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" "We are excited to be able to provide this resource to schools across New York State, and believe it is the most accurate tool available for evaluating school librarians," stated NYLA Executive Director Jeremy Johannesen. The "School Librarian Evaluation Rubric" can be found online on the SED website at: http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/nyla-rubric.pdf The new evaluation instrument is aligned with Charlotte Danielson's Enhancing Professional Practice, the NYS School Library Program Evaluation Rubric tool, and goals of the Common Core Standards to increase rigor, relevance, and college and career readiness."

This rubric aligns Charlotte Danielson's Enhancing Professional Practice Library Program Evaluation Rubric Tool, the goals of the Common Core Standards and NYS Teaching Standards

Infographic to support critical evaluation of scientific reporting

Interactive tutorial from Rutgers University for students covering these areas: Selecting a topic, finding sources, selecting keywords, identifying citations, evaluating sources. Includes database searching using example of EBSCO, importing citations with RefWorks.

"Project-based learning (PBL) is a method used to cultivate learning and teach students 21st century skills. The idea is "built upon authentic learning activities that engage student interest and motivation," and "generally reflect the types of learning and work people do in everyday world outside the classroom" (pbl-online.org). During project-based learning, students are approached with a complex question, problem, or challenge, which they respond to through a lengthy process of analysis and reflection. These projects are carefully planned, managed, and evaluated-and in the end students have created a high-quality, meaningful product."

All about online search How to read a webpage Evaluate a webpage - practice Google search tips Judging online information

"the new curation tools present an exciting new genre of search tool, a tool for scanning the real-time environment, as well as opportunities for evaluating quality and relevance in emerging information landscapes."

"Our 'digital natives' may be able to flit between Facebook and Twitter while simultaneously uploading a selfie to Instagram and texting a friend," state the researchers from the Stanford History Education Group. "But when it comes to evaluating information that flows through social media channels, they are easily duped."

"As a school leader who recently sold my community on the importance of moving to a one-to-one environment where every student has access to a web-based device, I believe strongly that our students will be more literate than students in other schools who do not have access to web-enabled devices. A look at the world outside of our schools and the technological resources being accessed in so many professions that allow people to work "smarter" is a clear indication of the track that our students need to be on in order to be able to function in the "real world." The biggest stumbling block in schools even if we can get the devices is the proficiency level of the adults in the building in utilizing the technology resources effectively. This is not meant to be an indictment of educators, but it is a critical question that we all have to look at, assess, and then move forward. Technological tools/resources can assist educators in some of our biggest undertakings (i.e. common core standards integration, teacher evaluation, providing relevant professional development, etc.). However, because so many educators in schools are not comfortable with the most modern literacy skills we are not able to make better progress."

The Internet is a swelling ocean of information. Navigating through the steady flow of that information ocean can be hazardous. This is certainly true of a student who is not information fluent. The driving question is what are some smart online research strategies? Luckily this falls within the realm of the Essential Fluencies, namely Information Fluency. This involves the 5As process: Asking the right questions Acquiring the knowledge Analyzing the content for relevancy and credibility Applying the knowledge to our use Assessing the effectiveness of our message