2. Presenters:
School Library Media Programs
Reconsidered and Relevant
• Dr. Sherry Crow
• UNK Assistant Professor School of Library Science/Educational Media
• Nebraska Library Commissioner
• Dr. Deb Levitov
• Editor School Library Media Monthly
• Judy Henning
• KPS Director of Media Services
• KHS Media Specialist
• NEMA Learning4Life Coach
3. 20th vs. 21st Century
School Librarians
School Library Media Programs
Reconsidered and Relevant
4. School Library Media Programs
Reconsidered and Relevant
Teacher Education for
School Library Media Specialists
• Each candidate must have a teaching certificate, or complete
requirements for one before completing the endorsement
• Coursework (30 credits) includes classes on instructional
design, children’s and YA literature, and all phases of library
management
• Emphasis is placed on becoming an active, instructional
partner working with classroom teachers to integrate 21st
Century learning into the classroom curriculum
School Library Media Programs
Reconsidered and Relevant
5. School Library Media Programs
Reconsidered and Relevant
School Library Media Programs
Reconsidered and Relevant
Teacher Education for
School Library Media Specialists
• Technology is infused into the fabric of every class, and
candidates are advised to take 6 credits more to obtain a
MSED in Instructional Technology
• The program is delivered fully online
School Library Media Programs
Reconsidered and Relevant
6. 21st Century Schools
School Library Programs
Reconsidered and Relevant
• The world of work is increasingly made of
teams collaborating to solve problems
and create something new. . .
. . .yet why in today’s schools do students
mostly work alone and compete with
others for teacher approval?
7. School Library Programs
Reconsidered and Relevant
• Technology is more a part of our
children’s lives each day. . .
. . .why should they have to check their
technology at the school door and
compete for limited school computer
time?
8. School Library Programs
Reconsidered and Relevant
• The world is full of engaging real-world
challenges, problems, and questions. . .
. . .why spend so much time on
disconnected questions at the end of a
textbook chapter?
9. School Library Programs
Reconsidered and Relevant
• Doing projects on something one cares
about comes naturally to all learners. . .
. . .so why are learning projects so
scarce?
10. School Library Programs
Reconsidered and Relevant
• Innovation and creativity are important
to the success of our economy. . .
. . .why do school spend so little time on
developing creativity and innovation
skills.
11. October 2009
School Library Programs
Reconsidered and Relevant
• “I’m calling on our nation’s governors and state
education chiefs to develop standards and
assessments that don’t simply measure whether
students can fill in a bubble on a test, but whether
they possess 21st century skills like problem-solving
and critical thinking and entrepreneurship and
creativity.”
• President Barack Obama
12. Are students graduating from
school really ready to work?
School Library Programs
Reconsidered and Relevant
• The answer by 400 hiring executives of Fortune 500
Corporations was collectively:
Not Really!
13. Potential Workforce is Lacking:
School Library Programs
Reconsidered and Relevant
• Oral and written communications
• Critical thinking and problem solving
• Professionalism and work ethic
• Teamwork and collaboration
• Working in diverse teams
• Applying technology
• Leadership and project management
14. School Library Programs
Reconsidered and Relevant
http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/guidelinesandstandards.cfm
Learners Use Skills, Resources & Tools to:
1. Inquire, think critically, and gain knowledge.
2. Draw conclusions, make informed decisions, apply
knowledge to new situations, and create new knowledge.
3. Share knowledge and participate ethically and
productively as members of our democratic society.
4. Pursue personal and aesthetic growth.
15. ISTE’s
National Educational Technology Standards for Students
http://www.iste.org/AM/Template.cfm?Section=NETS
School Library Programs
Reconsidered and Relevant
• Creativity & Innovation
• Communication & Collaboration
• Research & Information Fluency
• Critical Thinking, Problem Solving & Decision
Making
• Digital Citizenship
• Technology Operations & Concepts
17. It’s Proven
Students in a traditional
teacher centered classroom
with a fill in the dot
assessment at the end of a
unit. . .
Students in a student
centered class with the
teacher as the facilitator of
teaching the basic skills
(base knowledge) followed
by a project showing how to
apply the base knowledge. .
.
School Library Programs
Reconsidered and Relevant
VS.
Student achievement in the student centered class
was higher when assessed on the same knowledge
one year later.
20. Is KPS doing 21ST Century
project based learning NOW?
School Library Programs
Trig Activity--Pop Bottle Concert: 1HZ 1 cycle per second
21. Another example of
21ST Century project based learning
School Library Programs
Reconsidered and Relevant
Discrete Math—Probability Study—Casino KHS
26. The evolution of the project:
School Library Programs
Reconsidered and Relevant
Dr. Sherry Crow and
the biography report.
The evolution of the project:
School Library Programs
Reconsidered and Relevant
Dr. Sherry Crow &
5th grade Exhibition
(evolution of the science fair)
28. What is the biggest roadblock
to doing project based learning
in your classroom?
School Library Programs
Reconsidered and Relevant
TIME!
29. Collaboration!
School Library Programs
Reconsidered and Relevant
•Student collaboration isn’t “cheating,” like we
thought in the 20th Century.
•Lots of group work with shared presentations.
• Cooperative Learning Strategies:
•Jigsaw
•Think-Pair-Share
•RoundRobin Brainstorming
•Three-Step Interview
30. Students MUST
be allowed to
FAIL
in order to learn.
School Library Programs
Reconsidered and
Relevant
31. Global Collaboration:
School Library Programs
Reconsidered and Relevant
ThinkQuest Website Competion
•Teams of 6-8 student with a coach build
a Website that is judged.
•International
•Part of the Oracle Education Foundation
View 21st Century Learning--SARS
32. Where is the creativity in
21st Century Learning?
School Library Programs
Reconsidered and Relevant
• “The Search for Innovative Learning,” from Trilling & Fadel’s,
21st Century Skills: Learning for Life in Our Times. p. xix
• “. . .we have seen that our students can learn to be more
creative and innovative. But it takes good teachers to
create the right balance—between learning the facts and
principles, and coming up with new solutions to problems
and creative answers to questions they really care about.”
» Curriculum Director Napa New Tech High, California
Introductions and Context Exercise:
Introduce yourself and explain your connection to L4L and indicate that before you begin the formal part of your presentation, you want to help create some context through a warm up exercise – you will have determined in advance which exercise to you (see below) so explain how it will work and have fun!
Select from the options in the L4L Workshop Guide - depending on the time available to you, and the number of participants, this exercise can run from 10 minutes to a half an hour.
If you use the continuum option, we suggest using at least all of the common belief statements and then you can cherry pick the rest based on your understanding of the audience needs.
Learning4Life is the conceptualization of the critical role of school library media specialists and school library media programs in ensuring that students are prepared to achieve and succeed in school and beyond.
It is intended to introduce the learning standards and guidelines to internal and external audiences alike in order to first build awareness. Awareness will lead to understanding and commitment to align the standards to the curriculum and provide the resources and conditions necessary to ensure that they are fully integrated. The goal is to create a shared vision with stakeholders and constituents and widespread recognition of who we are; our purpose (in 21st-century education); and what students, teachers, administrators, elected officials, parents, and the public can count on school library media programs to deliver.
Learning4Life is the conceptualization of the critical role of school library media specialists and school library media programs in ensuring that students are prepared to achieve and succeed in school and beyond.
It is intended to introduce the learning standards and guidelines to internal and external audiences alike in order to first build awareness. Awareness will lead to understanding and commitment to align the standards to the curriculum and provide the resources and conditions necessary to ensure that they are fully integrated. The goal is to create a shared vision with stakeholders and constituents and widespread recognition of who we are; our purpose (in 21st-century education); and what students, teachers, administrators, elected officials, parents, and the public can count on school library media programs to deliver.
Learning4Life is the conceptualization of the critical role of school library media specialists and school library media programs in ensuring that students are prepared to achieve and succeed in school and beyond.
It is intended to introduce the learning standards and guidelines to internal and external audiences alike in order to first build awareness. Awareness will lead to understanding and commitment to align the standards to the curriculum and provide the resources and conditions necessary to ensure that they are fully integrated. The goal is to create a shared vision with stakeholders and constituents and widespread recognition of who we are; our purpose (in 21st-century education); and what students, teachers, administrators, elected officials, parents, and the public can count on school library media programs to deliver.
Learning4Life is the conceptualization of the critical role of school library media specialists and school library media programs in ensuring that students are prepared to achieve and succeed in school and beyond.
It is intended to introduce the learning standards and guidelines to internal and external audiences alike in order to first build awareness. Awareness will lead to understanding and commitment to align the standards to the curriculum and provide the resources and conditions necessary to ensure that they are fully integrated. The goal is to create a shared vision with stakeholders and constituents and widespread recognition of who we are; our purpose (in 21st-century education); and what students, teachers, administrators, elected officials, parents, and the public can count on school library media programs to deliver.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.
(READ THE FROM/TO Statements)
Today’s students need to develop information skills that will enable them to use technology as an important tool for learning, not an end in itself but a tool in the process of learning, both now and in the future.
In addition to looking at “where” learning occurs, AASL’s Standards for the 21st Century Learner provide an opportunity for schools to review and reexamine traditional information literacy skills in order to incorporate new literacies as well as address responsibilities, dispositions in action and self-assessment strategies. In order to implement the standards, it is important to understand the Common Beliefs statements on pages 2 and 3. These are the beliefs upon which the new standards were built and they help to move us from the past to the here and now.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.
It also requires a 24/7 virtual presence through provision of an up-to-date dynamic web presence that provides digital resources and incorporates the best of Web 2.0 to provide opportunities for sharing and collaborating.
Is your web presence easy to find? Can your web site be accessed in less than three mouse clicks from the school home page? Is the content up-to-date? Have you used basic web site analytics to determined how often it is used and by whom? Do you have user-friendly text and graphics that that make someone want to return? These are all part of evaluating and maintaining a virtual “space.”
Again, the Common Beliefs are the underpinning of the Standards for the 21st-Century Learner which addresses four standards with four strands under each standard.
Within each standards, evidence of student learning is expressed through:
Skills - Key abilities needed for understanding, learning, thinking, and mastering subjects. Ask yourself, Does the student have the right proficiencies to explore a topic or subject further?
Dispositions in Action- Ongoing beliefs and attitudes that guide thinking and intellectual behavior that can be measured through actions taken. Ask yourself, Is the student disposed to higher-level thinking and actively engaged in critical thinking to gain and share knowledge?
Responsibilities - Common behaviors used by independent learners in researching, investigating, and problem solving. Ask yourself, Is the student aware that the foundational traits for 21st-century learning require self-accountability that extends beyond skills and dispositions?
Self-Assessment Strategies - Reflections on one’s own learning to determine that the skills, dispositions, and responsibilities are effective. Can the student recognize personal strengths and weaknesses over time and become a stronger, more independent learner?
Within each standards, evidence of student learning is expressed through:
Skills - Key abilities needed for understanding, learning, thinking, and mastering subjects. Ask yourself, Does the student have the right proficiencies to explore a topic or subject further?
Dispositions in Action- Ongoing beliefs and attitudes that guide thinking and intellectual behavior that can be measured through actions taken. Ask yourself, Is the student disposed to higher-level thinking and actively engaged in critical thinking to gain and share knowledge?
Responsibilities - Common behaviors used by independent learners in researching, investigating, and problem solving. Ask yourself, Is the student aware that the foundational traits for 21st-century learning require self-accountability that extends beyond skills and dispositions?
Self-Assessment Strategies - Reflections on one’s own learning to determine that the skills, dispositions, and responsibilities are effective. Can the student recognize personal strengths and weaknesses over time and become a stronger, more independent learner?
Additionally, you can consult Standards for the 21st Century Learner in Action. This publication from AASL takes an in-depth look at the strands of the Standards for the 21st-Century Learner and the indicators within those strands. It also answers such critical questions as “How do the strands—the skills, dispositions in action, responsibilities, and self-assessment strategies—relate to one another? “
Benchmarks are provided along with examples that show how to put the learning standards into action. This is a practical book with examples of how to maximize the application of the learning standards at different grade levels.
Most schools have developed grade level expectation or benchmarks related to traditional information literacy and that is the best place to begin implementation. In general, these are aligned with State Standards and Frameworks, which in turn are often aligned with National Professional Association standards, like AASL’s or the many content associations like the National Council of Teachers of English, the National Council of Teachers of Mathematics, etc.
If your district already has school library media learning standards, or ICT standards, correlate them with the Standards for the 21st Century Learner. Identify areas for professional development.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.
Although the change in the learning environment has been rapid, there is still much that is tried and true in education. Students still need guidance and support from adults who care about them and who want them to succeed and guidance in the use of the ever-expanding volume of resources available to them as they learn to construct knowledge. The school library media center must be open, inviting, flexible and able to host a wide variety of user activities at any given time.