The Key to Maximizing Your Impact on Student Achievement

The Key to Maximizing Your Impact on Student Achievement

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

Texas Woman’s Universityjmoreillon@twu.edu

https://flipped-library.wikispaces.com

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 Virtual Collection Development

Students’ and teachers’ products 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…

Self-Assessment

1. Leader

2. Instructional Partner

3. Information Specialist

4. Teacher

5. Program Administrator

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Instructional Partner

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

school-day hours to

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

experiences, assess student learning outcomes, and practice job-embedded professional

development.

“The greatest asset any library has is a

librarian” (Lankes 29).

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?

Evidence FOR Practice

Creating 21st-Century Learners: A Report on Pennsylvania’s Public School Libraries

• 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 (PA School Library Project 2012).

Evidence FOR Practice Creating 21st-Century Learners: A Report on Pennsylvania’s Public School Libraries

•

• “The librarian collaborates closely with classroom teachers in every subject area to teach students everything from making sense of the information they gather to collaborating with other students to create new knowledge” (PA School Library Project 2012).

CCSS

College and Career Readiness Anchor Standards for English Language Arts

Key Ideas and Details: 1.Read closely to determine what the text says explicitly and to make logical inferences from it [the text plus background knowledge]Comprehension and Collaboration: 2.Integrate and evaluate information presented in diverse media and formats.

CCSS

College and Career Readiness Anchor Standards for English Language Arts

Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print/digital sources, assess the credibility/accuracy…

Standards, Processes, and Applications

– Sit in groups of six or seven.– Shuffle and deal the puzzle parts.– Take turns reading each puzzle part.– Determine a keyword or keywords.– Discuss as a group in which column this piece fits.

– Place the piece on the board under CCSS, AASL Standards, Inquiry, Reading, or Applications

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A Word about Inquiry and Reading

Inquiry Reading Strategies

Motivation/Negotiation Activating or Building Background Knowledge

Plan/Formulation Questioning

Investigation Determining Main Ideas

Construction Making Predictions and Drawing Inferences

Presentation Synthesizing

Evaluation/Reflection Defining/Refining the Purpose for Reading

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Standards, Processes, and Applications

– Sit in groups of six or seven.– Shuffle and deal the puzzle parts.– Take turns reading each puzzle part.– Determine a keyword or keywords.– Discuss as a group in which column this piece fits.

– Place the piece on the board under CCSS, AASL Standards, Inquiry, Reading, or Applications

20

http://animoto.com/play/XGIyUfLHY32MGpDQdj6vKA

What’s the greatest resource any library has?

23

PIECES OF THE COMMON CORE STATE STANDARDS

COLLEGE AND CAREER READINESS STANDARDS

Scrabble Image by Nick Vitale. Used with permission.

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

Created at Wordle.net

Created at Wordle.net

Coteaching Published Lesson Plans

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http://storytrail.com

Team Teaching Strategies

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

Jointly model the learning tasks.

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

Demonstrate cooperative learning, discussion procedures, and debating techniques.

Kindergarten Teacher and Teacher-LibrarianGrand Canyon School, Grand Canyon, Arizona

Using Sensory Images: Emerging Lesson(http://storytrail.com/Impact/Chapter_4/main1.htm)

Nancy to Kelley:Please remember to save some of the student

work... THANK YOU for being willing to do this with me!!

Kelley to Nancy:I am saving the work. We can go over them together if you would like with the rubric. Whew! What a project!

Nancy to Kelley:So - I guess the question is - was it a project worth repeating next year??

Using Sensory Images: Emerging Lesson(http://storytrail.com/Impact/Chapter_4/main1.htm)

Kelly to Nancy:Yes, it will be very worth repeating next year and especially using it during the 5 senses PYP

[Primary Years Program of International Baccalaureate] planner. We could go really far with it and I could do much more ocean theming up to that point.

Nancy to Judi:Success! Here's a side tidbit: I went into the speech therapist's office, and she had been working with a student from Kelley's class & saw what we were doing. So she continued with the theme during speech class! Yahoo! It's catching!

Kinder-First Grade Classroom Teacher and Librarian

Monarch Academy in Oakland, California

Using Background Knowledge: Emerging Lesson (http://storytrail.com/Impact/Chapter_3/main1.htm)

Melanie to Keisa:

Having two teachers made the lesson more dynamic for the children. While the children needed a lot of support to fill out the Venn diagram, I think it’s an excellent way to introduce a new complex skill. The small groups made it easy for all kids to get plenty of support. I am ready to collaborate with you again!

First-grade Classroom Teacher and LibrarianLela Alston Elementary School, Phoenix, AZ

Making Predictions: Emerging Lesson (http://storytrail.com/Impact/Chapter_6/main1.htm)

Pamela to Judi: This was Rita’s first time using the media

document projector with an LCD projector and [an interactive whiteboard]. She was pretty excited about that! I felt like our coteaching helped her take that risk.

Third-grade Classroom Teacher and Librarian

P.S. 88, Bronx, New York

Using Fix-up Options: Advancing Lesson(http://storytrail.com/Impact/Chapter_8/main2.htm)

Pauline to Judi: The collaboration proved not only to be

successful for this project but collaboration in general. I

am new to the school and the teachers have never used the library or LMS [teacher-librarian] before. Two years ago the library was in the hallway. Now I have the entire third grade collaborating with me on their non-fiction units. I want to thank you for allowing me this opportunity to show the school how worthwhile the library can be (March 2007).

Using Fix-up Options: Advancing Lesson(http://storytrail.com/Impact/Chapter_8/main2.htm)

Pauline to Judi:

Five months later, Pauline wrote: “Because the unit last year was so successful, the principal gave me an entirely flex schedule this year” (August 2007).

Librarian and Fourth-grade Classroom TeacherRuth Powell Elementary, Safford, Arizona

Questioning: Advancing Lesson(http://storytrail.com/Impact/Chapter_5/main2.htm)

Sue to Judi: I feel this experience [of coteaching] has gone a

long way toward advancing our relationship into a more collegial, collaborative one. During our reflections, Kylee indicated a definite interest in attempting more collaborative projects…

In addition, Kylee has become an advocate for the collaborative process by telling others of our success. I think our relationship will continue to evolve and develop.

Questioning: Advancing Lesson(http://storytrail.com/Impact/Chapter_5/main2.htm)

Sue to Judi:

My unique contributions [to the collaboration] were

keeping the lines of communication open and working out the logistics of delivering the lesson including gathering the materials, resources and equipment that made it run smoothly. From Kylee I learned that you have to be specific when proposing a project like this so that the other person knows what is expected. It turns out that Kylee wasn’t averse to teaching collaboratively; she just didn’t understand what was involved…

Second-grade Classroom Teacher and LibrarianAnthem School, Anthem, Arizona

Using Background Knowledge: Advancing Lesson (http://storytrail.com/Impact/Chapter_3/main2.htm)

Melody to Judi:

The lessons went great. I had never cotaught with this teacher. She came from California where the schedule was fixed and they just dropped their kids off with the teacher-librarian. This was new to her, and we both had a great time. This is something we want to do more often. The teacher loved teaming with me, and the kids learned a lot and had fun.

5th-grade Classroom Teacher and LibrarianP.S. 347, New York, New York

Questioning: Advanced Lesson(http://storytrail.com/Impact/Chapter_5/main3.htm)

Sara to Judi:

I must admit that it is hard for me to give teachers the lesson plan in advance; I often end up teaching it myself. Using published lessons helps me manage my time better. The lessons also give me strategies for involving the classroom teacher during any lesson I teach.

Questioning: Advanced Lesson(http://storytrail.com/Impact/Chapter_5/main3.htm)

Sara to Judi:

It was exciting when I saw that the students chose Amelia and Eleanor Go for a Ride as one of their top ten favorite books of the year. I think it was because we went really deep in the lesson. We studied that book; it lingered in their minds.

Contribute to either site and earn a badge:

1.Coteaching Photograph(s)

2.Sample Student Work

3.Classroom Teacher, School Librarian, or Principal Testimonials

See my Web site for more information: http://storytrail.com

A ripple? Or a wave? It’s up to us!

Works Cited

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>.

Common Core State Standards. College and Career Readiness Anchor Standards for English Language Arts in K-5 and 6-12. 2011. Web 20 Apr. 2013. <http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf>.

Coteaching Photographs and Testimonials. All Used with Permission. ©2013 Judi Moreillon

Lankes, R. David. The Atlas of New Librarianship. Cambridge, MA: The MIT Press, 2011. Print.

Moreillon, Judi. Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2013. Print.

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

PA School Library Project. “Creating 21st-Century Learners: A Report on

Pennsylvania’s Public School Libraries. Oct. 2012. Web. 20 Apr. 2013. <http://tinyurl.com/PAstudy2012>.