Journal+Entries

The textbook chapter, “The School Librarian as an Advocacy Leader,” emphasizes the absolute need for school librarians to foster advocacy of their program in order to thrive. Advocacy is more effective than simple advertising or public relations in that it encourages others (school administrators, parents, students and other stakeholders in the school community) to speak to the libraries’ strengths, thus avoiding a self-serving appearance and lending credibility to the cause.

Kristin Fontichiaro’s blog is very concise and she makes the same points as the text: PR for a school library is simply not enough when advocacy achieves more purposes. She also writes that advocacy is about saving students rather than the library itself, which is the exact idea I came across while researching Doug Johnson. He blogged recently that librarians should “never advocate for libraries or the librarian – only for library users.”

//“Today’s School Library Media Specialist Leader” // was a somewhat misleading article. I was skeptical about Elaine Thomas’s schedule and efficiency. I am not so certain that “the principal can wait” or that ten minutes is “plenty of time” to update a blog – at least not a well-written and thoughtful one – or even that the video cameras would already be charged ahead of time. Nobody is the super-librarian who can do it all and then go home at night to read the latest issue of //Library Media Connection,// send an email to her state representative and review books for the awards committee she is on – no matter how dedicated one is or how much caffeine is involved. I believe that my experience working in a busy and involved middle school library for several years gives me the perspective to say that the fictional Thomas’s schedule was equally fictitious. Indeed, the end of the article states, “Elaine Thomas is a pseudonym for a composite of several media specialists.” However, this did not distract from the overall appeal of the article, which is presented in disparate sections and clearly portrays all of the possible leadership roles school librarians can assume.

Taken together, all three readings thoroughly convey the point that to be an effective school library media specialist, one must develop leadership skills in a number of different areas and encourage advocacy by school library stakeholders on behalf of the library.

Posted on 9/20/11

Much of our readings (for this class as well as 622) have focused on the need for school library media specialists to be leaders in their school communities. This weekend I was at a Bar Mitzvah, and coincidentally the Rabbi addressed the need for people to be leaders in their communities. He described different types of leaders – those who lead “out front” and those who lead “along side” – but he asserted that the most effective type of leader was one who did both. This reflects what our readings espouse: that sometimes school librarians need to take charge, while other times they need to collaborate with teachers and school administrators. Indeed, one of the 21st-century skills is collaboration, which can enhance the curriculum and involve other stakeholders in the school community who can ultimately advocate for the critical importance of school libraries.

Posted on 9/25/11

The AASL’s Standards and the ISTE’s NETS for Students are very similar in their key concepts. For example, both organizations discuss the need for: critical thinking; communication, collaboration and the sharing of knowledge; ethical behavior in the use of information; the use of current knowledge to help with creating new knowledge; and understanding the social context in which learning exists and the responsibilities that go along with such learning. Also, both organizations discuss the need to move beyond simple information literacy. AASL believes that information literacy has become more intricate with the addition of new technologies, while ISTE refers to the need for “research and information fluency” rather than just information literacy.

The main difference I see between the AASL Standards and the ISTE’s NETS is that the NETS do not once mention the school library, while AASL advocates the essential nature of school libraries in helping to develop 21st-century skills. And while technology is mentioned specifically only in parts of the AASL’s Standards, it comprises the entirely of the ISTE’s NETS.

Posted on 9/25/11

In the school where I work, the 6th-grade English teachers are doing a project on //Schooled// by Gordon Korman, which was the required summer reading book for that grade. One English class is working on vocabulary (writing original sentences using vocabulary words from the novel) as well as writing paragraphs about the mood, context and meaning that surround certain quotes from the book. Last week, my library was fortunate enough to arrange for Korman to speak to the 6th grade. This helped the students make connections with the book and their assignments, since part of what he discussed was character and plot development.

Absent an author visit, as a new LMS, I would try to collaborate with the English teachers by offering a refresher on the book to the students, since it may have been a few months since they read the book. I would do an extended book talk on the plot and then touch on the general themes of the book as well as the traits of the main characters. I would also review print and online dictionary skills with the students.

One of the Reading Standards for Literature for grade 6 in the Common Core Standards for English is to be able to “analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.” Another is to be able to “explain how an author develops the point of view of the narrator or speaker in a text.” Both of these standards are met in the paragraph-writing assignment mentioned above.

Posted on 9/27/11

Information literacy is the backbone for all aspects of the school library media program. The ability to access information efficiently, effectively, critically, competently, accurately and creatively is essential to 21st-century students’ capability to become highly functioning adults. The //Information Literacy Standards for Student Learning// and //Information Power// seek to turn students into lean, mean information machines, who are well-rounded, responsible and ethical citizens in their academic, work and personal pursuits. And even though the standards and the book are 13 years old, they are not outdated in terms of the broad skills they seek to develop. While some of the precise technological terminology may be antiquated (e.g., references to modems, desktop publishing software and telecomputing), the main idea remains the same: that “a dynamic, student-centered library media program fosters information literacy and lifelong learning – the basis for true information power.” (1998). //Information power: building partnerships for learning//. (p. 47). Chicago: American Library Association

Posted on 10/4/11

I really enjoyed reading everyone’s entries in the online discussions. It was interesting to see different points of view based on people’s different work or observation experiences. I feel like I learned a lot by reading the other opinions, but I was also glad to see that, in general, the entire class was on the same page in terms of the value of information literacy and the meaning of leadership. I especially liked the Edith Wharton candle quote and seeing everyone’s interpretation of this image.

I wish I had been more specific in my answers, especially in the discussion regarding information literacy, but the Standards are still new to me and I still need to consult them in order to write about them in detail. Since I was trying to get my replies out quickly, I did not consult the Standards. This is one way in which synchronous and asynchronous online classes differ: there are more in-depth and perhaps thoughtful responses in an asynchronous class, but there is the benefit of conversation-like interaction in a synchronous class.

The topics/questions posted by Linda are directly related to the readings we’ve been doing for class and are germane to the main objectives of the class. Participating in the online discussions and then getting the opportunity to read all of the threads is another useful resource in our exposure to the topics of information literacy and leadership.

Posted on 10/9/11

How has teaching the research process/information skills evolved over time?

In my research into Carol Kuhlthau's Information Search Process, and from looking at the other information literacy models, what strikes me is how they hold up over time. The buzzwords may have changed from "information literacy" to now include "information fluency," "critical thinking" and "inquiry," but the steps necessary to process and best use information are still the same. And even though the sheer amount of information available to students has grown exponentially since these models were developed, they are still valid -- and even more necessary than ever to help students sort through the good, bad and ugly of what the Internet has to offer. The examples from Cambridge, Somers and New York City expand upon the information literacy models to include newer terms and ideas such as ethical behavior, website evaluation, online catalog and rubric, but the models upon which these standards were built remain important.

Posted on 10/19/11

In our readings about the inquiry process, I noticed that I didn’t see the phrase “information literacy” very often. In fact, I searched the Project-Based Learning document electronically, and found that phrase only once in the 96 pages (p. 20)! It’s interesting to me how the thinking has evolved over the past decade to now settle on inquiry as the learning standard, and I think it’s a step in the right direction since being information literate is just one aspect of the inquiry process.

I like Barbara Stripling’s Model of Inquiry because it is practical rather than highly theoretical and seems like it would be straightforward to apply to real-life lesson plans. In fact, when I think back on some lessons I’ve seen the librarians teach over the years at the middle school where I work, they are collaborating with teachers and using the inquiry process. Now that I am aware of the inquiry process, it is really satisfying to see it in action.

Posted on 11/2/11

After completing the readings for Modules 5 and 7, I believe that teaching information literacy/research skills has evolved to become inquiry learning. Information literacy/research skills are more narrow and linear in focus, and the models we studied often follow prescribed steps or stages – although some models are recursive. Inquiry learning covers a broad spectrum and is an open-ended process in which learning is more flexible.

Information literacy/research skills enable students to find and use information wisely; inquiry learning builds on that and challenges students to ask questions about the information they found. For example, students may ask: Is the information I found valid? Is it biased? How does it relate to my assignment? What conclusions can I make from this information? How do those conclusions change my initial thoughts on my topic? Can I apply what I learned to other situations? Students can construct new meanings from the knowledge they acquired by asking such questions. Inquiry is a never-ending process that readies students to become lifelong learners.

<span style="font-family: 'Arial','sans-serif';">Posted on 11/8/11

Reflecting upon the WebQuest assignment, I remember that during our first class you said that we would end up with a curriculum unit with information literacy embedded in it. I recall being overwhelmed by this idea and thinking that I was a long way away from being able to do that. However, the concepts taught in this course have been very incremental, with ideas building upon one another from module to module. And now I feel as though everything is starting to come together and make sense.

Doing the WebQuest assignment was very engaging. I enjoyed taking a topic and building a lesson around it; I also liked the Internet research component. Many of my friends have asked me recently what, if any, the role of a librarian will be in the future digital age. I tell them that librarians – especially school librarians – are needed now more than ever to help people sort through the vast amount of information available to them. I remind my friends of how it was 30 years ago when we were in middle school and had to research a topic: we went to the print encyclopedia, found a few non-fiction books on our topic, and maybe some periodicals. There wasn’t much information that was readily accessible, so we didn’t need to be taught how to use it judiciously. We were lucky enough to just find ANYTHING on our topic! But now, there is almost //too// much information available, and school librarians are essential to helping students find, evaluate and synthesize that information. A WebQuest is a great way to guide students through the Internet-resource jungle by using their information literacy skills.

Posted on 11/15/11

<span style="font-family: 'Arial','sans-serif';">Reflection on Chapters 2 and 4 of //Librarians as Learning Specialists//

<span style="font-family: 'Arial','sans-serif';">In Chapter 2, an important point the authors make is that no matter how you dress up or down the role of a school librarian, the end result must be increased student achievement. Though there may be confusion as to what exactly the roles of school librarians are, not to be forgotten is that librarians must first and foremost serve the students and improve the quality of their learning. It is up to each individual librarian to make certain that his or her role is pertinent (i.e., not a babysitting service for teachers during their planning periods) and relevant. School librarians are learning specialists and their varied titles –“library media specialist,” “teacher-librarian” or any other appropriate term – are irrelevant if the goal of that person’s job is to enhance student learning.

<span style="font-family: 'Arial','sans-serif';">Also in Chapter 2, the authors reinforce the point that it is student achievement that matters most when it comes to collaboration. The authors point out that it is the qualitative, not quantitative, role of the librarian that is most important, saying, “the goal is //not// to increase collaboration but to improve student performance” (p. 31). The authors also note regarding collaboration that “the focus should be on what the students need, not what the adults prefer” (p.33).

<span style="font-family: 'Arial','sans-serif';">In Chapter 4, the authors convey the value and necessity of assessment. I was interested to learn that assessment is a tool to motivate students; I had never really thought of it that way, even though I am a student now! Also, though it may not be apparent to students, assessment can really help them become better learners. Effective assessment takes tremendous time and effort on the part of teachers to not just give scores, but to provide and explain valuable feedback that can improve future student performance. Effective assessment also takes time and effort on the part of students, who need to understand the feedback. But is it worth that time and effort, as students can later apply what they learned in their assessments to real-world work situations.

<span style="font-family: 'Arial','sans-serif';">I always thought of assessment as mostly a classroom teacher’s job, but now I understand that it is very much in the purview of librarians as well. Librarians may not be grading student work, but they can evaluate it along with the teacher – collaboratively. In fact, in one of my library observations, I watched the librarian and the 7th-grade health teacher collaborate on a lesson plan. They had just finished teaching that lesson to all of the 7th-grade classes, but were redesigning it for the next set of classes in the following marking period. They told me they like to evaluate and tweak their lesson plans immediately after teaching them, even though the lessons will not be taught again for a few months, because it is fresh in their minds. Student assessment helped the librarian and teacher gauge their lesson and make the necessary changes to improve student learning. This is an example of how assessment is used not just to evaluate students’ work, but to help teachers with their own work.

<span style="font-family: 'Arial','sans-serif';">Also, I like how Chapter 4 discusses the AASL’s //Standards for the 21st-Century Learner// as it relates to assessment. This discussion makes what we have been learning this semester come full circle.

<span style="font-family: 'Arial','sans-serif';">Posted on 11/23/11

<span style="font-family: 'Arial','sans-serif';">Three ways to differentiate instruction in the school library:

<span style="font-family: 'Arial','sans-serif';">1. For a middle school social studies class, the librarian can have students look at different versions of the same database for online research. For example, higher-level students can use World Book Advanced to research a topic, while lower-level learners can use World Book Student. These online encyclopedias are identical in content, yet the Advanced edition features a more complex interface and more sophisticated search options.

<span style="font-family: 'Arial','sans-serif';">2. For a middle school English class doing a unit on memoirs, the librarian can make certain that he or she has pre-selected books on all reading levels. This could even include picture books if the content is advanced enough for the grade level and assignment. The librarian should be discreet in checking out such books to students so as not to make them feel inferior. This may require students to stop by the library during lunch or after school to retrieve their books, or the librarian can check the books out to the teacher who can in turn give them to the students.

<span style="font-family: 'Arial','sans-serif';">3. For a middle school science class, the librarian can arrange for students to work in groups, which will be organized by skill level. All students will learn the same curriculum, but the instruction will be differentiated. The librarian can give lower-functioning groups more individualized attention. The librarian can also assign different homework to the lower-level groups and use a variation of the assessment rubric used for the rest of the class.

<span style="font-family: 'Arial','sans-serif';">For all scenarios, it is important that the librarian collaborates closely with the classroom teacher before working with students, since it is that teacher who knows the students the best, thereby aiding in differentiating the instruction.

<span style="font-family: 'Arial','sans-serif';">Posted on 11/23/11

<span style="font-family: 'Arial','sans-serif';">What is the relationship between teaching information literacy skills and inquiry learning?

<span style="font-family: 'Arial','sans-serif';">Information literacy skills are one part of inquiry learning. With inquiry learning, students are expected to think about a certain topic, ask rigorous questions about that topic and add the new information they learn to what they already know to construct new meanings. Information literacy skills are part of inquiry in that those are the skills by which students can search the information universe, find the information they need and use it appropriately. In Stripling’s Model of Inquiry, I believe information literacy is part of the “investigate” stage, where students find and evaluate new information. Stripling herself says that “inquiry lies at the heart” of the AASL’s //Standards for the 21st-Century Learner,// which “broaden the concept of information literacy by incorporating the skills necessary for a more constructivist view of learning” (p. 50).

<span style="font-family: 'Arial','sans-serif';">Stripling, B. (2008). Inquiry: inquiring minds want to know. //School Library Media Activities Monthly//, XXV(1), 50-52.

<span style="font-family: 'Arial','sans-serif';">Posted on 11/23/11

<span style="font-family: 'Arial','sans-serif';">Reflection on Chapter 4 of //Information Power//

<span style="font-family: 'Arial','sans-serif';">The more I re-visit Chapter 4 of //Information Power,// the more it makes sense. Concepts that meant little to me a few months ago, such as information literacy, collaboration, assessment, inquiry and instructional design, now have significance in many ways. I have started to understand the importance of these concepts regarding the library media program and how they and other concepts all work together to form the //Information Power// logo.

<span style="font-family: 'Arial','sans-serif';">I mentioned this in an earlier reflection, but I am again struck by how //Information Power// is still relevant even though it is relatively old. The authors discuss the “explosion of electronic information resources” (p. 70), which 13 years ago pales in comparison to what is available electronically today, but their point is still valid: it is librarians who can take advantage of this technology to enhance teaching and learning. Another valid point that still endures is that librarians have a role like no other staff member in a school. It is up to them to make the most of their access to all teachers via collaboration and to utilize their access to all students to enhance student learning.

<span style="font-family: 'Arial','sans-serif';">Posted on 11/24/11

<span style="font-family: 'Arial','sans-serif';">My reflection for the week ending 12/1 is posted under the Assignment 4 tab.

For this reflection, I considered the library media specialist’s job in its entirety. A library media specialist wears many hats: teacher, leader, collaborator, advocate, technology specialist, curriculum designer, book lover – and anything else I left out! It has been interesting for me to see the progression of the roles of a LMS as we have been learning them throughout this course. We discussed leadership, advocacy, the models for teaching information literacy skills/critical thinking skills/inquiry, library evaluation according to the NYSED SLMPE rubric, and curriculum design. Each assignment has built on the previous one, which has helped me to see that none of the roles of a LMS occur in a vacuum.

Although I have worked in a school library for several years, it is only after spending dedicated time observing the librarians in action and doing the assignments for this class and LIS 622 that I realize how multi-talented a LMS must be. And if I am just recognizing that now, it makes me wonder what parents and other community members who spend little or no time in the library must think of the library program. This leads me to conclude that advocacy of the library program is a //huge// part of any school librarian’s job, though it may be one that is low on the priority list because it doesn’t impact student learning on a day-to-day basis. But advocacy (or, rather, a lack of it) could impact students on an even larger scale in that having no library program would negatively impact student learning.

<span style="font-family: 'Arial','sans-serif';">Posted on 12/11/11

WebQuest Self-Evaluation

The following self-evaluation is based on the rubric for the WebQuest:

I do not believe that I included essential questions in this WebQuest, so I would add those into the introduction section on a subsequent version.

I think my WebQuest connects to appropriate subject-specific academic standards and includes inquiry-based learning from the //Standards for the 21st-Century Lerner.// My WebQuest is interdisciplinary in that it involves science, English (writing material for the Power Point presentation); social studies (understanding the economic, social and political impacts of hydraulic fracturing); and technology (making the Power Point presentation).

I think my WebQuest provides meaningful, clear and engaging scenarios; however, I think I could improve on my WebQuest by refining the introduction to make it more personal. Instead of having the students as farmers who must decide whether or not to allow hydraulic fracturing on their land, which may not connect with them, I would have them have grandparents who are farmers. The students would be responsible for researching the topic to help their grandparents make a decision. Other students would have unemployed parents who would be able to find jobs working for the oil and gas companies, so those students would be in favor of hydraulic fracturing. And another group of students would be members of an environmentalist group that opposes hydraulic fracturing.

I believe my WebQuest provides learners with relevant and appropriate Internet resources that present multiple points of view. However, since the topic of hydraulic fracturing is so current and new information is published often, I would make sure that my Internet resources are up-to-date immediately before embarking on the WebQuest with students.

I think my WebQuest promotes creativity in that students are required to make an original Power Point presentation by using inquiry and applying critical-thinking skills to solve a problem and invent new solutions.

<span style="font-family: 'Arial','sans-serif';">Posted on 12/16/11