Merrily's Diigo

helping to buck the librarian-as-book-clerk-only stereotype

Q:How are the CCS similar to or different from other standards? A: To begin with they are clearer. They are the big picture of what people agree students are expected to learn. They are the essential skills that everyone agrees on. They are broad and designed so that states can tweak them

The CCS are not the only things that we teach, but they are the essential things we need to teach. Most states have taken the option of adapting fifteen percent of the CCS for their state.

With these standards, students will be given clear criteria for advancing to the next grade. As they make progress, they can expect to graduate from high school prepared to succeed in college credit courses or in the workforce.

Q: What do the standards mean for students, for teachers?

track progress of students from Pre-K through post secondary and possibly into the workforce.

CCS standards give them targets.

administrators to identify and measure what successful teaching looks like

help inform administrators about the quality of teacher preparation programs since we only want the best and the brightest teaching our children. This may ultimately have an effect on the quality of programs at academic institutions.

Q: What do school librarians need to understand about the standards? A: Reading is at the core of the CCS

librarians to collaborate with teachers to identify literature and text for students to read in the content areas?

Librarians need to be the gurus of CCS. They need to know the CCS inside out. These standards are interdisciplinary, and it is school librarians who can help teachers make connections among courses. It seems to me that the role of school librarians, more than ever, is one of leader, designer, and educator. They will need to insert themselves on curriculum committees, department meetings, grade level, and team meetings with the focus being how the library can connect all of the disciplines. With the CCS, school librarians can have new power.

“information literacy”

Seven key points describe what it takes for a student to be college and career ready under the CCS: students demonstrate independence; build strong content knowledge; respond to demands of audience, task, purpose, and discipline; comprehend as well as critique; value evidence; use technology and digital media strategically and capably; and come to understand other perspectives and cultures. This describes the heart of what school librarians do on a daily basis.

Q: Do school librarians have something to be afraid of? A: Yes, if they do not embrace CCS they are likely to be left out and behind.

make sure that they are seen as teachers and educators not just book purveyors.

Q: What should school librarians be doing to be a part of the conversation? A: School librarians have to know and understand CCS and not stay back and wait to be asked to help or participate.

work with teachers on their standards, not separate library standards.

Q: Does that mean that professional development for school librarians needs to emphasize collaboration and strategic planning for student learning? A: Yes, if you mean that school librarians have to speak the same language and have the same learning goals as classroom teachers. Everyone in the school must focus their energy on the achievement of the CCS.