The document summarizes the information literacy program in the Oregon School District. It highlights how the program aims to develop 21st century skills in students through core subjects, thinking/learning skills, information/technology literacy, and life skills. A strong program includes elements like learning/teaching, information access, and administration. It impacts student achievement by improving test scores and empowering self-sustained learning. Statistics show higher test scores and time spent with students/teachers in districts with full-time librarians. The Oregon district program focuses on skills, collaboration, leadership, and technology integration to help students bloom toward their future.
Currents in Information Literacy: Standards, Lessons, and Learners
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1. Oregon School District Information Literacy Program: Planting the Seeds for Student Success
2. Purpose: * Highlight the impact of a quality Library Media Program on student achievement * Demonstrate what the Oregon School District Library Media Programs are doing to meet the needs of 21st Century learners
3. Our Motivation to Change? Our Changing Learners. 21st Century Skills: Developed by a team of business leaders, k-12 leaders, philanthropic leaders, and youth development leaders.
4. Skill Set 1: Core Subjects— The Foundations Skill Set 2: 21st Century Content— Using the Core Subjects Skill Set 3: Thinking and Learning— About 21st Century Content
5. Skill Set 4: Information and technology literacy Skill Set 5: Life Skills--Success! Leadership Ethics Accountability Productivity Responsibility People Skills Self Direction Social Responsibility
17. What does this look like for the Oregon School District? Let’s grow together! http://7735.openphoto.net
18. Learning and Teaching Tasks Foundational Library Skills Average Classes/Month 100-120 Researching Methods Average Classes/Month 50 Literacy Promotion Part of All Student and Staff Interactions!
42. Bibliography "Google Images - Google Search." Google. Web. 18 July 2010. <http://www.google.com/search?q=googleimages&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a>. "Oregon Area School District: Oregon School District Technology." Oregon Area School District: Welcome to the Oregon Area School District! Web. 19 July 2010. <http://www.oregonsd.org/technology.cfm>. Welcome to Flickr - Photo Sharing. Web. 18 July 2010. <http://www.flicker.com>.
Notas do Editor
We would like to take this opportunity to thank you for making the time to view our presentation. We are very proud of the library program here in Oregon and want you, as a school board, to know more about our program and our vision for the future.
Our purpose for the next few minutes will be to share with you the impact quality library programs can have on student achievement and what the library media specialists here in Oregon are doing to make our programs the best they can be.
The modern Media Specialist came about as our professional associations realized that 21st learners would need to develop information and technology literacy to be competitive global citizens. When State Standards in Wisconsin began to develop, LMS’s and technology teachers from around the state came together to create bench mark standards for Information and Technology literacy, knowing full well how important this curriculum would become to 21st century learners.Around the same time, a group of fortune 500 CEO’s philanthropic leaders and educators formed The 21st partnership. The partnership’s goal was to define the skills American workers would need to possess to be competitive and successful in a global economy. Together they defined 5 skill sets.
The first skill set is founded on the traditional knowledge base taught in schools: Language arts, mathematics, science, fine arts. This is the knowledge base students will build new 21st century knowledge on.The second skill set defines the new knowledge 21st century learners will need to possess. This includes an understanding of economical situations, political situations, and even global health. The core subjects become the core knowledge 21st century learners will build new knowledge from.However, the partnership as well as those developing information and literacy standards realized that it is not enough to simply know. Being successful in a global economy will mean students need to develop skill set 3. They will need to become innovators, with problem solving and communication skills. They will need to be able to use their knowledge to apply, create, analyze, and evaluate.
Our library curriculum is grounded in developing core knowledge, global knowledge, and higher order thinking skills. Then we teach students how to become more independent learners through information and technology skills. We teach them how to pull from their prior knowledge to help define knew searches for information. We teach them how to identify problems, and teach them to solve them with strong information and technology tools.When our students leave our school district we hope they possess a strong foundation of the first four skill sets. These skill sets come together to enable the students to develop skill set 5. When our 12th graders leave us we hope that they have begun to possess the life skills that will contribute to their success.
Information Power, a publication of the American Association of School Librarians, targets three essential elements to an effective School Library Media Program.Learning and Teaching: LMS should: 1. Encourage information literacy, inquiry, and life long learning 2. Provide access to information in the physical library setting and beyond (electronic) 3. Promote relationships with public libraries 4. Keep current on knowledge and skills 5. Promote and assist with curriculum and instructional development Information Access: LMS should: 1. Design facilities that are well equipped 2. Select resources and equipment that are current and related to students learning needs. 3. Coordinate the acquisition and circulation of resources 4. Organize, catalog, classify these resources 5. Share resources between libraries 6. Encourage flexible and equitable access to programs and services of the library media program.Program Administration LMS should: 1. Oversee management issues related to the LMC (budget, staffing, supervision) 2. Make the program visible and active (collaboration) 3. Regularly report to administrators 4. Participate in hiring and training library staff and volunteers 5. Oversee the acquisition of resources appropriate to the learning needs of the building 6. Oversee the day to day operations of the LMC
Underlying Framework is based on three areas of skills:Collaboration: *Vital to the success *Firm understanding of the curriculum *Work with teachers on learning activities *Provide a learning communityLeadership: *Knowledge of all curricular areas and the connections between different teachers and subjects *Support the integration of technology into content area learning activities in meaningful ways that provide access to learning and support educational objectives *Fostering collaboration between the LMS and classrooms as well as between teachers *Pursuing opportunities for staff development and training *Promoting life-long learning and a love of reading in studentsTechnology: *Keeping abreast of current technologies and their uses in the learning setting *Providing resources and ways to incorporate those resources into effective instructional activities *Knowing the capabilities and limitations of certain technologies and helping choose the best use of resources to meet the needs of students
At the center is what drives us on: The standards for student learningSurrounded by the three essential elements of our job: Learning and Teaching Program Administration Information Access and DeliveryTying it all together are the skills and tools we utilize to do our job Collaboration Leadership Technology
We believe that we have a strong curriculum based on the needs of 21st century learners and delivered within the parameters of a strong library media program. But, does this have a measurable impact on learners.The departments of instruction in 13 states found that it does!
Our DPI published a study that supported the declaration that a strong library media program impacts Wisconsin learners. The study found schools with a full time LMS performed better on the WCKE and helped to level the playing field for economically disadvantaged learners.But, why does this happen. The study shows that these Library Media Specialists we able to spend much more time working with students and teachers developing 21st Century skills! These library media specialist had the time to do what they were trained to do: Teach.
We have discussed the new look of library media programs and their impact on student achievement, so now let’s take a look at how students have the opportunity to ”grow” in Oregon
Library media specialists at the three elementary schools spend class time during rotation to address foundational library skills with their students. As a group they meet with an average of 100 classes a month throughout the school year.At the secondary level the focus moves to information literacy as it relates to research skills. Instruction in the research process, introduction to appropriate resources, evaluative skills and presentations are all aspects of what the library media specialist teaches and supports in content area classrooms. Literacy promotion is an ongoing role of each of the library media specialists in the district. Each and everyone of the countless contacts we have with students on a daily basis is geared towards promoting their overall literacy.
To ensure those literacy goals classes across grade levels K-8 are scheduled on a weekly basis to visit the library for book selection to meet both classroom requirements and their recreational reading needs.
Circulation statistics reflect items from our six libraries checked out to students and staff each month. These figures demonstrate one of the vital services we provide.
In addition to the teaching and learning tasks already discussed, we also work hard at the behind the scenes administrative tasks required to maintain the smooth operation of a library. These tasks are not limited to the ones mentioned above but we did want to highlight the tasks mentioned on this slide. No one task is more important than another and they all occur on a daily basis in one form or another.
We function in a tiered method of service to students and teachers to meet learning needs. 1. We cooperate with content area and classroom teachers to provide resources necessary to support instruction and student learning across the curriculum.2. We work in conjunction with classroom teachers to develop projects, units, and/or learning activities that meet the needs of our learners. 3. We also go so far as to team-teach and assess lessons and units with teachers, providing for the students’ acquisition of content area outcomes as well as information technology and literacy standards.
We maintain a professional library of resources for teachers and staffWe subscribe to and review professional literature regarding library media programming and information literacy and technology skill promotion.And we provide professional development training and classes for teachers and staff.
In the area of technology:As we stated earlier, we work closely with the District Technology Team to determine building and district technology needs, usage, and sharing of resources.We assist students and staff with technology use, including troubleshooting when necessary and selecting appropriate and useful technologies to complete various learning activities.In the ever-changing world of technology and with the rapid growth of new technologies, we try to stay current on new resources that will enhance and strengthen student learning and ways in which those resources can BEST be used by students and teachers to improve student learning.
Our vision for the future is to take the IT standards and integrate them with current district curriculum.We hope to create a scope and sequence defining exactly what IT skills are taught when and howWith the realization that these skills are not taught in isolation we have to define ways to collaborate/team teach with staff to accomplish this scope and sequence and lead into an Integrated Research Curriculum throughout our schools with the ultimate goal of student achievement.
Our vision for the future is to take the IT standards and integrate them with current district curriculum.We hope to create a scope and sequence defining exactly what IT skills are taught when and howWith the realization that these skills are not taught in isolation we have to define ways to collaborate/team teach with staff to accomplish this scope and sequence and lead into an Integrated Research Curriculum throughout our schools
Our vision for the future is to take the IT standards and integrate them with current district curriculum.We hope to create a scope and sequence defining exactly what IT skills are taught when and howWith the realization that these skills are not taught in isolation we have to define ways to collaborate/team teach with staff to accomplish this scope and sequence and lead into an Integrated Research Curriculum throughout our schools
