IV. PRESENTATION OUTLINE

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1 Linking the Library Program to Core Knowledge Special Area: Media Grade levels served: PK 8 Written by: Kathleen Lienke, Library Media Team Leader, Oklahoma City Public Schools DeAnn Davis, Principal, Sequoyah Elementary Montie Koehn, Assistant Principal, Taft Middle School Kay Childers, Library Media Specialist, Sequoyah Elementary I. ABSTRACT A good library media/technology program is in the best interests of our students and families. The library media program is the information center of the school and heart of the Core Knowledge curriculum. Core Knowledge offers our students, staff, and families a rich, solid core of knowledge. The library media program ensures that our students can find, use, and communicate this rich, solid core of knowledge; that they become independent lifelong learners. This presentation will guide you through the steps necessary to create a quality library media program. II. OVERVIEW A. Administrative Issues to be addressed: 1. Implementing a model library media program 2. Sustaining Core Knowledge III. RESOURCES A. American Association of School Librarians. Information Power: Building Partnerships for Learning. Chicago: American Library Association, B. The Big6 Skills Information Problem-Solving Approach [Online]. Available URL: C. Families Connect [Online]. Available URL: D. From Now On: The Educational Technology Journal [Online]. Available URL: E. InfoSearcher: The Newsletter for Curriculum / Technology Integration [Online]. F. Johnson, Doug. The Indispensable Librarian: Surviving (and Thriving) in School Library Media Centers in the Information Age. Ohio: Linworth Publishing, G. National Center for Family Literacy [Online]. Available URL: IV. PRESENTATION OUTLINE A. The Vision 1. Mission of the School Library Media Program The mission of the library media program is to ensure that students and staff are effective users of ideas and information. This mission is accomplished: a. by providing intellectual and physical access to materials in all formats. b. by providing instruction to foster competence and stimulate interest in reading, viewing, and using information and ideas. c. by working with other educators to design learning strategies to meet the needs of individual students. 2. Statement of Direction What do we want from the Library Media Program? What do we not want? How do we get from where we are to where we want to be? What are the blockages and barriers keeping us from getting there? Linking the Library to Core Knowledge, Media 2002 Core Knowledge Conference 1

2 3. Changing Roles of Media Specialists Traditionally the roles of the library media specialist include teacher, information specialist, and instructional consultant. With an overall understanding of the Core Knowledge curriculum, a working knowledge of technology, and the ability to integrate the two, the library media specialist is now also the education technology specialist! 4. Library Media Advisory Committee The library media specialist forms a committee of active library media center users. This committee focuses on the needs of the program as a support for the Core Knowledge curriculum. 5. Resources and Facilities A diverse collection in various formats is crucial to a Core Knowledge library media center. Internet access allows the students and staff to reach beyond the walls of the library. Banks of computers are becoming standard in media centers. A student can find information, put it into a database or word processor document, and then print it out or send it by for other to read. 6. Curriculum and Integration Instruction in technology and information skills does not take place in isolation. Skills are integrated into the curriculum and taught collaboratively by the classroom teacher and library media specialist. The rich Core Knowledge curriculum lends itself to authentic problem-solving opportunities. 7. Planning and Reporting to Build Program Support Goals set by the library media specialist and shared with the building principal and library media advisory committee will give the program direction. The quality of the library media program is inextricably linked with the quality of education offered in the school. B. Information Access 1. Flexible Scheduling Flexible access programs are student-centered. They allow for cooperative planning between the library media specialist and teachers, integration of information and technology skills into the Core Knowledge units, and access to the library for all students and teachers at the time of need or interest. A school library media program works best when tailored to individual needs. Classes may benefit from direct instruction in how to use a reference source, but library activities should concentrate on the needs of individual students. 2. Plans, Policies, and Procedures A flexible schedule does not mean the absence of a schedule, but one that changes week to week based on the needs of the students and teachers, planned units, and outside influences (training, field trips, holidays etc.) It allows the specialist to work with individuals and small groups, as well as entire classes. A variety of activities could be happening in the center simultaneously. The emphasis is not on the quantity of time or instruction but on the quality. The library media specialist has time to offer technology support and training; confer with teachers; work with individual students; select, order, catalog, and process materials in addition to providing instruction that integrates information and technology skills into the curriculum. C. Collaboration 1. Collaboration is integral to every aspect of the library media program and every component of the library media specialist s role. It is infused in all the activities, services, and functions of an effective, student-centered Core Knowledge program. Effective collaboration between the library media specialist and teachers helps to create a vibrant and engaged community of learners, and strengthens the whole school program. Linking the Library to Core Knowledge, Media 2002 Core Knowledge Conference 2

3 2. The process of learning is the focus of the library media program. The library media center is where students select appropriate materials, and develop strategies for analyzing, evaluating, synthesizing, creating, and communicating information. Meaningful learning develops from a partnership between the teacher and media specialist (in the planning process) and the student, teacher, and media specialist (in the learning process). This collaboration, at its best, fosters a community of learners, who work independently and in groups to both learn and communicate with one another. D. Technology 1. Technology is a tool that allows students and staff to reach beyond the walls of the library to support the Core Knowledge curriculum 2. The library media specialist, in collaboration with teachers, strives to develop students that are skilled users of technology. Technology skills are integrated into the curriculum at every grade level. E. Inquiry Based Learning 1. Process of Implementation a. Support, guidance, and leadership of building administrator(s) b. Professional Development c. Support needs to be on going and tailored to meet the changing needs of the staff d. Communication with parents about inquiry based learning 2. Application a. Inquiry: Is based on questions, hypotheses, and pursuit of answers b. Synthesis: Location and organization of information c. Expression: How the information is communicated to others through application or evaluation. This step may pose other questions. 3. Assessment a. Can take many forms b. Serves many purposes c. Can range from questions teachers ask during a lesson to end-of-unit tests to statewide or national examinations. F. Family Literacy 1. Flexible access and flexible hours makes the library s resources and services more readily available to the learning community. 2. After-hours access to information and resources that are not always available in homes unlocks the door to the school library media program and to the learning community s potential. 3. Family reading programs stress the importance of reading aloud to children of all ages. 4. Programming that focuses on information literacy for the family turns school library media programs into community centers of learning. V. HANDOUTS/WORKSHEETS A. Appendix A: Statement of Direction for OKCPS Library Media Programs B. Appendix B: Fixed vs. Flexible Scheduling C. Appendix C: Library Task Sheet D. Appendix D: Collaborative Planning Form E. Appendix E: Core Knowledge Topics F. Appendix F: Student Project Suggestions G. Appendix G: Collaboration for Effective Teamwork H. Appendix H: Notes on Implementation of Inquiry Based Learning I. Appendix I: Inquiry Process J. Appendix J: It s Reading Night at Parks Elementary! Linking the Library to Core Knowledge, Media 2002 Core Knowledge Conference 3

4 VI. BIBLIOGRAPHY A. American Association of School Librarians. Information Power: Building Partnerships for Learning. Chicago: American Library Association, B. Eisenberg, Michael B. and Robert E. Berkowitz: with Barbara A. Jansen and Tami J. Little. Teaching Information & Technology Skills: The Big6 in Elementary Schools. Ohio: Linworth Publishing, C. Eisenberg, Michael B. and Robert E. Berkowitz: with Robert Darrow and Kathleen L. Spitzer. Teaching Information & Technology Skills: The Big6 in Secondary Schools. Ohio: Linworth Publishing, D. Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Washington D.C.: National Academy Press, E. Johnson, Doug. The Indispensable Librarian: Surviving (and Thriving) in School Library Media Centers in the Information Age. Ohio: Linworth Publishing, F. Schmoker, Mike. Results: The Key to Continuous School Improvement. Virginia: Association for supervision and curriculum Development, Linking the Library to Core Knowledge, Media 2002 Core Knowledge Conference 4

5 Appendix A A STATEMENT OF DIRECTION FOR OKCPS Library Media Programs The Mission of the School Library Media Program in Oklahoma City should be consistent with the national standards of the American Library Association, which suggests: The mission of the library media program is to ensure that students and staff are effective users of ideas and information. This mission is accomplished: By providing intellectual and physical access to materials in all formats, By providing instruction to foster competence and stimulate interest in reading, viewing, and using information and ideas, And, by working with other educators to design learning strategies to meet the needs of individual students. Information Literacy Standards for Student Learning. (1998). WHAT DO WE WANT FROM LIBRARY MEDIA SPECIALISTS (LMS) AND LIBRARY MEDIA PROGRAMS? Library Media Specialists (LMS) who like helping people find, use, and communicate the information they need to know. LMS who understand and use technology to do our jobs well and to help others to do their jobs well. LMS who attend and present at state and national conferences in and out of the field. This promotes professional development and it expands and enriches the skill base of the LMS. LMS who serve on building level technology / curriculum teams and district level advisory committees. Library Media Centers that are the information hub of the school. As information specialists: LMS who strive to be the school s information expert by reading, filtering, and directing information to the patrons. LMS who READ fiction / nonfiction print materials. This allows the LMS to be a reader s advisor meeting individual student interests with a wide variety of materials. LMS who evaluate and select electronic resources for example, websites that link to school s curriculum. Internet use should be integrated into the curriculum. Linking the Library to Core Knowledge, Media 2002 Core Knowledge Conference 5

6 As teachers / instructional consultants: LMS who exemplify good teaching practices. Appendix A: Page 2 LMS who empower others through teaching useful skills, concepts, and software applications. LMS who develop an integrated information literacy / instructional technology curriculum that includes finding, processing (keyboarding, word processing, database & spreadsheet use, computerassisted drawing), and communicating information. LMS who collaborate with teachers to integrate the information literacy curriculums into the core curriculum, rather than teach library skills in isolation. LMS who provide a framework for problem solving by teaching searching strategies and evaluation skills for both print and Internet resources. The process of learning is the focus of the library media program. The library media center is where students select appropriate materials, and develop strategies for analyzing, evaluating, synthesizing, creating, and communicating information. Meaningful learning develops from a partnership between the teacher and media specialist (in the planning process) and the student, teacher, and media specialist (in the learning process). This collaboration, at its best, fosters a community of learners, who work independently and in groups to both learn and communicate with one another. As program administrator: LMS who provide physical access to local materials by developing and maintaining the online catalog. LMS who develop collections that represent a full range of experiences, opinions, and cultural and social perspectives. LMS who provide a full range of resources for student use in a variety of formats: online, CD-ROM, video, and print. LMS who promote partnerships within the district and with other cooperating public facilities to share resources. Linking the Library to Core Knowledge, Media 2002 Core Knowledge Conference 6

7 Appendix A: Page 3 WHAT DO WE NOT WANT FROM LIBRARY MEDIA SPECIALISTS / PROGRAMS? Separate library and computer technology departments. This is not consistent with providing a unified resource for students and teachers. Library media programs that are under equipped, understaffed, and underfunded. LMS who do clerical work instead of fulfilling the real objectives of an LMS as stated in the mission statement. For example, textbook processing and circulation, and photocopying responsibilities are clerical in nature, as well as time consuming. LMS who provide teacher prep time. LMS who have possessive attitudes toward the resources. LMS who feel isolated and left out of the loop of curriculum planning. LM Centers that are not being used by students, staff and parents. LM Centers that are cluttered and disorganized. HOW DO WE GET FROM WHERE WE ARE TO WHERE WE WANT TO BE? Employ full-time library media specialists at all schools. Combine the library and technology programs under a single administrative level person. Recognize and support the value of a flexible access library media program. Flexible access programs are student centered. They allow for cooperative planning between LMS and teachers, integration of information literacy into the content areas, and access to the library for all students and teachers at the time of need or interest. Provide a Textbook Clerk for middle and high schools where the high volume of textbook processing and circulation dominates the library media program. Provide a bank of student-research computer stations in all library media centers. Provide up-to-date computers to run multi-media and interactive programs in all library media centers. Recognize and support the library as the information center of the school. Linking the Library to Core Knowledge, Media 2002 Core Knowledge Conference 7

8 Automate all our library media centers. Appendix A: Page 4 Upgrade to a union catalog for inter-school library loan within the district. Provide training for LMS, media assistants & clerks, principals, and teachers: technology, integrated information literacy curriculum, and the changing roles and responsibilities of the LMS. Rebuild partnerships with local colleges offering Library Media Certification. The University of Oklahoma and The University of Central Oklahoma consider our library media programs understaffed, underfunded, and under equipped. They are especially critical of the elementary staffing, and the textbook responsibility. Although they do recognize that some individual schools have quality library media programs; in general they view our library programs as poor due to district level policies and procedures. WHAT ARE THE BLOCKAGES AND BARRIERS KEEPING US FROM GETTING THERE? District-wide feeling that the library media center is not a priority. Inadequate staffing of certified and support personnel. Separation of library information and instructional technology programs. Lack of access to current technologies. Linking the Library to Core Knowledge, Media 2002 Core Knowledge Conference 8

9 Appendix B Fixed Students checkout a book once per week Teachers ask librarian if library is available for a group of students to come in for research Flexible Checkout when books are needed/wanted Library is always available, just reserve a time if more than 4-5 students are coming for research Students check out one book K-1=1 2-3=2 4-5=3 No parent checkout Parents encouraged to checkout ½ time media specialist limited collaboration Library used for planning time - teacher drops off group Isolated library experience Limited patron access - if a whole class is in for checkout, patrons don t feel comfortable entering Collaborative projects, lessons are in Core Knowledge context Collaborative lessons - teacher stays with class Library is part of the students learning environment, they visit when there s a need/desire, like the public library Unlimited access if the school is open, so is the library Library dead time Library is busy, the hub of the school, greatly enhancing literacy environment Linking the Library to Core Knowledge, Media 2002 Core Knowledge Conference 9

10 Appendix C LIBRARY TASK SHEET STUDENT(S): TIME LEFT CLASSROOM: TIME TO RETURN: Check out/return books Reference/research Read/independent work A/R test Teacher: LIBRARY TASK SHEET STUDENT(S): TIME LEFT CLASSROOM: TIME TO RETURN: Check out/return books Reference/research Read/independent work A/R test Teacher: Linking the Library to Core Knowledge, Media 2002 Core Knowledge Conference 10

11 Appendix D COLLABORATIVE PLANNING FORM Teacher: Beginning Date: CONCEPT Objective: Core Knowledge CONTENT: Classroom SKILL OBJECTIVE: INFORMATION SKILL: Materials/Resources: Procedure: Linking the Library to Core Knowledge, Media 2002 Core Knowledge Conference 11

12 Appendix E CORE KNOWLEDGE TOPICS Fifth Grade August 13 August 20 August 27 September 4 September 10 September 24 October 1 October 8 October 15 October 22 October 29 November 5 November 12 November 19 November 26 December 3 December 10 December 17 January 7 January 14 January 22 January 28 February 4 February 11 February 18 February 25 March 4 March 11 March 18 March 25 April 1 April 8 April 15 April 22 April 29 May 6 Don Quixote Ancient Greece/Myths Homer Aztec/Maya/Inca Renaissance Artists, Leonardo DaVinci Michelangelo Renaissance political, DaMedici The Prince Shakespeare, biography Shakespeare, works English Revolution French Revolution, causes French Revolution, people and events American Revolution, causes American Revolution, people American Revolution, events American Revolution, Acts Russian Empire Westward Expansion Native American, cultures Native American, government practices Native American conflicts Civil War Industrial Revolution Test taking skills Test taking skills Test Test Spring Break Japan Canada Internal Combustion engines Scientists, Newton, Galileo Casey at the Bat Women Reformers Theodore Roosevelt, Trust Buster Linking the Library to Core Knowledge, Media 2002 Core Knowledge Conference 12

13 Appendix F Student Project Suggestions The following project list may be helpful in the collaborative planning process for Core Knowledge units: Written Projects Visual Projects Oral Projects Book Letter Wordfind Eulogy Fairy tale Research paper Tall Tale Interview Survey Song Lyrics Collage Diorama Map Mobile Sculpture Time Line Photo Album Totem Pole Mural Bumper Sticker Debate Puppet Show Skit Play Speech Interview Song Commercial Resources Polette, Nancy. Apple Trees to Zinnias: 26 Beginning Research and Writing Projects from The Hole by the Apple Tree. O Fallon MO: Book Lures, Inc., Polette, Nancy. Expanded First Research Projects K-3. O Fallon MO: Book Lures, Inc., Polette, Nancy. The Expanded Research Without Copying. O Fallon MO: Book Lures, Inc., Polette, Nancy. The Research Book of the Fifty States: Expanded Edition. O Fallon MO: Book Lures, Inc., Linking the Library to Core Knowledge, Media 2002 Core Knowledge Conference 13

14 Grade Level Meeting Agenda Appendix G Collaboration for Effective Teamwork Purpose: To identify major concerns and strategies to promote better results for an agreed upon goal. Strategies That Worked: Evidence of a strategy that was effective in reaching goal. Chief Challenges: Most urgent concern, problem, or obstacle to progress and better results. Proposed Solutions: Possible concrete, practical solutions to the problems. Action Plan: Which solutions are best for team to focus on? Who is responsible for specific tasks prior to next meeting. Linking the Library to Core Knowledge, Media 2002 Core Knowledge Conference 14

15 Appendix H Notes on Implementation of Inquiry Based Learning 1. Teachers must take a critical look at what they are doing; evaluate what is working and what is not. 2. Teachers must gain a sound understanding of the subject matter content. 3. Teachers need to learn their content in an environment of inquiry-based instruction. 4. Teachers should teach to the big ideas and structure lessons around those ideas or concepts. 5. Small group activities should be structured to encourage team members to talk, debate, and, come up with predictions based on initial observations and with explanations based on evidence. 6. Teachers should know the concepts from the Core Knowledge Curriculum and ask good classroom questions. Student questions should also be allowed to influence the curriculum discussions and teacher questions can be used to guide those discussions. 7. Listen more and talk less. Pay more attention to student questions and create opportunities for them to collect evidence and use it as the basis for explanations. Linking the Library to Core Knowledge, Media 2002 Core Knowledge Conference 15

16 Appendix I INQUIRY PROCESS INQUIRY I Wonder I Predict I Find / I Think SYNTHESIS I Conclude EXPRESSION I Apply I Evaluate I Now Wonder Information taken from What is Inquiry Learning? Linking the Library to Core Knowledge, Media 2002 Core Knowledge Conference 16

17 Appendix J It s Reading Night at Parks Elementary! Thursday, December 6 6:00 p.m. to 7:30 p.m. Your student will be taking part in a performance! There will be a short presentation by your school librarian AND You will be selecting a free book from our school book fair to take home and read aloud to your child Linking the Library to Core Knowledge, Media 2002 Core Knowledge Conference 17