Management of School Library Programs

1. Management of School Library Programs 1 Week 6 Managing the Instructional Program Standards Curriculum Mapping Collaboration The Assured Experience Authentic Teaching, Guided Inquiry Differentiation Integrating Technology Reading Evaluation Revising the Plan Discussion: Crisis in Collaboration

2. Managing Instruction 2 Cover the standards(AASL, state frameworks in action plan Organize what you want to Teach in an instruction-based curriculum Collaborate with teachers; Schedule enough, but not too much time in library Meet students’ need for integrated IL instruction and equity Avoid faulty assignments, plagiarism and shallow learning outcomes Go beyond information Literacy to knowledge building Differentiate for special Needs, low achievers, English Language Learners Address reading for under- standing problems; reading motivation Integrate technology in units of inquiry Use the instructional program as organizing principle for your program Create/Revise action plan To include recommendations from evaluation Evaluate the instructional program CC

3. The Standards 3 • Include coding for AASL Standards for the 21st-Century Learner and State Core Curriculum Frameworks in your unit or lesson planning with teachers • Include formative and summative assessments that address the standards and frameworks

4. The Old and the New:What’s the Difference? 4 Information Power 21st Century Library Learning Standards What’s the difference? Press ENTER to find out. They go beyond Information Literacy to building knowledge and higher order, critical thinking skills.

5. Curriculum Mapping 5 Mapping the Big Picture: Integrating Curriculum & Assessment by Heidi Hayes Jacobs, Chapter 1: “The Need for Calendar-based Curriculum Mapping” Curriculum Maps (Jacobs, Wiggins, McTighe) Sample Curriculum Maps Curriculum Mapper (an online tool): FYI

6. Library Curriculum: Is there such a thing? 6 Students will be able to: Recognize an information need Search for information Evaluate information Use information Why a scope and sequence curriculum model does not work for a media center’s instructional program • There is no captive audience and no equity • There is no mandate to deliver the curriculum • There is no accountability • Scope and sequence violates the need for the media specialist to respond to teachers’ curriculum needs • An information literacy agenda is skills, not content based. • There may not be state standards or frameworks, and there is usually no formal assessment A laundry list of skills is not a curriculum!

7. The Solution: Mapping the Instructional Programby Units of Inquiry and… 7 What projects?

8. by Grade Levels… 8 When? Who?

9. 9 and by Skill Sets Where? English History Personal Management Study Skills Languages Geography Information Retrieval Research Math Science Technology Where in the school curricula will you teach the skills?

10. 10 The Skill Sets can be organized to create an Information Skills Curriculum Rubric • Technology • retrieve • information • manipulate • data • represent • Information, • knowledge • Personal • Management • organize • themselves • recognize • methods of • organization • work in a group • work • individually • Info • Retrieval • locate • evaluate • select • retrieve • information • Research • gather • organize • analyze • transform • think critically • Study • Skills • listen • speak • read • write • take tests • Demonstrate knowledge

11. Collaboration: The problem 11 Teachers may not be aware of the benefits of having a qualified teacher librarian managing and teaching in the school library, because they have never really experienced it. How much can be achieved by individual teacher librarians is determined largely by the support they receive from their colleagues and the school administration Useful school library management links

12. Managing Your Time through Collaboration 12 • Schedule just enough time for student work in the library. • Build teacher expertise allow teachers to progress from novices to experts • Increase teacher responsibility and ownership of the inquiry unit • Move support materials for students, bibliographies, and other components of the instruction to your web page for quick access by teachers. • Use your new-found time to work with other teachers

13. Career Cycle of Teachers and Collaboration 13 0-3 Years From survival to discovery 4-6 Years Stabilization 7-18 Years Experimentation, diversity 19+ Years Focusing Huberman

14. Meet students’ need for integrated IL instruction;Aim for equity 14 The Assured Experience • Schedule at least one short unit that addresses a basic need for each grade level. • Collaborate with all teachers within a department/subject area to schedule their classes. • Connect lessons with content curriculum • Adjust lessons for ability levels Examples: Grade 9: Orientation to the LMC Grade 10: Beyond the Internet: Using Databases Grade 11: Surviving the Research Paper Grade 12: Are You Ready for College? or Are You Ready for Work?

15. 15 Avoid faulty assignments, plagiarism, shallow learning outcomes Evidence-based Practice Authentic Learning Guided Inquiry Authentic Learning Task Authentic Assessment Formative Assessment Summative Assessment Evaluation Authentic Research Action Research Guided Inquiry Authentic Teaching Action Research Authentic teaching See Information Literacy in Action for support materials

16. Go beyond information literacy to knowledge building 16 Understanding by Design Information Search Process Student Learning Impact Measure (SLIM) Packet(click on SLIM Toolkit) From information to knowledge: tracks learning outcomes. Did they learn anything? Guided Research Model (Harrington, published by Linworth, Inc.)

17. G u i d e d R e s e a r c h You need to be observANT! Ants build hills. So the whole research model is about building the A N T H I L L ! Step 1Analyze your problem. Ask yourself questions (SIK=”Stuff I Know”): What do I already know about my topic before I begin my investigation? What is my assignment? What do I need to do to complete my assignment? Step 2Nothing is something. What keywords will help you begin to do your research? If those keywords don’t work, what other keywords could you use? (Synonyms, similar concepts)Your vocabulary will change as you learn more about your topic. This new knowledge and the new words you learn will guide you to try new searches. New terms, new ways to try. You might even find new things you want or need to find out about. Step 3 Think of all your possibilities. What do you want to find out about? (SINK=”Stuff I Need to Know”) Write down “I Wonder” statements of things you want to find out about your topic. These questions or statements will guide you through your research. They will remind you what you are trying to find out and will help keep you on track. Step 4 Hunt for answers. Gather your information from all the different resources. Research is not based on looking in only one place. You must compare information from a variety of resources. Step 5Isolate & Interpret CHCC (Copy, Highlight, Circle, Code) You need to make a copy or printout of your research material. You will read, highlight keywords, circle larger passages and code important information. Look back at your “I Wonder” Statements. Has this source of information answered any of your questions? Do you have more questions that you need to jot down and then find a source that will answer that question? Steps 3-5 will repeat depending on the number of resources you are gathering your information from. Step 6 Learn Direction by Reflection What have I learned about doing good research? What strategies have I been using that are really good? What am I doing that is making me successful in my research? What is hard about doing research? Do I need to do something different? You should take time to reflect on yourself as a researcher and journal about it. Step 7 Link it all together You should see that all phases of research are linked together. Have you looked at all the information from all your different sources? What conclusions have you come to? Have you answered your questions? How will you present your information?

18. Differentiate Instruction 18 Learning Styles Theory of Multiple Intelligences Gifted Students Special Needs English Language Learners Differentiating Instruction “As we start a new school year, Mr. Smith, I just want you to know that I’m an Abstract- Sequential learner and trust that you’ll conduct yourself accordingly.”

19. Strategic Reading 19 View the ppt Promoting Literacy: A Central Approach to Strategic Reading and Empowerment. The link is on your menu for Week 6. This presentation demonstrates the use of strategic reading methods that can be incorporated into the stages of the Information Search Process Address problems students encounter reading informational text in the context of a unit of inquiry through Strategic Reading.

20. Recreational Reading 20 • Motivate interest in reading through: • Interactive Strategies • Sustained Silent Reading - Free Voluntary Reading • Summer Reading Program • Battle of the Books • Passive Strategies • Author visits • Displays • Book Talks

21. Integrating Technology 21 • Trends in Information Seeking • Information seekers want • to act on their own. • 2. Disaggregation of information. • 3. Increase in collaboration. • 4. Globalization of information. • Trends in Learning • Web 2.0: blogs, wikis, 2nd life, • gaming, social networking • 2. Convergence of work and play Web 2.0 Library 2.0?

22. Technology as… 22 • Production toolApplications: PowerPoint, Word, Excel, Web pages… • Information source World Wide Web, Subscription databases • Communication email, blogs, wikis • Learning environment Gaming, Second Life Henry Jenkins on social networking: Keynote address 2007 ALA TechSource Gaming, Learning, and Libraries Symposium June 22-24. . Henry Jenkins on gaming. Reality Bytes:Eight Myths about Video Games Debunked

23. Use the Instructional Program as the Organizing Principle 23 Collection and Information Access Budget Instruction Philosophy of Learning How do people learn? What is the new media Literacy? What is the place of Interactive technology schooling? Staffing Facilities

24. Evaluate the instructional program 24 Program evaluation can be based on: • External Standards. Take a look at these: Massachusetts School Library Program Standards for 21st Century Learning • Your Action Plan - the goals and objectives you have identified for a 3 year period. • National Statistics about LMC Services: Selected Results from the Education Longitudinal Study of 2002. • Your school’s Self-Study and Accreditation Report: The Middle States Association of Schools and Colleges

25. Revise your action plan 25 Action Research Cycle Question Reflect Fieldwork New action Analysis To improve the transaction between student and teacher

26. The LMC Web Site 26 Go to school-libraries.net to view web pages created by media specialists. Peruse them with these questions in mind. • What is the purpose of a library media center? (Just one-the essential one! Think new learning standards.) • What do the top pages of most LMC web pages say about the purpose of their library media center programs?

27. School Library Management Links 27 Here is a website that has links to managing the basic elements of a LMC program, especially instruction. Useful School Library Management Links

28. Discussion: Crisis in Collaboration 28 This case story presents dilemmas for Miss Congeniality, a media specialist who wants to improve the quality of student projects, reach more students in her school, and work more collaboratively with teachers.