregon School Librarians Collaborate to Improve Academic Achievement, 2001 • Texas School Libraries: Standards, Resources, Services, and Students’ Performance, 2001 • Make the Connection: Quality School Library Media Programs Impact Academic Achievement in Iowa, 2002

  35. Student achievement is higher! • When library media specialists take an active role in curriculum and instruction • When library media specialists teach information literacy skills • When teachers and library media specialists collaborate…

  36. Collaborative Partnerships Promote Academic Achievement!

  37. The importance of COMMUNICATION! • With principal and other administrators • With teachers • With parents

  38. “Stepping boldly into the learning process with students and teachers brings understanding and support for the library media program from principals, teachers, parents, and school board members.” Marilyn Miller

  39. “The Library as a Focal Point to Achieve Student Success” from David V. Loertscher’s Reinvent Your School’s Library in the Age of Technology

  40. Base of Pyramid: Network Central/Information Infrastructure • The Library Program: • Teaching Information Literacy • Enhancing Learning through Technology • Building Reading Literacy • Collaborating with Teachers in the Design of Learning • Increased Academic Achievement!

  41. Information Power: Building Partnerships for Learning

  42. Audrey ChurchInstructor/Coordinator, School Library Media ProgramLongwood UniversityHull 234,Farmville, VA 23909434.395.2682achurch@longwood.edu

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