mc school library (middle/high school)
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MC SCHOOL LIBRARY
Elizabeth Gartley7 January 2015
Resources and Services:Middle and High School
PART I RESOURCES
MC SCHOOL LIBRARY RESOURCES
Print & ebooksNonfiction Books
Picture BooksEBSCO Host
Spanish Language BooksDominican Resources
Web ResourcesReference
Series BooksGraphic Novels
Middle & YA Fiction
Maps and PostersTeacher ResourcesDVDs
For Students For Teachers
ESBCO Host
PROFESSIONAL RESOURCES
MAPS
DVDs
FOLLETT DESTINY
Destiny Quest
mcschool.follettdestiny.com
eBOOKS
wbb50006.follettshelf.com
BryteWave K—12
THE CASE FOR COMIC BOOKS
Professional organizations including
ALA, AASL, and NCTE have recognized
the role of comics and graphic novels
in promoting literacy.
Studies have shown that comic book
reading is just as effective for reading
comprehension and vocabulary growth.
On average, comic book readers read
more than non-comic readers.
Sources:Getting to Know Graphic Novels, Knowledge Quest, 41(3).The Power of Reading: Insights from the Research by Stephen KrashenThe Case for Graphic Novels in Education by Jesse Karp in American Libraries, July/August 2011.
“While most of my classmates were struggling with See Spot Run, I was reading Superman. I knew what indestructible meant (and could spell it).”
THE CASE FOR COMIC BOOKS
Jim Shooter, former editor-in-chief of Marvel
THE CASE FOR COMIC BOOKS
PART II SERVICES
THE MISSION OF THE SCHOOL LIBRARYis to prepare students to be effective and ethical users and creators of information and to nurture students as lifelong learners.
This mission is achieved through...
SCHOOL LIBRARY
PROGRAM
Access to information
Instruction
Teacher collaboration
Professional development
Tech
Reading promotion
Why do we have students “do” research?
INFORMATION LITERACYis knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.
AASL Standards for the 21st-Century Learner
Learners use skills, resources, & tools to:1: Inquire, think critically, and gain knowledge2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.3: Share knowledge and participate ethically and productively as members of our democratic society.4: Pursue personal and aesthetic growth.
Photo credit: Sara Oremland, 2013. Art credit: Senior Leann Skallerud, 2013.
Barbara Stripling, 2008
Cycle of Inquiry
Connect
Speculate
Investigate
Frame
Express
Reflect
CONNECT
Access prior knowledge, “Pre-search,” make personal connections
• Read an article• Read a story• Make annotations• Watch a video• Share personal
experiences• Brainstorm ideas• Discuss a new topic
in class
Image: Tawna Robinson
SPECULATE, INVESTIGATE, and FRAME
ACTIONS
Take notes Brainstorm possibilities
Make predictions
Identify information resources
Draw conclusions Pose a hypothesis
Organize information Define the problem Create an outline
Brainstorm keywords Develop a thesis statement
Develop a researchquestion
Evaluate resources Examine data Design an experiment
SPECULATE, INVESTIGATE, and FRAME
SPECULATE INVESTIGATE FRAME
Make predictions Take notes Organize information
Pose a hypothesis Brainstorm keywords Create an outline
Develop a research question
Identify information resources
Develop a thesis statement
Brainstorm Evaluate resources Examine data
Define the problem Design an experiment Draw conclusions
EXPRESS
• Teach a lesson• Give a presentation• Make a brochure• Organize a
demonstration• Create a visual display• Make charts, graphs, or
an infographic• Design a website• Create visual art
Express new knowledge, share ideas, apply new understandings
Flickr: KOMUnews
REFLECT
Reflect on new learning, reflect on learning process
• Ask new questions• Self-assess work• Journal• Identify new areas
of inquiry• Prepare for new
learning
Flickr: erink_photography (Erin Kohlenberg)
QUESTIONS?
THANK YOU
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