Virtual Libraries:

1. Virtual Libraries: Wave of the Future

2. Table of Contents Index • Read Me First • Overview • Purpose • Audience • Standards • Outcomes • Essential Questions • Behavioral Objectives

3. Table of Contents (continued) Index • Introducing The Topic • What Are Virtual Libraries? • Exploring Virtual Libraries • Virtual Collections On The Internet • Collections for Younger Students • Collections for Older Students D. Advantages and Disadvantages

4. Table of Contents (Continued) Index IV. Instructional Activities A. Using Virtual Libraries With Younger Students B. Using Virtual Libraries with Older Students V. Evaluation A. Participant Feedback

5. Table of Contents (Continued) Index VI. Conclusion A. Acknowledgements B. In-Service PLU Credit C. Follow-up and Future Support D. References

6. Read Me First Getting Started Before you begin this module, please read the following document, which you can open in Microsoft Word. It will give you an overview this module and tell you what computer programs you will need to access it. Read Me! In addition, the plan for this in-service can be found here: In-Service Template

7. Purpose Overview The purpose of this presentation is to inform teachers and students of the wealth of information available in online collections of books (better known as virtual libraries). Users will become familiar with such sites as Tumblebooks, Bookflix, and Perseus Digital Library. Users will also learn to integrate these collections into the classroom.

8. Audience Over view The intended audience for this in-service is for elementary and high school language arts and social studies teachers, as well as anyone (teacher, student, parent, or community member) who wants to learn more about virtual libraries.

9. GPS Standards For Younger Students Overview Language Arts ELA4R2, ELA5R2 The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers. ELA4R3, ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Reads a variety of texts and incorporates new words into oral and written language. b. Determines the meaning of unknown words using their context.

10. GPS Standards for Older Students Overview Social Studies (World History) SSWHRC1, ELA10 RC1 Students will enhance reading in all curriculum areas by: • Reading in All Curriculum Areas • Read a minimum of 25 grade-level appropriate books per year from a variety of subject disciplines and participate in discussions related to curricular learning in all areas. • Read both informational and fictional texts in a variety of genres and modes of discourse. • Read technical texts related to various subject areas.

11. NETS Standards for Students Overview 3. Students apply digital tools to gather, evaluate, and use information. Students: c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

12. NETS Standards for Teachers Overview 1. Facilitate and inspire student learning and creativity. Teachers use their knowledge of subject matter, teaching, and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face to face and virtual environments. c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking planning, and creative processes. 5. Engage in Professional Growth and Leadership. Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. a. Teachers: a participate in local and global learning communities to explore creative applications of technology to improve student learning.

13. AASL Standards Overview 1.1.4. Find and select appropriate sources to answer questions. 1.1.5 . Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social cultural context 1.1.6. Read, view, and listen for information presented in any format (textual, visual, media, digital) in order to make inferences and gather meaning

14. AASL Standards (Continued) Overview 4.1.1. Read, view, and listen for pleasure and personal growth. 4.1.3. Respond to literature and creative expressions of ideas in various formats and genres. 4.4.4. Interpret new information based on cultural and social context

15. Outcomes Overview • Teachers will understand the value of using virtual libraries to enhance reading across the curriculum, reading for pleasure, and online research. • Teachers and Students will access a virtual library and explore the collection in depth. • Teachers will incorporate virtual library collections in their classroom reading activities. • Students will utilize virtual libraries for pleasure reading and research projects.

16. Essential Questions Overview • What are virtual libraries? • How do virtual libraries appeal to the needs of students living in the digital age? • What are the advantages of using virtual libraries? • How can virtual libraries be integrated into the classroom?

17. Behavioral Objectives Overview • Teachers and students will learn to access virtual libraries and use them to find resources to meet their individual needs. • Teachers will learn the features of certain virtual collections and will learn how to utilize these collections in their classroom • Teachers will learn how to utilize online collections to give students access to primary resources for educational research in the fields of history and language arts. • Students will use virtual libraries to locate primary resources for educational research. • Students will use virtual libraries for pleasure reading and to meet Accelerated Reader goals and curriculum reading goals.

18. What are Virtual Libraries? Introducing the Topic Virtual libraries are organized collections of digital information. They are specific collections constructed for a particular type of user to support their educational needs (i.e. - younger students, older students, educators, etc.). There are two types of virtual libraries: online book collections and online collections of information. For the purpose of this in-service, we will be focusing on online book collections.

19. Exploring Virtual Libraries Introducing the Topic Please look at the following Microsoft word document and explore the following virtual collections using the directions provided. Directions for Exploring Virtual Libraries.doc

20. Virtual Collections on The Internet Introducing the Topic The preceding tutorial is meant to be an overview of some of the collections that are highlighted in this in-service. After you are finished please take a moment to visit some of the additional resources on the next few slides and browse through their collections.

21. Collections for Younger Students Introducing the Topic • Tumblebooksis a collection of animated storybooks with accompanying vocabulary building activities. Tumblebooks participates in the Lexile and Accelerated Reader programs.Tumblebooks also requires a subscription. Click the link to sign up for a free trial. • Bookflixis hosted by Scholastic and offers animated storybook videos and interactive storybooks for children. Books are sometimes accompanied with lesson plans and activities.Bookflix requires a subscription. Click the link to sign up for a free trial.

22. Collections for Younger Students Introducing the Topic • Storyline Onlineonline offers animated storybooks read by popular actors from the screen actors guild. Storybooks are accompanied by lesson plans and activities. • TheInternational Children's Digital Libraryoffers interactive storybooks from countries all over the world! The stories are published in multiple languages which makes it perfect for units on multiculturalism!

23. Collections for Older Students Introducing the Topic • Banned Books Onlinegives students access to all texts that have been banned from the 1800s to present. • Perseus Digital Libraryoffers primary sourcesfrom various historical periods such as the Rennaisanceand 19th century America. It also includes sources in the original Greek and Latin languages making it perfect for use with foreign language classes.

24. Collections for Older Students Introducing the Topic • Bartlebyoffers online texts of classic works of literature making it a perfect companion for American and World Literature classes. • GoogleBooksoffers another great source for finding classic works of literature, but is most useful in locating reference books and nonfiction books on every subject imaginable!

25. Benefits of Virtual Libraries Introducing the Text • Provides immediate access to materials • More up to date than physical collections • Supports informal learning and is tailored to the individual student’s learning needs • Appeals to students living in the “Digital Age”

26. Benefits (Continued) Introducing the Topic • Allows for collections housed in a variety of formats • User friendly with smooth navigation • Useful for students with disabilities (i.e. – read aloud audio, visual/tactile stimulation, interactive format, etc.)

27. Drawbacks Introducing the Topic • Some online collections require subscriptions • Limited scope and coverage of collections • Requires access to a computer for lengthened amounts of time • Users may be used to using actual books and being able to visually see and spread out their research as they work.

28. Lesson Plan for Younger Students Introducing The Topic Here is a sample lesson plan that you can use with younger students in the classroom. Lesson Plan: Virtual Libraries and Younger Students.doc This lesson plan utilizes the International Children’s Digital Library and shows how you can conduct sample activities using a reading response journal.

29. Lesson Plan for Older Students Introducing the Topic Here is a sample lesson plan which shows how virtual collections can be utilized with older students. Lesson Plan for: Using Virtual Libraries with Older Students In this lesson plan, students use primary sources from the Perseus Digital Library to learn about the Civil War in 11th grade American History.

30. Participant Feedback Evaluation Please take a moment to fill out this brief survey on your experience with this in-service. Your feedback will help me in planning future in-service sessions. Participant Feedback Survey

31. Acknowledgements Conclusion I would like to thank you all for participating in this professional development activity on Virtual Libraries. I would like to thank our technology specialist for allowing us access to these virtual collections. I would also like to thank our principal who sponsored this in-service and offered incentives for participation.

32. Professional Learning Credit Conclusion After seeking prior approval from our Principal, participation in this professional development webinar is worth 1 hour of PLU credit. For more information about PLUs, please visit the Georgia Deparment of Education Website: Professional Learning Attached is the copy of the Georgia Department of Education PLU form for FY 2011

33. Follow-up and Future Support Please stay tuned for other in-services which will be offered in the upcoming school year. As the practicing media specialist at ____________________, I am available to answer any questions you may have. You can stop by, call or send an email to reid.joyce@newton.k12. ga.us. Comments, concerns, and any and all feedback are most welcome!

34. References American Association of School Librarians. (2007). AASL standards for the 21st-century learner [PDF Document]. Retrieved October 28, 2009, from http://www.ala.org/ala/mgrps/ divs/aasl/aaslproftools/learningstandards/AASL_LearningStandards.pdf Georgia Department of Education. (2008). Georgia performance standards. Retrieved June 18, 2011, from https://www.georgiastandards.org/Pages/default.aspx Gunn, H. (2002). Virtual libraries supporting student learning. Retrieved June 20, 2011 from http://www.accesswave.ca/~hgunn/special/papers/virlib/index.html Heart of the School. (2011). Virtual libraries. [Web log post] Retrieved June 19, 2011 from http://heartoftheschool.edublogs.org/what-we-do/virtual-libraries/ International Society for Technology in Education. (2007). NETS for Students. Retrieved June 18, 2011, from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/NETS_for_Students.htm International Society for Technology in Education. (2008). NETS for teachers. Retrieved June 18, 2011, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/NETS_for_Teachers.htm Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association Supervision and Curriculum Development.