Learning4Life

1. Learning4Life School Library Media Programs Reconsidered and Relevant Your Name Your State Affiliation L4L Coordinator Your email address

2. What is L4L? School Library Media Programs Reconsidered and Relevant

3. How Does L4L Do That? http://www.ala.org/aasl/standards http://www.alastore.ala.org/detail.aspx?ID=2601 http://www.alastore.ala.org/detail.aspx?ID=2682 School Library Programs Reconsidered and Relevant

4. Where Can We Begin? Shift 21st Century Flexible Learning Environments School Library Programs Reconsidered and Relevant

5. Where Can We Begin? Shift FROM TO Information, Media, Digital Literacy/ICT Flexible Schedules Skills (dispositions, responsibilities, and assessment) embedded in the context of the teaching and learning process • Library Skills • Rigid Schedules • Skills taught in isolation School Library Programs Reconsidered and Relevant

6. Where Can We Begin? Shift FROM TO Laptop, Netbook, PDA CD’s, DVD’s MP3’s & downloads Cell Phone, Smart Phone Satellite, Cable, Streaming Email, IM, social networks “Search Engines” Web 2.0 • Pencil and notebook • LP’s and cassettes • Telephone • Antenna • mail • “Encyclopedia” • The Mall School Library Programs Reconsidered and Relevant

7. What Does It Look Like? Shift School Library Programs Reconsidered and Relevant

8. What Does It Look Like? Shift School Library Programs Reconsidered and Relevant

9. Where Can We Begin? Shift Revised Learning Standards School Library Programs Reconsidered and Relevant

10. Where Can We Begin? Shift FROM TO Reading is a window to the world Students read to memorize/learn the information that will be the basis of classroom assessments or statewide standardized tests. School Library Programs Reconsidered and Relevant

11. Where Can We Begin? Shift FROM TO Inquiry provides a framework for learning. Use of a research model guides the student’s effort Students use facts to write reports or Students conduct a search once to find evidence to defend a thesis or answer an essential question. School Library Programs Reconsidered and Relevant

12. Where Can We Begin? Shift FROM TO Ethical behavior in the use of information must be taught. Students recognize and appreciate and respect the concept of intellectual property . Students are taught how to distinguish between paraphrasing and using a direct quote, how to cite sources and how to avoid plagiarism. School Library Programs Reconsidered and Relevant

13. Where Can We Begin? Shift FROM TO Technology skills are crucial for future employment needs—For lifelong learning students need to be literate in information and technology. They contribute to content creation through the use of Technology tools. Students need to know how to use software for word processing, spreadsheets, databases, and presentations to produce the end product of research or a class assignment. School Library Programs Reconsidered and Relevant

14. Where Can We Begin? Shift FROM TO Equitable access is a key component for education Equitable access is a key component for education School Library Programs Reconsidered and Relevant

15. Where Can We Begin? Shift FROM TO The definition of information literacy has become more complex as resources and technologies have changed—Students need digital, visual, textual and technological literacies Literacy is the ability to read, write, listen and speak. Technology literacy include the basic skills to use technology. Examples: keyboarding to use word processors or assembling the parts of a computer—monitor, cpu, keyboard, mouse, perhaps attaching a printer. School Library Programs Reconsidered and Relevant

16. Where Can We Begin? Shift FROM TO The continuing expansion of information demands that all students acquire the thinking skills that will enable them to learn on their own—Students need the skills to effectively & efficiently use and critically evaluate information. Students need to acquire critical thinking and problem solving skills. So much information is easily accessible on the Internet that students need to be taught how to evaluate information found on an Internet site. School Library Programs Reconsidered and Relevant

17. Where Can We Begin? Shift FROM TO Learning has a social context—Students learn collaboratively in face-to-face situations and through technology. Students work more frequently in teams in 21st century learning and employment. . Learning is an individual matter—There is a fine line between collaboration and cheating. Group work must be monitored to be sure every student does their fair share of the work. School Library Programs Reconsidered and Relevant

18. Where Can We Begin? Shift FROM TO School libraries are essential to the development of learning skills—School libraries provide equitable access to a variety of electronic and print sources and school librarians collaborate to embed information and technology literacy skills in content area learning. School libraries support the school curriculum-- School libraries provide equitable access to a variety of electronic and print sources and school librarians cooperate with content area teachers to match resources with curricular needs and teach research skills and technology skills to some students. School Library Programs Reconsidered and Relevant

19. Where Can We Begin? Shift The Standards: A 4x4 Approach School Library Programs Reconsidered and Relevant

20. Where Can We Begin? Shift LEARNERS USE SKILLS, RESOURCES, & TOOLS TO: Inquire, think critically, and gain knowledge. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Share knowledge and participate ethically and productively as members of our democratic society. Pursue personal and aesthetic growth. School Library Programs Reconsidered and Relevant

21. Where Can We Begin? Shift Evidence of the Standards in Action Are Expressed Through: Skills Dispositions in Action Responsibilities Self-Assessment Strategies School Library Programs Reconsidered and Relevant

22. Where Can We Begin? Shift Starting with Skills School Library Programs Reconsidered and Relevant

23. Where Can We Begin? Shift Consult “Standards in Action” for practical tips http://www.alastore.ala.org/detail.aspx?ID=2601 School Library Programs Reconsidered and Relevant

24. Where Can We Begin? Shift Review and Adapt Examples of Alignment School Library Programs Reconsidered and Relevant

25. Where Can We Begin? Shift Illinois http://www.islma.org/pdf/ISAIL.pdf Massachusetts http://www.maschoolibraries.org/ New Hampshire http://www.londonderry.org/assets/documents/lmt/lit_tech_bench.pdf School Library Programs Reconsidered and Relevant

26. Where Can We Begin? Shift Teaching for Learning School Library Programs Reconsidered and Relevant

27. Where Can We Begin? Shift Teaching for Learning involves: Building Collaborative Partnerships The Role of Reading Addressing Multiple Literacies Effective Practices for Inquiry Assessment School Library Programs Reconsidered and Relevant

28. Where Can We Begin? Shift Teaching for Learning involves: Building Collaborative Partnerships The Role of Reading Addressing Multiple Literacies Effective Practices for Inquiry Assessment School Library Programs Reconsidered and Relevant

29. Where Can We Begin? Shift Teaching for Learning involves: Building Collaborative Partnerships The Role of Reading Addressing Multiple Literacies Effective Practices for Inquiry Assessment School Library Programs Reconsidered and Relevant

30. Where Can We Begin? Shift ICT and Research Models • Provide access points for content area integration • Allow for assured experiences and structure across grade levels and disciplines • Ensure multiple opportunities for students to “practice” research using the tools of research (including technology) • “Guided inquiry” = “Knowledge Construction” School Library Programs Reconsidered and Relevant

31. Where Can We Begin? Shift Characteristics of the Models • Promote critical thinking and problem solving • Foster engaging, collaborative, and authentic learning • Afford opportunities for curricular alignment and interdisciplinary collaboration • Provide scaling/scaffolding of the research process • Offer multiple options for end product. • Allow for assessments of product and process School Library Programs Reconsidered and Relevant

32. Where Can We Begin? Shift Characteristics of the Models • Present • Synthesize • Select information to use • Analyze and evaluate information • Gather information • Develop a search strategy • Create a purpose/focus • Define further if needed/narrow the topic • Define the task/problem/need for \ • information School Library Programs Reconsidered and Relevant

33. Where Can We Begin? Shift The Research Continuum School Library Programs Reconsidered and Relevant

34. Where Can We Begin? Shift Next Steps • Create a team (administrators, teachers, lms, TI’s) to research and consider use of an inquiry/ research model which also integrates technology • Adopt/adapt/build a model based on needs (identified by district strategic plan, learning goals, graduation standards) • Agree upon terms and vocabulary • Provide professional development School Library Programs Reconsidered and Relevant

35. Where Can We Begin? Shift A Revised Job Description School Library Programs Reconsidered and Relevant

36. Where Can We Begin? Shift • Consider using this as a discussion starter among stakeholder groups―administrators, colleagues, parents―as a checklist of what is required to: • assess how prepared you and/or your program are to participate in making the vision a reality • identify what areas you need to address through professional development • develop personal and program short- and long-range goals and objectives • establish personal and program priorities School Library Programs Reconsidered and Relevant

37. What do you think? Shift Report outs from discussion School Library Programs Reconsidered and Relevant

38. What do you think? Shift Barriers or L$L School Library Programs Reconsidered and Relevant

39. What do you think? Shift The Vision School Library Programs Reconsidered and Relevant

40. Where Can We Begin? Shift Wrap Up and Questions School Library Programs Reconsidered and Relevant

41. References American Association of School Librarians. 2007. “Standards for the 21st-Century Learner.” http://ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf (accessed September 15, 2009). ———. 2009. Standards for the 21-stCentury Learner in Action: Chicago: ALA. ———. 2009. Empowering Learners: Guidelines for School Library Media Programs. Chicago: ALA. School Library Programs Reconsidered and Relevant

42. Attributions Standards/GLE/Benchmark Alignment: Illinois School Library Association/Becky Robinson Londonderry School District/ Susan Ballard Massachusetts School Library Association/Valerie Diggs Context Exercises: Judi Moreillon and Kristin Fontichiaro Kathy Lowe and Susan Ballard Shifts: Susan Ballard, Janet Roche, Maureen Snider Job Description: Londonderry School District, Sara Kelly Johns, Kathleen McBroom, Cassandra E. Osterloh, Jane Prestebak School Library Programs Reconsidered and Relevant