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How to teach text structures for better reading comprehension and improved retention. Teachers of history, science, and other subjects are now expected to weave literacy instruction into their teaching of content. But how should they do that? What are the most effective ways to help students learn to read challenging content-area texts? This article breaks down the research behind explicit teaching of text structures and includes a video that shows how to do it (Great for content-area literacy)

"Interesting post looking at what "student-centered learning" means in a modern classroom"

"A list of the best 4 web tools for creating screenshots. Besides being free, these tools are very simple to use and are also student friendly. They will allow you to  capture your screen, crop and annotate your pictures using  arrows, colours, shapes, text and many more." It is always great to have visuals as part of any explanation to students (or for them to use as well)> These 4 are briefly explained and look easy to use.

A presentation for the Independent School Library Exchange of Southern California by Buffy Hamilton.  The slides in this post are from her presentation about the possibilities for makerspaces and school libraries. " Please note all links referenced in the session are live and accessible via the SlideShare post below"

An annotated list of tools that have application in schools. They are not oragnized in any particular way. Many I know but there are some new ones here that sound interesting.

"Using tech tools that students are familiar with and already enjoy using is attractive to educators, but getting students focused on the project at hand might be more difficult because of it" Interesting discussion and results of some research about the value of /success with multitasking. Steps you can take to aid focus also looked at.

The library now also has reading lounge areas with comfortable modular seating, as well as tables with chairs and stools that students are free to move around; two music studios; a HackerSpace (with high-tech equipment such as a microscope, 3D printer, gaming hardware and software, and a green screen for filming) and a Maker Space that also houses a 3D printer and serves as a "hands-on" craft room where old technology can be disassembled and re-configured with other materials. In short, the Monticello Library Media Center has become a "Learning Commons."

The post offers a self-assessment survey, created for students and educators, which provides questions that address short- and long-term goals. In doing so, it provides a framework for metacognition (thinking about our thoughts) and helps us each to clarify, reflect on, and prioritize our feelings, actions, and behaviours.

"Part of a series devoted to facilitating proper student internet interaction in the classroom. This classroom might be 1 to 1 or might be using technology to leverage student centered learning. In this post I would like to discuss ten important ideas to consider when using internet resources and tools in the classroom."

"This website chronicles the transformation of the NCSSM library into a Learning Commons, 2012-2014, and is a session presentation at the  North Carolina School Library Media Association's (NCSLMA) annual conference, October 10-11, 2014 "

"A free tutorial - to learn how to use information correctly to create quality content while protecting others' intellectual property."

"Teacher-librarians employ their unique expertise as they walk students through the learning library and demonstrate how to navigate databases and locate resources. They also sharpen research skills by helping students understand the validity of information and evaluate it by recognizing bias and persuasion in various sources. If teachers are open to it, the teacher-librarian can become a valuable support for teacher practice and student academic growth."

Code the Future is a global community of volunteer developers and educators providing opportunities for students of all ages, in schools of all locations to learn how to code.

HyperDocs are perfect opportunities to grow teacher librarian/ classroom teacher partnerships. A true extension of what TLs do or should be doing in a hyperlinked information landscape, HyperDocs are all about curation and collaboration, instruction based on engaged inquiry, as well as our mission to inspire learning communities to think, create, share and grow.

HyperDocs are perfect opportunities to grow teacher librarian/ classroom teacher partnerships. A true extension of what TLs do or should be doing in a hyperlinked information landscape, HyperDocs are all about curation and collaboration, instruction based on engaged inquiry, as well as our mission to inspire learning communities to think, create, share and grow.

"It's important to discuss media literacy and help your students learn to separate fact from fiction so they can be informed, empowered citizens."

"Those who do not learn how to utilize social media strategically run a great risk of encountering obstacles when seeking employment or admission. Research has been clear that social media can serve important professional purposes, such as personal branding, self-promotion ad impression management (Chen, 2013; Jackson & Lilleker, 2011; Labrecque et al., 2011; Zhao et al., 2013), and we encourage its intentional positive use. We suggest that all youth (and young adults!) work extra hard to do great things at school and in their community (e.g., making the honor roll, volunteering, extra-curricular activities, etc.) so that when one does search for them, they find evidence of hard work, integrity, and civic-mindedness."

This revised edition includes five new studies (Colorado 2012, Kansas 2012, New Jersey 2011, New York 2012, and Pennsylvania 2012). However, the Delaware, New Jersey, and New York studies are continuations of research cited in the first edition. Using smaller samplings of surveys or focus groups, these studies drill down into particular aspects of school library programs, such as what quality programs look like, what effective school librarians do and their dispositions. They also seek to learn what stakeholders-teachers, school administrators, librarians, students, and parents-value and think about the relationship between school library programs and student academic success.