Cassandra Barnett and Valerie
DiggsNovember 3, 2008
Notes in Conference binder - p. 91
This all encompassing topic of both the new
AASL Standards and the
MSLA Literacy Standards was summarized during this session. Both sets of standards are included in the conference binder. The major focus - Librarian/Teacher collaboration (sound familiar??? I think a theme has been identified in this conference!!!).
There are 4 major components to the National Standards:
1. Beliefs-puts the standards in context for the Library.
eg. Reading, access to resources, etc.
2. Standards -
Learners will use resources and literacy skills to...3. Strands to help set up learning experiences
eg. Habits of minds, behaviors to exhibit while they learn, self assessment
strategies etc.
4. Indicators - more specific action behaviors expected
The standards stress basic skills like inquiry and the ability to draw conclusions based on content learned. Key abilities
necessary for 21st Century learning also include critical thinking, social learning, inquiry based learning, and the ability to put
content into context.
Dispositions in action support ongoing beliefs and attitudes to foster thinking and intelligent behaviors that are measurable. Students should be curious, resilient, flexible, imaginative, critical, reflective, and
possess the ability to self-assess.
Self Assessment Strategies:
Reflections on one's own learning
Study the process of learning
Examine the products of learning
Taking a 3-dimensional view of finished product
MSLA RECOMMENDED STANDARDS FOR PRE-K - 12 INFORMATION LITERACY STANDARDS - more detailed and descriptive than ever.
These new standards:
Align with ths AASL National Standards
Offer overviews of grade spans - useful to share with teachers and administrators
Forthcoming: comparison chart of AASL & MSLA standards, comparison to frameworks, and learning scenarios targeting various grade levels...so stay tuned!
These new and improved standards with their additional information are designed to help Library Teachers create learning situations that create opportunities for students to think critically, and see how to use these skills in other situations and in real life. The skills that employers seek the most in future employees are the ability to problem solve and work as a team. Our common goal is to address these issues as early as possible.
COLLABORATION: The most important issue in any Library program.
1. Successful, high level collaboration models include relationships that develop over time, have shared goals, carefully defined roles, require comprehensive planning and communication. Shared are the leadership, resources, risks, control, and results.
2. Professionals will brainstorm together, develop plans, activities and assessments, choose materials and technologies to assist instruction, work side-by-side as activities occur, and evaluate the success of the unit (grades!).
3. Contributing factors to successful collaboration include environmental factors like school culture, flexible scheduling, and the LMS in the role of an educational leader. Some expectations of apathy and dissent are to be expected! Group membership characteristics should include a shared understanding and respect for one another, a complete team at every meeting, and being prepared for the possibility of things not going as planned.
Demonstrating research results that show how student success increases with collaboration can assist you in your collaborative endeavors. The use of databases can provide value to your Library.
THE BENEFITS OF COLLABORATION: Students become more involved in the learning process, creativity is sparked among teachers, modeling collaboration creates more collaboration, promotes sharing at all levels, and fosters communication among librarians, teachers, and administrators.
BACK TO REALITY: you, the Library Teacher, must be proactive in your approach...identify a teacher that you feel will be responsive.
Check out page 96 in the conference binder for a form to distribute at each faculty meeting. On the form, teachers can indicate what upcoming topics they will be covering, list any specific materials they might need, as well as anything specific they might need from you, the Library Teacher.
And lastly, in response to a cute scenario that included Roy Rogers, Dale Evans, and Ginger, the audience participated by offering solutions to the problem of teachers planning a project without including the library teacher. Whining to your principlal was NOT a good option!
Suggestions were as follows:
1. Jump in! Offer materials for the project
2. Email helpful websites
3. Personally deliver books and resources to them
4. Offer to collaborate, co-teach, evaluate, assess, provide a search term activity (etc)
5. Attend department head meetings to obtain connections and insight as to upcoming topics
6. Offer staff professional development on evaluating resources
7. Start SLOW! Don't be overly enthusiastic...you might scare them away!
8. Don't do the work FOR them, do it WITH them
9. If teachers would like a fresh approach, maybe they will ask you for suggestions
10. Check on the project's progress periodically, no matter how small your initial involvement is.
11. Offer brown bag lunch sessions - bribe teachers to attend by bringing food and snacks...display new materials
12. Create focus groups for the teachers to identify materials to build your collection
13. Demonstrate your use of technology...point students to a pathfinder created specifically for their projects.
Make it all about the students!!!
Make the effort...it's worth it!
