Library teachers in Waltham are going to be discussing the information we bring back from the MSLA conference at our professional day on Tuesday, November 4. To do this, we are assembling information on a wiki we will share. To see what we posted on our wiki, please go to http://msla.wikispaces.com and click on 2008.
Judi Paradis
Sunday, November 2, 2008
Maximizing Your Impact
Subtitle: Classroom-Library Co-Teaching Information Literacy & Reading Comprehension Skills -- 1:30 session, Nov. 2, Judi Moreillon.
Coming from the valuable session on the new Standards for the 21st Century, my energy for thinking about collaborative strategies, working with teachers, is high. Judi began with a description of our struggles, in libraries all over the Commonwealth. Our focus today on information literacy skills and reading comprehension strategies provides the chance to engage in a fruitful struggle. The majority of the audience are from K-5, a goodly amount from K-8, and the balance from high schools. Collaborative Strategies for Teaching Reading Comprehension is one of Judi's books that highlights strategies.
By the end of today's session we will be able to define seven reading comprehension strategies and consider ways to integrate with info literacy skills! We have long held the assumption that reading advocacy is important work for teacher-librarians. Yes, BUT this is not the same as reading instruction! Both can be attained in a collaborative teacher-librarian situation. Traditionally we have asked teachers to understand our terminology; perhaps it is time for us to walk over to the other side and use the terms employed by teachers related to reading comprehension!
Using the metaphor of the elephant (as in Ed Young's Seven Blind Mice): individual pieces are important but putting it together is the goal. We must activate and build background knowledge to enable text-to-self, text-to-text and text-to-world connections... If students come without background knowledge we help build it with them through vocabulary, sensory images in visualizing, questioning and probing, making predictions and inferences, determining the main ideas, using fix-up options, and making meaning from multiple resources (synthesizing).
Judi told a wonderful story and asked up to apply the techniques she just explained to better comprehend the story. Readers who learn how and when to use reading comprehension strategies are more effective as readers. She then had us do a Standards Integration Puzzle that helped visualize the connections between standards and reading comprehension strategies.
It is clear there are many practical activities that play out the strategies that support comprehension. We practiced a few of them -- visuals such as Venn diagrams, webs, timelines, using two heads to think about things....
A bonus to the session was the teaching context Judi brought with her: Arizona and the Native culture with which she has worked. We concluded with a poem in two voices, combining the voice of a teacher and the voice of a librarian -- all aimed at creating new understanding. We are a team! Two heads are better than one.
More about Judi is available at http://www.storytrail.com
Submitted by Rusty True Browder, Lawrence School Library, Brookline
Coming from the valuable session on the new Standards for the 21st Century, my energy for thinking about collaborative strategies, working with teachers, is high. Judi began with a description of our struggles, in libraries all over the Commonwealth. Our focus today on information literacy skills and reading comprehension strategies provides the chance to engage in a fruitful struggle. The majority of the audience are from K-5, a goodly amount from K-8, and the balance from high schools. Collaborative Strategies for Teaching Reading Comprehension is one of Judi's books that highlights strategies.
By the end of today's session we will be able to define seven reading comprehension strategies and consider ways to integrate with info literacy skills! We have long held the assumption that reading advocacy is important work for teacher-librarians. Yes, BUT this is not the same as reading instruction! Both can be attained in a collaborative teacher-librarian situation. Traditionally we have asked teachers to understand our terminology; perhaps it is time for us to walk over to the other side and use the terms employed by teachers related to reading comprehension!
Using the metaphor of the elephant (as in Ed Young's Seven Blind Mice): individual pieces are important but putting it together is the goal. We must activate and build background knowledge to enable text-to-self, text-to-text and text-to-world connections... If students come without background knowledge we help build it with them through vocabulary, sensory images in visualizing, questioning and probing, making predictions and inferences, determining the main ideas, using fix-up options, and making meaning from multiple resources (synthesizing).
Judi told a wonderful story and asked up to apply the techniques she just explained to better comprehend the story. Readers who learn how and when to use reading comprehension strategies are more effective as readers. She then had us do a Standards Integration Puzzle that helped visualize the connections between standards and reading comprehension strategies.
It is clear there are many practical activities that play out the strategies that support comprehension. We practiced a few of them -- visuals such as Venn diagrams, webs, timelines, using two heads to think about things....
A bonus to the session was the teaching context Judi brought with her: Arizona and the Native culture with which she has worked. We concluded with a poem in two voices, combining the voice of a teacher and the voice of a librarian -- all aimed at creating new understanding. We are a team! Two heads are better than one.
More about Judi is available at http://www.storytrail.com
Submitted by Rusty True Browder, Lawrence School Library, Brookline
Maximizing your impact
Presented by Judi Moreillon
Judi is a former classroom teacher and library media specialist. She wrote, Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact from those experiences. This book offers various lesson plans that involve collaboration for K-6. She is now back in the classroom, this time at the secondary level in order to gain experience and data to prove that these ideas can also be utilized at a higher level. She assured her audience that a second book will be written after her research is complete.
The main point of this session was:
Information skills and reading comprehension are not 2 separate entities but instead work in conjunction with each other.
There were many interesting parts to this session. There was so much information jammed into 90 minutes that I will try to relay the highlights and trust that my fellow bloggers will explain what I have left out.
Judi has a captivating personality. She began the session with a energetic story about a turtle and a jaguar. Making the point that every effort we make leaves some type of mark on the students that we encounter.
Judi also offered valuable tools to assist students with reading comprehension with her exercise from Seven Blind Mice. We experienced some hands-on activities when we broke into groups of five or six to compare the AASL standards to reading comprehension strategies. Through this examination we discovered that these standards are interchangeable and classroom teachers with librarians are both working towards the same goals with these standards; to have children learn to read and then read-to-learn.
Lastly, Judi read a couple pages from a book she wrote about 10 years ago, Sing Down the Rain, about the Tohono O'odham tribe's ritual for bringing rain. She offered some background information and assigned teams of 2 people each to fill in a venn diagram using a graphic organizer with information about this tribe of people.
I appreciate that Judi shared several activities that we can immediately incorporate into our own curriculum.
If you attended the conference but missed this session then look on page 67 in your binders - Big Ideas and bibliography. If you are reading this from home or work then visit Judi's website to find more information.
Judi is a former classroom teacher and library media specialist. She wrote, Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact from those experiences. This book offers various lesson plans that involve collaboration for K-6. She is now back in the classroom, this time at the secondary level in order to gain experience and data to prove that these ideas can also be utilized at a higher level. She assured her audience that a second book will be written after her research is complete.
The main point of this session was:
Information skills and reading comprehension are not 2 separate entities but instead work in conjunction with each other.
There were many interesting parts to this session. There was so much information jammed into 90 minutes that I will try to relay the highlights and trust that my fellow bloggers will explain what I have left out.
Judi has a captivating personality. She began the session with a energetic story about a turtle and a jaguar. Making the point that every effort we make leaves some type of mark on the students that we encounter.
Judi also offered valuable tools to assist students with reading comprehension with her exercise from Seven Blind Mice. We experienced some hands-on activities when we broke into groups of five or six to compare the AASL standards to reading comprehension strategies. Through this examination we discovered that these standards are interchangeable and classroom teachers with librarians are both working towards the same goals with these standards; to have children learn to read and then read-to-learn.
Lastly, Judi read a couple pages from a book she wrote about 10 years ago, Sing Down the Rain, about the Tohono O'odham tribe's ritual for bringing rain. She offered some background information and assigned teams of 2 people each to fill in a venn diagram using a graphic organizer with information about this tribe of people.
I appreciate that Judi shared several activities that we can immediately incorporate into our own curriculum.
If you attended the conference but missed this session then look on page 67 in your binders - Big Ideas and bibliography. If you are reading this from home or work then visit Judi's website to find more information.
Building the Advocacy Picture - Debra Kay Logan
Building the Advocacy Picture with Debra Kay LoganDeb Logan is the librarian/media specialist at Mount Gilead High School. Her professional interests and activities include Web publishing, giving presentations, conducting workshops, and writing. She is the author of the book, Information Skills Toolkit: Collaborative Integrated Instruction for the Middle Grades and the co-author of K-12 Web Pages: Planning & Publishing Excellent School Web Sites. Her other writings include the got books? Turnkey Kit and a variety of articles. (text from her website Deb's Website)
Before the session began Ms. Logan went through the rows of seats and asked what levels people taught. (She later announces the results and says that advocacy fits in every arena.)
Slide on the screen while Judy Paradis introduces Ms. Logan: Welcome! While you are waiting... think about the recent messages you have been sending to your stakeholders.
What were the things you said the last time you went to an administrator or parent group with an ask? Schools are not in the business of libraries, schools are in the business of students and learning.
The BIG Questions: Why do we need advocacy? What is advocacy? - Advocacy is when stakeholders support our programs. People start from the wrong premise: People are going to the right things, right? So they're going to order brussel sprouts, not chips and salsa? Let's look at our stakeholder's groups and figure out what's it for them? The message isn't about libraries, it's about what libraries can do for the stakeholders.
P.R. - What's the message we are trying to send?
Marketing - Look at target groups and create something that will speak directly to them.
Advocacy is also about knowing your target groups, but it's about building relationships. We have to inform people we make relationships with to make sure they are making informed decisions.
"You win with people..." -Woody Hayes
What's valuable with our programs? What are the things that made you go into school librarianship? (think, pair, share in audience)
Some answers: The library is available to everyone, not just the smart kids or the troublemakers
Knowing that I've gotten a child into reading.
When teachers and students let us know they can see the difference.
We then collect all the cards and put them into envelopes, "treasure chests" to be sealed. - now we're going to leave our "treasure" in the chest and think about what our stakeholders need.
In groups, brainstorm issues that are important to stakeholder groups. What do teachers, parents, etc. think about when they drive to work, what keeps them up at night? Not about us, but what's in it for the target groups...
My group: Teachers (each idea gets a different thought)
Job Security, Testing, Grading, Lesson Planning, Students, Parents, Administration, Evaluation, School Accreditation, Budget, Supplies, Facilities, Personal Lives, Economy and Election (right now)
All the different group's ideas are put on the walls and everyone walks around to see them. Check Deb's website (link above) for all the results from this and this morning's session under Presentation Resources.
New slide on the screen: What do THEY want... NOT what WE want them to want.
We want the school to look good - it's not bragging, it's what they want. We want articles in the paper because the important people will see this and realize that the library is important in the community. Invite target group to be part of making decisions. Homework - Offer to do training on databases for PARENTS - get the parents in the library so they see what you're about (educating their students).
Switching Slides: Leaving Land O'Libraries. If it walks like a duck and talks like a duck... We have been librarians in the world of educators and it's time to be educators. This means maybe turning in lesson plans.
Traditional Data Forms: Circulations, Reference Questions, Number of Students, Number of Classes - who of the target groups really cares about these things? We need to be measuring and documents the measure of our programs. Think about what connects to our stakeholders.
"Nobody buys a 1/4" drillbit because they want a 1/4" drill bit, but because they want a 1/4" hole." Doug Johnson
Connecting Points: Be a part of meeting stakeholder's needs! Using the cards again, think of things we could do to meet the needs of our target group (another think, pair, share).
Some of our results: Happy Hours, Co-teaching, Library is another room if you need the space, etc. (again the results will be put up on Deb's website)
Strategies and Resources
PR & Marketing, Evidence, Planning Sheets (think the Mom's in Spokane)
Evidence based practice - purpose of evidence-based practice (collect data) Deb does surveys after each big project to get feedback from the kids. When the teacher gets the results from the students it makes a bigger impact than if he gets it from you. Keep documentation of how it helps kids and it will help in decision making.
After a lesson on a card: what's something you've learned, how are you going to use it, what's something Ms. Logan can do to make it better, what was something you liked about this lesson. Use these to give to the teachers and to keep in mind before the next class comes in.
EBP Planning Steps: Why is data being collected? How will data be: Used, Collected, Managed, Shared?
Linking to Research: Know! No Bashing, Show Connection (Library Media Connection Aug/Sept. 2003)
Gathering the Data:
Assessment- Pre, Post, During...
Standardized tests, formal surveys, informal surveys/passports - ask for the results and be able to show the connection between the data we've collected and the standardized tests.
Sharing the Data: Lesson Plans, Calendar,
Deb's lesson plan sheet template
Some Thoughts:
SLJ - No Whining
"Libraries are an investment; not a cost." -Gary Hartzell
The New AASL National Standards
Am I ready for the 21st century? Librarians are an ardent, diligent lot of folks. We take our missions seriously. We are resource people, we are teachers and we are leaders. Our profession has debated the implications of these several roles for years, and in a way it feels to me as if they have truly come together in the new national standards, particularly when set beside our MSLA document. As I drove to Sturbridge this morning I was listening to the Beatles on my iPod, singing along with "Help, I Need Somebody; Help Not Just Anybody" and for a moment my thoughts flashed to our school library where this refrain is frequent. Add "Come Together Right Now" and we have a recipe for collaboration!
Cassandra Barnett, the speaker today, November 2nd in Sturbridge, helped write the new national standards: Standards for the 21st Century Learners, available for download at http://www.ala.org/aasl.standards. Cassandra made numerous connections between our acting libraries, the standards, the MSLA documents and our future. This exercise was very exciting and can definitely be the foundation for learning expectations and curricular links in our own districts.
Information Power was a valuable document and presented good standards but the forms of literacy we need to connect to today, with the explosion of literacy possibilities and the need to work collaboratively with other educators at every point necessitate a new articulation of standards. This global perspective, this collaborative approach:
Covers what we do
Reflects the future
Focuses on a global approach
Provides guiding principals for teaching & learning (no longer just teaching, no longer a simple "Here's how....")
Strives for the ideal
No one can teach everything to a student; creating a framework for learning is the most valuable task.
The nine common beliefs are not the national guidelines (which are themselves forthcoming in the next few months) but they set the context for learning.
1. Reading is the window to the world (a fundamental skill for any kind of literacy)
2. Inquiry provides a framework for learning (moving away from speaking what we know to helping students learn how to learn, for example inquiry-based learning starting with what the student wants to learn)
3. Ethical behavior in the use of information must be taught (it isn't natural for students)
4. Technology skills are crucial for future employment needs (social networking as well as others)
5. Equitable access is a key component of education (and the school library is one of the places that can ensure this access)
6. The definition of information literacy has become more complex as resources and technologies have changed.
7. The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own.
8. Learning has a social context (working together in school, working together in employment situation, collaborative problem-solving)
9. School libraries are essential in the development of learning skills.
Standards, strands, indicators and benchmarks works as elements in a ladder of learning. Our MSLA standards fit nicely within the standards of skills indicators in the national document. For example: Standard 2: MSLA 4b, 4c, 5, 7; Standard 3: MSLA 4c, 5, 6, 7; Standard 4: MSLA 4a, 4b, 4c, 6, 7, 8.... etc. How important to transfer the information learned in the library to real life!
The Strands represents skills, disposition in action, responsibilities, and self-assessment strategies. No more work sheets, no more multiple choices.... Here comes brainstorming key words ("We may not have a spiritual aspects of mountain climbing. Let's see what else we can find that may help...")! Modeling strategies, analytical processes (exit passes indicating awareness of a resource were an example of student learning), and self-assessment are skills that are key.
The Skills are key abilities needed for understanding, learning, thinking and mastering subjects. Connecting with what is happening in the classroom is essential; content drives the library experience. Our MSLA skills are built-in to the standards upon reflection!
Dispositions in Action refers to habits of mind, ongoing beliefs and attitudes that guide thinking and intellectual behavior. These can be measured through action taken. See: 2.21, 5.9 for examples of performance indicators of habits of mind.
Responsibilities are common beliefs used by independent learners in researching, investigating and problem solving. How many of us really do convey the idea of copyright to young student, the foundation of respect for others' work?
Self-assessment strategies can enable a sea change in approach to grading, as librarians and teachers ask students to explain the validity of web sites through a cogent self-assessment tool. Her handout provides some suggestions for assessment resources.
As librarians design library experiences, different standards can be mixed and matched for effective use!
Example of library learning #1:
Cassandra asked us read two paragraphs from Jon Krakauer's Into Thin Air and use the Making Inferences worksheet in our binder. As we worked on this, it was clear that we as teacher librarians need to THINK as we support students in truly thinking. This could be done at many grade levels: with the information on a page noting 1) It says, turning to 2) I know, and resulting in 3) So.......Then sharing conclusions cements one's learning or provides insights not reachable on one's own. We all learn better! This exercise can be done in a 30 or 40 minute period! It really can. If the text relates to their classroom learning, you have enhanced their literacy for sure! Ideally, this would be connected to a longer range process.
Example of library learning #2:
Using Allan Say's Grandfather's Journey, explore Responses to Reading in one of three possible ways: Visual Images, Responses to Questions, and Simulated Blog (wow--no computer lab needed for this paper-based exercise!). Group skills are enhanced, learning takes place! Self-assessment could include questions such as: What was the main idea I contributed? What two ideas from others caused me to rethink my own ideas? How did I help the group reach consensus? What did I do to make sure that the group discussion included all members of the group and respected differing speaking styles and opinions?
These strategies mean we can't be territorial. Activities may or may not all take place in the library. For example, a simulated blog could travel from library to classroom and back again! This is very exciting to me, as so often links to social studies or science or language arts need cultivating due to the "not enough time" phenomenon within a school day.
How would this look in my library? We can't memorize the standards; we need to keep referring to them. We are moving from teaching to learning in our emphasis -- Understanding By Design is the watchword. Learning how to learn. It's very exciting.
Implementation:
Understand Beliefs
Standards Components
Wipe the Slate Clean
Integrate the Curriculum Through Collaboration
Re-think Instruction (What do you think? How can you back it up with evidence?)
Assess
An audience member asked how we can place this all within the context of MCAS and standardized testing. Cassandra's answer was "I can't, and I don't care." Wow. These skills are foundational, and will over time result in success. No Child Left Behind is coming up for some significant changes. Perhaps we'll back off a little from standardized tests and figure out more meaningful measures of students' strengths.
It may be necessary to start small. Try starting with the new teachers. Small pieces all along the way can help kids develop critical thinking skills: What do I think? Can I back it up with evidence?
Cassandra exhorted us to pick one action we will take upon our return to school. She asked that we create a timeline, describe the action, explain why this action would implement just one standard, and predict what will make it successful. This exercise, when shared with Cassandra's principal, caused him to say: "These people are teachers!" and created the basis for greater understanding of the library program. Using the terminology in curriculum settings can do a lot for progress along the lines we need. Thinking school-wide, using Lesson Planning Templates with teachers.... So many strategies can begin the process!
Rusty True Browder, Lawrence School Library, Brookline MA
Cassandra Barnett, the speaker today, November 2nd in Sturbridge, helped write the new national standards: Standards for the 21st Century Learners, available for download at http://www.ala.org/aasl.standards. Cassandra made numerous connections between our acting libraries, the standards, the MSLA documents and our future. This exercise was very exciting and can definitely be the foundation for learning expectations and curricular links in our own districts.
Information Power was a valuable document and presented good standards but the forms of literacy we need to connect to today, with the explosion of literacy possibilities and the need to work collaboratively with other educators at every point necessitate a new articulation of standards. This global perspective, this collaborative approach:
Covers what we do
Reflects the future
Focuses on a global approach
Provides guiding principals for teaching & learning (no longer just teaching, no longer a simple "Here's how....")
Strives for the ideal
No one can teach everything to a student; creating a framework for learning is the most valuable task.
The nine common beliefs are not the national guidelines (which are themselves forthcoming in the next few months) but they set the context for learning.
1. Reading is the window to the world (a fundamental skill for any kind of literacy)
2. Inquiry provides a framework for learning (moving away from speaking what we know to helping students learn how to learn, for example inquiry-based learning starting with what the student wants to learn)
3. Ethical behavior in the use of information must be taught (it isn't natural for students)
4. Technology skills are crucial for future employment needs (social networking as well as others)
5. Equitable access is a key component of education (and the school library is one of the places that can ensure this access)
6. The definition of information literacy has become more complex as resources and technologies have changed.
7. The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own.
8. Learning has a social context (working together in school, working together in employment situation, collaborative problem-solving)
9. School libraries are essential in the development of learning skills.
Standards, strands, indicators and benchmarks works as elements in a ladder of learning. Our MSLA standards fit nicely within the standards of skills indicators in the national document. For example: Standard 2: MSLA 4b, 4c, 5, 7; Standard 3: MSLA 4c, 5, 6, 7; Standard 4: MSLA 4a, 4b, 4c, 6, 7, 8.... etc. How important to transfer the information learned in the library to real life!
The Strands represents skills, disposition in action, responsibilities, and self-assessment strategies. No more work sheets, no more multiple choices.... Here comes brainstorming key words ("We may not have a spiritual aspects of mountain climbing. Let's see what else we can find that may help...")! Modeling strategies, analytical processes (exit passes indicating awareness of a resource were an example of student learning), and self-assessment are skills that are key.
The Skills are key abilities needed for understanding, learning, thinking and mastering subjects. Connecting with what is happening in the classroom is essential; content drives the library experience. Our MSLA skills are built-in to the standards upon reflection!
Dispositions in Action refers to habits of mind, ongoing beliefs and attitudes that guide thinking and intellectual behavior. These can be measured through action taken. See: 2.21, 5.9 for examples of performance indicators of habits of mind.
Responsibilities are common beliefs used by independent learners in researching, investigating and problem solving. How many of us really do convey the idea of copyright to young student, the foundation of respect for others' work?
Self-assessment strategies can enable a sea change in approach to grading, as librarians and teachers ask students to explain the validity of web sites through a cogent self-assessment tool. Her handout provides some suggestions for assessment resources.
As librarians design library experiences, different standards can be mixed and matched for effective use!
Example of library learning #1:
Cassandra asked us read two paragraphs from Jon Krakauer's Into Thin Air and use the Making Inferences worksheet in our binder. As we worked on this, it was clear that we as teacher librarians need to THINK as we support students in truly thinking. This could be done at many grade levels: with the information on a page noting 1) It says, turning to 2) I know, and resulting in 3) So.......Then sharing conclusions cements one's learning or provides insights not reachable on one's own. We all learn better! This exercise can be done in a 30 or 40 minute period! It really can. If the text relates to their classroom learning, you have enhanced their literacy for sure! Ideally, this would be connected to a longer range process.
Example of library learning #2:
Using Allan Say's Grandfather's Journey, explore Responses to Reading in one of three possible ways: Visual Images, Responses to Questions, and Simulated Blog (wow--no computer lab needed for this paper-based exercise!). Group skills are enhanced, learning takes place! Self-assessment could include questions such as: What was the main idea I contributed? What two ideas from others caused me to rethink my own ideas? How did I help the group reach consensus? What did I do to make sure that the group discussion included all members of the group and respected differing speaking styles and opinions?
These strategies mean we can't be territorial. Activities may or may not all take place in the library. For example, a simulated blog could travel from library to classroom and back again! This is very exciting to me, as so often links to social studies or science or language arts need cultivating due to the "not enough time" phenomenon within a school day.
How would this look in my library? We can't memorize the standards; we need to keep referring to them. We are moving from teaching to learning in our emphasis -- Understanding By Design is the watchword. Learning how to learn. It's very exciting.
Implementation:
Understand Beliefs
Standards Components
Wipe the Slate Clean
Integrate the Curriculum Through Collaboration
Re-think Instruction (What do you think? How can you back it up with evidence?)
Assess
An audience member asked how we can place this all within the context of MCAS and standardized testing. Cassandra's answer was "I can't, and I don't care." Wow. These skills are foundational, and will over time result in success. No Child Left Behind is coming up for some significant changes. Perhaps we'll back off a little from standardized tests and figure out more meaningful measures of students' strengths.
It may be necessary to start small. Try starting with the new teachers. Small pieces all along the way can help kids develop critical thinking skills: What do I think? Can I back it up with evidence?
Cassandra exhorted us to pick one action we will take upon our return to school. She asked that we create a timeline, describe the action, explain why this action would implement just one standard, and predict what will make it successful. This exercise, when shared with Cassandra's principal, caused him to say: "These people are teachers!" and created the basis for greater understanding of the library program. Using the terminology in curriculum settings can do a lot for progress along the lines we need. Thinking school-wide, using Lesson Planning Templates with teachers.... So many strategies can begin the process!
Rusty True Browder, Lawrence School Library, Brookline MA
Collaborative Strategies for teaching Reading and Comprehension
Sunday, 11/2
Maximizing your Impact:
Classroom-Library Co-Teaching Information Literacy and Reading Comprehension with Judi Moreillon
"Two heads are better than one!"
As library teachers should be chanting this after seeing the presentation by Judi Moreillon. Library Teachers can impact reading comprehension by collaborating with classroom teachers and reading specialists.
Using her gift for storytelling, Judi demonstrated the 7 Reading Strategies:
- Using or Building Background Knowledge
- Using Sensory Images
- Questioning, Making Predictions and Inferences
- Determining Main Ideas
- Using Fix-up Options
- Synthesizing.
"Teaching is too difficult to do alone: collaborate with our teacher-librarian." Judi then when on to describe different types of collaboration:
- One Teaching, one supporting
- Station or Center Teaching
- Parallel teaching
- Alternative teaching
- Team Teaching
These co-teaching approaches are outlined in her book Collaborative Strategies for Teaching Reading Comprehension which I purchased directly after the workshop. I look forward to reading and sharing it's contents with the teachers and other librarians in my district!
Judi's handouts and more are available on her web site storytrail.com
The New AASL National Standards: Am I ready for the New 21st Century?
Presented by Cassandra Barnett
She is president-elect of AASL
She sat on the committee that developed these new standards
Purpose of the session:
To help teacher-librarians understand the standards
To show how we can implement these standards in our buildings?
Why new standards?
Explosion of literacies
Students mastery of multiple literacies
Complex societal communications structures
These new standards cover what we do as teacher-librarians. We do not know what kind of jobs our students will eventually do. Yet, we still need to prepare them for these future jobs.
There is a shift away from simply teaching our knowledge to our students. Instead we have to teach students how to direct their own learning and meet information needs.
21st Century Standards are made up of common beliefs, standards, strands, and indicators (benchmarks are currently being developed).
Everyone received the booklet with these standards in the MSLA bags. This is the key to understanding the standards. These are not national standards but guidelines for educators to ensure that students become information literate.
During the session, Ms Barnett went through the components of the standards. She explained the reasons for inclusion and compared them to the MSLA Standards.
Skills
Straight forward abilities that can be assessed when looking at students' actions and assignments.
Dispositions in Action
While you can teach an attitude about learning you can plan lesson and offer suggestions to help students truly think about their assignments.
Responsibilities
This may start in elementary school with book care. But it will grow into ethical behaviors, intellectual freedom, and safety procedures online.
Self-assessment strategies
With the abundance of information that students must deal with, the quality of student work has declined. Teachers must hold students accountable.
Ms. Barnett provided examples of implementing the standards in a classroom situation. These can also be located in you binder on pages 53-65.
Advice on collaboration
When you sit with a teacher to collaborate...have the teachers' frameworks and standards in front of you...and explain how you can help the teachers meet their goals for the students. Start small (one teacher at a time)...approach brand new teachers who may need suggestions and support.
Food for thought: What is one thing you can do in your library that will help you utilize these standards? (see implementation chart on page 59 and lesson planning template on page 61)
She is president-elect of AASL
She sat on the committee that developed these new standards
Purpose of the session:
To help teacher-librarians understand the standards
To show how we can implement these standards in our buildings?
Why new standards?
Explosion of literacies
Students mastery of multiple literacies
Complex societal communications structures
These new standards cover what we do as teacher-librarians. We do not know what kind of jobs our students will eventually do. Yet, we still need to prepare them for these future jobs.
There is a shift away from simply teaching our knowledge to our students. Instead we have to teach students how to direct their own learning and meet information needs.
21st Century Standards are made up of common beliefs, standards, strands, and indicators (benchmarks are currently being developed).
Everyone received the booklet with these standards in the MSLA bags. This is the key to understanding the standards. These are not national standards but guidelines for educators to ensure that students become information literate.
During the session, Ms Barnett went through the components of the standards. She explained the reasons for inclusion and compared them to the MSLA Standards.
Skills
Straight forward abilities that can be assessed when looking at students' actions and assignments.
Dispositions in Action
While you can teach an attitude about learning you can plan lesson and offer suggestions to help students truly think about their assignments.
Responsibilities
This may start in elementary school with book care. But it will grow into ethical behaviors, intellectual freedom, and safety procedures online.
Self-assessment strategies
With the abundance of information that students must deal with, the quality of student work has declined. Teachers must hold students accountable.
Ms. Barnett provided examples of implementing the standards in a classroom situation. These can also be located in you binder on pages 53-65.
Advice on collaboration
When you sit with a teacher to collaborate...have the teachers' frameworks and standards in front of you...and explain how you can help the teachers meet their goals for the students. Start small (one teacher at a time)...approach brand new teachers who may need suggestions and support.
Food for thought: What is one thing you can do in your library that will help you utilize these standards? (see implementation chart on page 59 and lesson planning template on page 61)
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