students, teachers, librarians: collaboration for a deeper understanding
TRANSCRIPT
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Students, Teachers, Librarians: Collabora6on to Deepen Understanding
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Choice
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Connec6ng with Students?
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Gathering Nuts and Cherry Picking
• Insert picture of a squirrel
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AASL Standards for the 21st Century Learner: Part 1
Inquire, Think Cri6cally, Gain
Knowledge
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Guided, Carefully Designed Framework
(Wolk 119)
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“Guided Inquiry requires careful supervision, ongoing assessment and targeted intervention by an instructional team of school librarians and teachers through the inquiry process that gradually leads students toward independent learning” --Kuhlthau 3
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“Teaching through inquiry cannot be taken lightly or planned quickly.... Inquiry -based teaching is collaborative, investigative and deeply intellectual” --Wolk
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“The big ideas are the critical knowledge about the topic- that the teacher believes must be understood for the students to have a truly educational experience” --Wolk 118
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Inquiry Commonalities
• Authenticity,
• Agency • Asking Questions • Investigations
• Real World Resources • Collaborative • Relevant • Deep Thoughtful Learning • Multiple Perspectives
• Dialogue and Discussion • Discovery
Wolk 118; Daniels and Harvey 7
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Vygotsky: Zone of Proximal Development
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The Librarian’s Role???
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Teachers are the primary architects
(Wolk Wolk 119
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Collabora6on
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Regardless of level, most school librarians plan with 20 % or fewer teachers.
(Farmer 42)
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What is Civil Disobedience?
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Six Topics
• Snapshot of libguides links-‐ what topics we used
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Brainstorming Criteria for Civil Disobedience
• Break unjust laws • Moral law trumps government • Direct ac6on • Personal sacrifice • Peaceful start • Can start small
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Applying the Criteria
• Library sample websites • Their own sources for their presenta6on • Others’ presenta6ons in Q&A
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Discuss Samples
• Vaccines • Treesieers
• Stage 1: Is it Civil Disobedience according to the criteria?
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Discussion Phase I: PETA
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Discussion Phase 2: Treehuggers
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Final Argumentative Presentation
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Objectives Met
• Clear understanding • Engagement
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Building Future Skills
• Research • Argument • Synthesis
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“Guided Inquiry requires careful supervision, ongoing assessment and targeted intervention by an instructional team of school librarians and teachers through the inquiry process that gradually leads students toward independent learning” --Kuhlthau 3
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Slow Reading
“People appear to perceive the printed-paper medium as best suited for effortful learning, whereas the electronic medium is better suited for fast and shallow reading of short texts such as news, e-mails, and forum notes.”
“Many features of hypertext resulted in increased cognitive load and thus may have required working memory capacity that exceeded readers’ Capabilities” --Mangen
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Collaboration Final Stages Ideas for Revision���
Discussion About Next Time
• Contemporary Examples • Option to choose topics—pros and cons
• Revisit changes from last year
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Other Examples of Inquiry in the Library
• What makes a good research source? • What is a good leader? • Devil’s Advocate Discussion as part of
Junior Research – training students to ask key questions of each other
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What makes a good research source from ProQuest?
Hypothetical question for practice: • What should be done about sex education in
the U.S. to help prevent Teen pregnancy?
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Small Group Discussion and Ranking
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Devil’s Advocate Discussion
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Inquiry Model: Extended Definition (sequence depends on students) ���
Interaction is KEY
• Involving Brainstorming Criteria • Applying that criteria • Ranking (or Defining) • Defending
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Gathering Nuts and Cherry Picking
• Insert picture of a squirrel
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Special thanks to
• Ana Peso, librarian, for her original photos • Stephanie Bieer, technology trainer, for her Powerpoint workshop for students and for her help with edi6ng videos
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Images • Inspira6on : hep://www.pics4learning.com/details.php?img=inspira6on.jpg • Squirrel: hep://www.flickr.com/photos/21404006@N00/55563478 • Louvre: hep://www.google.com/imgres?q=pyramid
+louvre&hl=en&biw=1598&bih=676&tbs=isz:l,iur:f&tbm=isch&tbnid=SZA8OXXIzkDPIM:&imgrefurl=hep://www.fotopedia.com/items/flickr-‐2542833066&docid=wDct71y9CUe5IM&imgurl=hep://i.images.cdn.fotopedia.com/flickr-‐2542833066-‐hd/World_Heritage_Sites/Europe/Western_Europe/France/Paris_Banks_of_the_Seine/Louvre_Palace/Le_Louvre.jpg&w=1624&h=1080&ei=HcumTqfDKqmLsgLF56TZDw&zoom=1&iact=hc&vpx=163&vpy=265&dur=634&hovh=96&hovw=144&tx=168&ty=76&sig=113340766523653825385&page=1&tbnh=96&tbnw=144&start=0&ndsp=12&ved=1t:429,r:0,s:0
• Zone: hep://www.flickr.com/photos/24044636@N00/3739906937 • Ghandi: hep://www.google.com/imgres?
q=gandhi&hl=en&sa=X&biw=1598&bih=676&tbs=isz:l,iur:f&tbm=isch&tbnid=WUkkLxvsZBsDkM:&imgrefurl=hep://www.fotopedia.com/items/flickr-‐4040002856&docid=s-‐ZC2MAoWGhofM&imgurl=hep://images.cdn.fotopedia.com/flickr-‐4040002856-‐hd.jpg&w=1440&h=1080&ei=Es2mTryBAu-‐GsALG4uXdDw&zoom=1&iact=hc&vpx=686&vpy=368&dur=290&hovh=194&hovw=259&tx=127&ty=123&sig=113340766523653825385&page=2&tbnh=128&tbnw=162&start=27&ndsp=26&ved=1t:429,r:20,s:27
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Works Cited
• "ALA | AASL Standards for the 21st-Century Learner." American Library Association. Web. 21 Oct. 2011.
<http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm>.
• Farmer, Lesley. "SLJ's Spending Survey." School Library Journal Mar. 2011: 42-47. Print.
• Gordon, Carol. "Empowering Learners: Unpacking the Guidelines." AASL National Conference. Charlotte,
NC. Nov. 2009. Lecture.
• Harris, Frances Jacobson. "Not Fade Away." School Library Journal (August 21, 2011): 26-29. Print.
• Harvey, Stephanie, and Harvey Daniels. Comprehension & Collaboration: Inquiry Circles in Action.
Portsmouth, NH: Heinemann, 2009. Print.
• Kuhlthau, Carol Collier, Ann K. Caspari, and Leslie K. Maniotes. Guided Inquiry: Learning in the 21st
Century. Westport, CT: Libraries Unlimited, 2007. Print.
• Lance, Keith Curry, and Linda Hofschire. "Something to Shout About." School Library Journal Sept. 2011:
28-33. Print.
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Works Cited (p. 2)
• Mackey, Thomas P., and Trudi E. Jacobson. "College Teaching." College Teaching 53.4 (2005): 140-45. Print.
• Mangen, Anne. "Why Bother with Print? Some Reflections on the Role of Fixity, Linearity and Structure for
Sustained Reading." Speech. The Unbound Book Conference. Amsterdam/Dem Haag. 19 May 2011. Web. 25
Oct. 2011. <http://e-boekenstad.nl/unbound/wp-content/uploads/2011/05/1.Mangen-rev-Hague-
May-20.pdf>.
• Newkirk, Thomas. "The Case for Slow Reading." Educational Leadership 67.6 (2010): 6-11. Print.
• Purcell, Melissa. "After Ten Years, National Board Certification Has Proven That It Is Not a Passing Fad in
the the Library Media Field." Library Media Connection Oct. 2011: 15-17. Print.
• Rushkoff, Douglas. ""We Interrupt This Program"" School Library Journal Feb. 2011: 30-32. Print.
• Stafford, Tish, and Jennifer Stemple. "Expanding Our Understanding of the Inquiry Process." Library Media
Connection 30.1 (2011): 34-37. Print.
• Wolk, Steven. "School As Inquiry." Phi Delta Kappan 90.2 (2008): 115-22. Print.