A Leadership Opportunityfor School Librarians

Judi Moreillon, M.L.S., Ph.D.School of Library and Information Studies

Texas Woman’s Universityjmoreillon@twu.edu

https://flipped-library.wikispaces.com

The

If students cannot make sense of text,

can they become information literate lifelong learners?

Reading ComprehensionStrategies

InquiryLearning

Created at Cacoo.com

Definition: The “flipped library”:

Responds to the need for 24/7 access to resources.

Gives students, colleagues, administrators, and families opportunities and the responsibility for independent learning.

Curation

as Collection Development

Internet pathfinders, LibGuides, LiveBinders

Tutorials

Book trailers and other readers’ advisory resources

Inservice presentations

Links to databases, other libraries’ Web sites, and resources, resources, resources…

Now what?

What does the research say about how school librarians contribute to student achievement?

What does your experience tell you? How will you use your face time with

students and classroom teachers?

“The greatest asset any library has is a librarian” (Lankes 29).

http://animoto.com/play/E3Vmk861WPIKbSmNQ83Hqg

Evidence FOR Practice

• Research in eighteen states and one Canadian province shows

• that well-funded, professionally-staffed school library programs based on

• classroom-library collaboration correlate positively with student achievement, particularly in reading (Library Research Service 2012).

Evidence FOR Practice

• The Texas School Libraries: Standards, Resources, Services and Students’ Performance

•

• study showed that collaboration between school librarians and classroom teachers and school librarians who provide

• instruction to students

• and inservices for teachers have a positive correlation with student achievement (Smith 2001).

Evidence FOR Practice

• Pennsylvania School Library Project

•

• The overall findings fit with research we’ve seen in other states—

• access to a full-time, certified school librarian significantly impacts

• students achievement in reading (Kachel 2012).

Evidence FOR PracticeSchool librarians have the greatest impact on student

achievement when they practice

coplanning, coteaching, teaching ICT (information and communication

technology), and providing inservice workshops. These are among the library predictors of students’

academic achievement on standardized tests, particularly in reading and language arts (Achterman 2008, 62-65).

By definition: The “flipped library”: Frees up the librarian’s

school-hours time to

coplan and coteach, support and monitor, intervene in student learning

experiences, and practice job-embedded

professional development.

Alignment

Guided Inquiry Reading Comprehension Strategies

• EEI - Motivation• Activating Background Knowledge• Building Background Knowledge• Questioning• Determining Main Ideas• Drawing Inferences/Synthesizing• EEI – Assessment/Reflection• (Moreillon 2007, 2012)

• Open• Immerse• Explore• Identify• Gather• Create and Share• Evaluate and Reflect• (Kuhlthau 2007, 29)

Plus: Using sensory images and fix-up options throughout the process

ELA-R TEKS

Reading/Inquiry Standards Example: 2nd Grade

§110.13.b.(3)

Reading/Beginning Reading Strategies

(B)  ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text.

ELA-R TEKS

Reading/Inquiry Standards Example: 3rd Grade

§110.14.b. (2)

Reading/Beginning Reading Strategies

(C)  establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

ELA-R TEKS

Reading/Inquiry Standards Example: 5th Grade

§110.16.b. (11) 

Reading/Comprehension of Informational Text/Expository Text Students analyze, make inferences and

draw conclusions…  (A) Determine the facts in text and verify them

through established methods.(E) Synthesize and make logical connections

between ideas within a text and across two or three texts representing similar or different

genres.

All of photographs, examples, and testimonials used in this presentation were provided by classroom teachers and school librarians who cotaught lessons from Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact (Moreillon 2007). All images and testimonials are used with permission.

How could this coteaching strategy benefit you and your students?

One educator reads a text; the other records students’ ideas.

How could this coteaching strategy benefit you and your students?

Educators model the learning tasks with small groups.

How could this coteaching strategy benefit you and your students?

Educators provide think-alouds with the goal of showing a diversity of responses.

How could this coteaching strategy benefit you and your students?

Educators demonstrate cooperative learning, discussion procedures, and debating techniques.

How could this coteaching strategy benefit you and your students?

Educators jointly monitor small group or independent practice.

How could this coteaching strategy benefit you and your students?

Educators provide reading or writing conferences with individual learners or small groups.

What is the greatest resource any library has?

If students cannot make sense of text,

can they become information literate lifelong learners?

Reading ComprehensionStrategies

InquiryLearning

Using Fix-up Options:

The Elephant’s TrunkElementary Example

Read the Signs

Animoto Video Slow Side

The Metaphor of the Elephant

Research-based Instructional Strategies

(Marzano, Pickering, and Pollock)

The Metaphor of the Elephant

Activating and Building Background Knowledge

• Text-to-self

• Text-to-text

• Text-to-world Connections

The Metaphor of the Elephant

Using Sensory Images

Engage all five senses in “visualization”

The Metaphor of the Elephant

Questioning• Monitor comprehension through questioning

• Question the text and the author

The Metaphor of the Elephant

Making Predictions and Drawing Inferences

• Propel through the text

• Interpret text and make meaning

The Metaphor of the Elephant

Determining Main Ideas

• Sorting and prioritizing

• Main ideas and supporting details

The Metaphor of the Elephant

Using Fix-up Options

16 ways for readersto regain comprehension

The Metaphor of the Elephant

Synthesizing

Making meaning from multiple resources

Using Fix-up Options:

The Elephant’s TrunkElementary Example

Read the Signs

Animoto Video Slow Side

Process

Reread.

Stop and think.

Talk aloud with your partner(s).

Mark your organizer.

Read on.

Job-embedded Professional Development

Integrating the print and online resources

of the library into the classroom curriculum by:

1. Coplanning and coimplementing lessons and units of instruction

2. Coassessing student learning outcomes

3. Sharing expertise with technology tools integration in order to impact teachers’ teaching

TEKS – AASL Standards for the 21st-Century Alignment Wiki

Sample Lesson Plans

2nd Grade: Whose Lucky Day Is It?

http://teksalign.pbworks.com/w/page/58121567/2_3_A

7th Grade: Drawing Inferences Using Visual Literacy

http://teksalign.pbworks.com/w/page/60169454/7_10_D

Storytrail.com

Contribute to the site and earn a badge:

1.Coteaching Photograph(s)

2.Sample Student Work

3.Classroom Teacher, School Librarian, or Principal Testimonials

See the wiki for more information.

A ripple? Or a wave? It’s up to us!

Works Cited

Achterman, Doug. Haves, Halves, and Have-nots: School Libraries and Student Achievement in California. Diss. University of North Texas, 2008. Denton, Texas: UNT Digital Library. Web. 9 Jul. 2012. <http://digital.library.unt.edu/ark:/67531/metadc9800/m1/1/>.

Biancarosa, Gina, and Catherine E. Snow. Reading Next—a Vision for Action and Research in Middle and High School Literacy: A Report to the Carnegie Corporation of New York. 2nd ed. Washington, DC: Alliance for Excellence in Education, 2006.

"College Readiness Benchmarks Over Time." The Condition of College & Career Readiness 2012. N.p., n.d. Web. 27 Oct. 2012. <http://www.act.org/research/policymakers/cccr12/readiness2.html>.

Coteaching Photographs. All Used with Permission. ©2012 Judi Moreillon

Lankes, R. David. The atlas of new librarianship. Cambridge, MA: The MIT Press, 2011. Print.

Library Research Service. School Library Impact Studies, 2012. Web. 29 Oct. 2012. <http://lrs.org>.

Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007. Print.

Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012. Print.

"PA School Library Project." N.p., n.d. Web. 29 Oct. 2912. <http://paschoollibraryproject.org/home>.

Smith, Ester G. Texas School Libraries: Standards, Resources, Services and Students’ Performance, 2001. Web. 29 Oct. 2012.

http://animoto.com/play/E3Vmk861WPIKbSmNQ83Hqg