Professional Development for

Newly Assigned Library Personnel

How Can Library Services Support You In Your New

Position As Librarian?

Session 2

Your Connection to Library Services

Library Services Coordinator for Staten Island and Brooklyn

Melissa Jacobs-Israel52 Chambers StreetRoom 213New York, NY 10007212-374-0213mjacobs7@schools.nyc.gov

Implementing What You’ve Learned -- Homework

Develop An Order List Using Books In Print And/Or Titlewave

Register (Or Find Out If Your School Is Already Registered) For NOVEL.

Find One Article That You Retrieved From A NOVEL Database.

Activate Your DOE E-mail

Register For NYCSLS Listserv

POST One Question To The Listserv

Find Your Budget

Overview of Sessions

Session 1: Introduction to the Library Program

Session 2: Collaborative Planning

Session 3: Information Access and Delivery

Session 2: Collaborative Planning

Introduction to collaborative planning

Information Fluency Continuum and Benchmark Skills

Using the Information Fluency Continuum and the Independent Investigative Method

What is it? Who are the collaborative

partners? How do we achieve it successfully? What are the benefits of

collaboration? Who benefits from it?

Introduction to Collaborative Planning

2.4.1 COLLABORATIVE PLANNING (Excerpt from Learning Walk)

Focus Area

Examples Wondering / Observations

Next Steps

Collaborative planning

Scheduled planning time for library media specialist and teachers to meetPlanned units of study in content areasLibrary media specialist involvement in curriculum committees and development of school plan (CEP)Library media specialist participation in school, department and grade-level curriculum design and assessment projectsInstructional activities planned collaboratively by teachers and library media specialistCurriculum needs translated into library media program goals and objectives

Collaboration: The Librarian’s Role

•Assesses student and teacher needs

•Collaborates in planning assignments in alignment with the New York State Standards in the content areas and with classroom expectations of individual teachers

•Partners with classroom teachers to develop curriculum units and lessons

•Partners with classroom teachers to integrate inquiry skills into lessons

•Facilitates curriculum planning across the school

•Assists in integrating the use of instructional technology to enhance learning throughout the curriculum

•Provides access to resources to support teaching and learning

•Assesses student progress in mastering the inquiry process

Collaboration: The Librarian’s Role

Collaboration Collaboration is essential for

the successful integration of information literacy into curriculum.

Collaboration is notCooperation or Coordination, though they are part of Collaboration.

Cooperation

Coordination

Collaboration

•School culture must support collaboration

•Flexible library scheduling increases the opportunities for collaboration

•Collaborative members must respect each other and be flexible

•Essential resources - time, facilities, budget - must be provided to assure success

How to Achieve a Good Collaborative Partnership

How to Achieve a Good Collaborative Partnership Set attainable goals

Start small and build on success

Use the IFC and Benchmark Skills to deepen teachers’ standard lessons

Publicize collaborative achievements

Now it’s YOUR turn!

Your Task Group yourselves according to

grade level, and/or schedule Using the Collaborative Strategies

Template brainstorm barriers to collaboration (10 min)

Discuss strategies to overcome top 3 barriers (15 min)

Be prepared to share (10 min)

Information Fluency Continuum

How Does Inquiry Differ From Research?

Research

Is a part of inquiry Find information Not interactive Answers pre-selected

questions

Inquiry Places students at the heart of learning Empowers them to follow their sense of

discovery Requires active engagement Must generate questions Constructs new understandings Requires reflection and critical thinking Not a linear process

Purpose of Information Fluency Continuum

Coherence and guidance in what we are teaching through the library

High expectations for what our students should learn about finding and using information

Connection to content standards, literacy and technology

Three Standards of IFC Standard 1: Using Inquiry to Build

Understanding Standard 2: Pursuing Personal and

Aesthetic Growth

Standard 3: Demonstrating Social Responsibility

Standard 1: Using Inquiry to Build Understanding

What Steps Do You Use When Conducting Your Own Personal Inquiry?

An Inquiry Framework

Inquiry Model

Connect

ExpressInvestigate

Construct

WonderReflect

Connect

Connect to self, previous knowledge

Gain background and context

Observe, experience

Wonder

Develop questions

Make predictions, hypotheses

Investigate

Find and evaluate information to answer

questions, test hypotheses

Think about the information to illuminate new

questions and hypotheses

Construct

Construct new understandings connected

to previous knowledge

Draw conclusions about questions and hypotheses

Express

Apply understandings to a new context, new situation

Express new ideas to share learning with others

Reflect

Reflect on own learning

Ask new questions

Standard 2: Pursuing Personal and Aesthetic Growth

Literary/Artistic Response and Expression

Personal Exploration Motivated, Independent Learning

Standard 3: Demonstrating Social Responsibility

Importance of Information to a Democratic Society

Effective Social Interaction to Broaden Understanding

Ethical Behavior in Use of Information

AASL Standards for the 21st-Century Learners

Learners use skills, resources and tools to: Inquire, think critically, and gain knowledge Share knowledge and participate ethically

and productively as members of our democratic society

Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge

Pursue personal and aesthetic growth

The Relationship AASL correlate with Library Services

Information Fluency Continuum (IFC) Library Services is currently developing

a crosswalk between IFC and AASL Standards for the 21st-Century

NY State Dept. of Education is also in the process of developing information literacy standards which probably will reflect AASL Standards for the 21st-Century Learner

Enjoy your lunch!

Integrating Skills into Instructional Units / Lessons

Using the Information Fluency

Continuum

•What skills will we teach or scaffold?

•What instructional strategies will we use?

•What kinds of assessment will be built in?

Critical thinking skills comparing and contrasting ideas identifying cause and effect drawing inferences and making conclusions distinguishing fact and opinion

Research skills getting information organizing information looking for patternsinterpreting information analyzing informationsynthesizing informationsupporting a position

Communication Skillsgiving oral and written explanationslistening and responding

Sequencing & Chronology Skills placing events in chronological order creating timelines

Map and Globe Skillsreading maps, legends, symbols and scalescomparing maps and making inferencesinterpreting and analyzing different kinds of mapscreating maps

Graph and Image Analysis Skillsdecoding images (graphs, cartoons, paintings, photographs) interpreting graphs and other images drawing conclusions making predictions

Skills Embedded in NYS Standards: A Partial List

Adapted from Social Studies Instructional Strategies and Resources: Pre-kindergarten Through Grade 6 http://www.emsc.nysed.gov/ciai/socst/pub/ssisrintro.pdf

Together, you and the classroom teacher decide which skills need to be taught, where the skills will be taught (library or classroom) and by whom (librarian or classroom teacher).

Information Fluency And Collaboration Go Hand In Hand

What Can Library Teachers Do?

Lead your school in collaborative planning that integrates the teaching of information fluency throughout the curriculum.

Figure out which skills to teach and assess and which to scaffold in every lesson

Plan the implementation of the Benchmark Skills for all students

What Can Library Teachers Do? (Continued)

Order high quality resources

Collaborate with classroom teachers to co-teach

Align the implementation of the Benchmark Skills with your school’s goals and your students’ needs.

Collaborate with your administrator

The Independent Investigative Method

Complements the IFC Provides teaching strategies for

Benchmark Skills from the IFC Provides graphic organizers that

can double as assessment tools

The Information Fluency Continuum

The IFC provides a framework for inquiry. It breaks down the process into the indicators or specific skills necessary to carry out the inquiry experience.

The Independent Investigation Method

The IIM is also a framework for inquiry, but it focuses less on the breaking apart of the specific skills and more on the teaching strategies for some of the key skills or indicators.

A Marriage Made in Heaven

Independent Investigation Method

Information Fluency Continuum

Step 1 Topic – (Pre-search) Inquiry Phase: Connect

Step 2 Goal Setting Inquiry Phase: Wonder

Step 3 Research Inquiry Phase: Investigate

Step 4 Organizing Step 5 Goal Evaluation

Inquiry Phase: Construct

Step 6 Product

Step 7 Presentation

Inquiry Phase: Express

Inquiry Phase: Reflect

Let’s take a look at one IIM strategy for teaching an important part of the IFC process:

Inquiry: Wonder

Students are asked to generate questions about the topic. Encourage:• “Fat” questions” as opposed to “thin” questions• Questions without obvious or “yes or no” answers• Questions that lead to deep, critical thinking.

This is not an easy task, even for adults. Let’s look at one example and then see if you can use one IIM technique to generate questions for another topic.

Topic

Native Americans: First Inhabitants of New York

State

4th Grade

Essential QuestionHow Did Native Americans Influence the Development of New York?

Focus Areas Geography Social Cultural Populations:

Algonquians, Iroquois

Focus/Guiding Questions

Why did the Iroquois settle in New York State?

Where might…

Who is…

Pick two numbers between one and six

and remember them…

Red Question Cubes

1How

2Why

3Who

4Where

5What/Which

6When

Blue Question Cubes1

Can2Is

3Did

4Might

5Would

6Will

Now let’s try it together:

Essential Question

What Would The World Be Like

Without Insects?

Focus Areas

Agriculture Health Culture and beauty The food chain Economic

Your Questions:

Know your curriculum!

NYS Learning Standards and Core Curriculum in Social Studies

http://schools.nycenet.edu/offices/teachlearn/ss/SocStudScopeSeq.pdf NYC Instructional Publications for Sciencehttp://schools.nyc.gov/Academics/Science/EducatorResources/NY+State+Core+Curricula.htm

English Language Arts Performance Standardshttp://schools.nyc.gov/offices/teachlearn/documents/standards/ELA/index.html(New Scope and Sequence is in development)Math Instructional Publicationshttp://schools.nyc.gov/Academics/Mathematics/EducatorResources/CoreCurriculum.htm

Now it’s YOUR turn!

Your Task Use the “Investigate” phase of Standard 1

(Inquiry) of the IFC. Choose a benchmark skill for your grade level to target with your students (15 min)

Think of a likely collaborating teacher in your school and begin to plan a lesson around a specific teaching strategy for a particular skill that you’ve identified – refer to slide on Librarian responsibilities in collaboration and parts of template (30 – 40 min)

Consider various formative assessment tools Share (30 – 40 min)

Implementing What You’ve Learned -- Homework

Complete the lesson plan you began today with a collaborating teacher in your school

Share the IFC and benchmarks with another teacher or an administrator in your school

Important – Before you leave:

Please fill out the Evaluation Form Please make sure that you have

signed the attendance sheet and filled in all of the information

THANK YOU! SEE YOU ON DECEMBER

17TH!