Barbara Jeffus - Model School Library Standards: What’s Next?
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Model School Library Standards: What’s Next? California School Library Association Southern Section Spring Workshop March 26, 2011 San Diego by Barbara Jeffus
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Barbara Jeffus - Model School Library Standards: What’s Next?
- 1. Model School Library Standards What’s Next? California School Library Association Southern Section Spring Workshop March 26, 2011 San Diego
- 22. Get Started with the Standards
- 23. Implementation ideas and tools – from CDE
- 25. Model School Library Standards for California Public Schools, Kindergarten Through Grade Twelve OVERVIEW
- 26. Model School Library Standards for California Public Schools, Kindergarten Through Grade Twelve INTRODUCING THE STUDENT STANDARDS
- 27. Model School Library Standards for California Public Schools, Kindergarten Through Grade Twelve INTRODUCING THE PROGRAM STANDARDS
- 28. The Common Core State Standards and the Model School Library Standards Standards, Curriculum Frameworks and Instructional Resources Division (SCFIRD)
- 33. Message: “Our children need access to a strong school library in order to become competent users of information and ideas and lifelong learners. A strong school library is staffed with a library team – teacher librarians and library support staff - who provide instruction and inspiration to be lifelong learners.” The new Model School Library Standards outline the library curriculum for grades K-12 and also defines the minimum standards for library programs in elementary, middle, and high schools.
Notas do Editor
- So as I was saying last year… This meeting has been the venue for the library standards in their various stages of development. It wouldn’t be spring without visiting you with the latest news!
- There are critical issues looming for those working in and with school libraries. This Dilbert Cartoon was my reminder that while the school library standards may not be your highest priority this spring, they are ready for you. We couldn’t say that a year ago.
- 1976 (major revamp of Ed Code); 40 years and an unsuccessful legislative attempt later, this EC was pulled out. NOTE: CSLA sent a note to then Supt. O’Connell asking for action on this Ed Code. He wrote back saying he would work on it. (I know because I drafted both letters. Yes, it’s a little schizophrenic.) Meanwhile, the State Board of Education (SBE) started on its charge to develop regulations. The California Code of Regulations, Title 5 ( 5 CCR ), a separate document strings to the Education Code , defines school library services in §16040 in terms of library instruction, curriculum development, materials selection, access, and professional development. That regulation developers integrated information literacy with curriculum content demonstrates their foresight into the library programs we still seek forty years later.
- Let’s put the second piece of our presentation—the new school library standards-- into context…
- California has State Board-adopted content standards in the 9 subject areas listed on this slide. And ours make 10! The first four are the “core curriculum areas” as defined in the Education Code. None of the California content standards including ours are mandated though it often feels like it since it is these standards on which assessment is built.
- CCSS were adopted on August 2 by SBE. SLS were adopted on September 16 making the school library standards the first standards to be tested in the context of Common Core. BTW, they were passed.
- So within that package of state standards we have the Library Standards-- adopted under the authority of California Education Code Section 18101. This section has been on the books since the mid-70’s. Library Standards? Why not information literacy standards or standards for cyber civility or media literacy or… Well, that’s what the statute calls for. It’s like the physical library place on campus. ….. The important thing is not what you name it but what happens in and through it. Therefore, “library standards” Just like the other content standards, not mandated. After what Doug presented, you can see how strong school library programs contribute to academic achievement. Their strength is really in how effectively the library standards are integrated into the subject areas rather than how they might stand alone.
- The standards are organized around four concepts. Students will learn to access, evaluate, use and integrate information. Information is used in its broadest sense and includes text, graphics, media, music and art, whether it’s printed, digital or online.
- Under each concept is a sentence that gives more detail on what is meant. For example, to access information students will apply their knowledge of libraries, print materials, digital media and other sources. Then the detailed standards are listed--on concept 1… Recognizing the need for information. Formulating appropriate questions. Identifying and locating a variety of resources, and Retrieving information in a timely, safe and responsible manner. These are not stand‑alone standards taught in isolation but are meant to be taught collaboratively by the classroom teacher and the teacher librarian within the context of the curriculum.
- The second overarching concept is evaluating information to determine the appropriateness of the information in addressing the scope of the inquiry. Relevance of information means that the information addresses the need. Students must also learn determine if the information is comprehensive, current, credible and accurate. Is there authority behind the information? Is from a source you can trust? Is more information needed?
- Students need to learn to organize, synthesize, create and communicate the information they find. And they need to to do this in ethical, legal and safe ways. Students use the information they retrieve to draw conclusions and make informed decisions. Then students learn to use this information creatively and for a purpose.
- Information literacy is not just something students learn in school, they are expected to integrate these skills into all areas of learning to become life-long learners.
- Let’s take one example of a detailed standard, number 1.3 – Identify and locate a variety of resources online and in other formats using effective search strategies, and examine how it looks at various grade levels. Remember this is under the overarching concept of accessing information.
- In first grade this expands to include locating, checking out and caring for a variety of resources. Throughout the standards resources are identified as being both in print and digital.
- In grade 3 students understand the function and purpose of a library. Students also perform basic searches of automated library catalogs. Almost all school libraries have automated catalogs and for students it is important to know this skill as public and college libraries all have automated catalogs.
- Skipping to grade 5 the standards include using appropriate reference materials. The key word here is “appropriate.” Students need to understand which reference materials are the most appropriate to get the information they need. Just a reminder that we are not including all grade levels in these examples, nor are we showing all standards, but giving some examples on how the standards are connected across the grades.
- At the middle school students are expected to conduct multiple-step searches using a variety of search strategies to locate digital information. One key skill students will need to develop is how to prioritize sources of information to be both efficient and effective in their searches
- You can see that by high school the skills and knowledge required have increased in sophistication and complexity. And you can also see what students are missing if there is no sequential teaching of these skills in their school. These are the skills our colleagues in higher ed tell us they want from our graduates.
- See pages 41-44
- These are the elements of the program that can be counted. Staffing—at least one of each generates more than either can accomplish alone. Access—think nontraditional and note how access is extended at Connie’s school TL—did anyone define TL? It’s the Michelangelo moment… Resources—oh, the possibilities today! Just as library skills in isolation are deadly dull, library standards alone, without the magic of collaboration and instruction are pretty boring, too. I’m looking forward to Connie’s illustrations from real life, to add the color!
- A freshly published document. Mock ups from CDE Press to play with color. Rigorous editing process. A “prepublication draft “ is posted on the CDE School Library Webpage. It does not show recent edits. If all goes as planned, the current prepub version should be posted next week.
- Everything I show you here is or will be available on the CDE School Library Web page, the URL is at the top of the flyer you received.
- TITLE SLIDE
- This presentation will focus on the Student Standards portion of the Model School Library Standards.
- This presentation focuses on the program standards.
- Welcome. This presentation will look at how the Model School Library Standards , adopted by the State Board of Education on September 16, 2010, support the Common Core State Standards in English language arts and how they can be used to begin implementation of the Common Core in English language arts.
- Everything I show you here is or will be available on the CDE School Library Web page, the URL is at the top of the flyer you received.
- Graphics from Jackie Siminitus, your state VP Public Relations. This and other graphics are available to download from the Campaign website. Have you been to the Campaign? I’ll come back to that in a minute. mwrm
- First district to revise board policy, Long Beach
- Here is the current story: “Libraries are wonderful. We love our school libraries. But times are tough and hard decisions need to be made, programs can be reduced until better times.” The new story: “Our children need access to a strong school library in order to become competent users of information and ideas and lifelong learners. A strong school library is staffed with a library team – teacher librarians and library support staff - who provide instruction and inspiration to be lifelong learners.” The new Model School Library Standards outline the library curriculum for grades K-12 and also defines the minimum standards for library programs in elementary, middle, and high schools. Our campaign statement: “strong school libraries build strong students.”
- Here is the current story: “Libraries are wonderful. We love our school libraries. But times are tough and hard decisions need to be made, programs can be reduced until better times.” The new story: “Our children need access to a strong school library in order to become competent users of information and ideas and lifelong learners. A strong school library is staffed with a library team – teacher librarians and library support staff - who provide instruction and inspiration to be lifelong learners.” The new Model School Library Standards outline the library curriculum for grades K-12 and also defines the minimum standards for library programs in elementary, middle, and high schools. Our campaign statement: “strong school libraries build strong students.”
- As you well know—there is absolutely no shortage of information coming at us from all directions every day. It is having the savvy to interpret it that makes the difference.