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Jennie Bales

Standards Framework - National School Library Standards - 11 views

standards.aasl.org/framework

information literacy standards advocacy ETL401 ETL504 assessment collaboration teacher librarian

shared by Jennie Bales on 19 Jun 18 - No Cached
  • Jennie Bales on 19 Jun 18
     
    The AASL Standards framework reflects a comprehensive approach to teaching and learning by demonstrating the connection between learner, school librarian, and school library standards. Three sets of standards (Learner, School Librarian, and School Library) make up the AASL Standards Integrated Framework featured within the National School Library Standards. Use the resources here to familiarize yourself with the structure and get started using the standards in your practice.
Jennie Bales

Leading Change in Schools for 21st Century Teaching and Learning - 14 views

www.rubicon.com/lead-change-management-schools

leadership change ETL504 future 21C transition schools principal

shared by Jennie Bales on 13 Jul 19 - No Cached
  • Jennie Bales on 13 Jul 19
     
    "Current education is calling on schools to transition into a new paradigm of learning. We can see this in the challenges given through current standards (e.g., Common Core State Standards, Next Generation Science Standards, and International Standards for Technology in Education), the demands of the work place, the complexity of the world, and lack of effectiveness of the "stand and deliver" method of teaching. 21st century teaching and learning is this new paradigm that is trying to create students that will be problem solvers and critical thinkers. Our society is changing at such a rapid pace; we, as educators, are preparing students for jobs that don't exist yet. This means we have to change how we teach and how we lead our schools."
Judy O'Connell

Professional standards: the evidence - 6 views

www.slideshare.net/...ssional-standards-the-evidence

teacher librarian professional development standards

shared by Judy O'Connell on 08 Mar 13 - No Cached
  • Judy O'Connell on 08 Mar 13
     
    "This presentation for school library professionals provides an update on what Australian school library professional associations are doing in preparing for the introduction of national professional teaching standards and identifying ways in which teacher librarians need to think differently, act differently and learn differently."
Jennie Bales

Leading Learning - 4 views

clatoolbox.ca/...llsop.html

ETL504 leadership school libraries learning commons standards 21C digital literacy change teacher librarian

shared by Jennie Bales on 28 Sep 15 - No Cached
  • Jennie Bales on 28 Sep 15
     
    Leading Learning: Standards of Practice for School Library Learning Commons in Canada, 2014 presents a model for the development and implementation of the school library as a library learning commons. It provides educators with a common set of standards of practice for moving forward. This publication offers a vision and provides practical approaches for all those engaged in creating successful 21st century school libraries in Canada. Downloadable pdf
Jennie Bales

Outline of Guidelines | American Association of School Librarians (AASL) - 3 views

www.ala.org/...outline

school libraries 21C leadership vision teaching inquiry learning design Standards AASL change

shared by Jennie Bales on 07 Oct 14 - No Cached
  • Jennie Bales on 07 Oct 14
     
    An exemplary school library meets all of the guidelines areas in this broad, general outline.
Judy O'Connell

School libraries and student achievement infographic - 9 views

www.lrs.org/...school_library_impact.jpg

school libraries advocacy achievement research Infographics literacy

shared by Judy O'Connell on 05 Mar 13 - No Cached
  • Judy O'Connell on 05 Mar 13
     
    Studies conducted over the past two decades show that students in schools with endorsed librarians score better on standardized achievement tests in reading.
Jennie Bales

21st Century Skills: 6 C's of Education in Your Classroom | AWW Blog - 4 views

blog.awwapp.com/6-cs-of-education-classroom

21C future school libraries communication critical thinking collaboration creativity citizenhip education ETL504 ETL401

shared by Jennie Bales on 24 Aug 17 - No Cached
  • Jennie Bales on 24 Aug 17
     
    Employers require creative and problem-solving skills and an ability to adapt to changes. Those new skills and abilities kids can't polish by solving standardized tests. That's why teachers need to foster new skills in the classroom- skills of 6 C's education: Character Education, Citizenship, Communication, Critical thinking, Collaboration, Creativity.
Jennie Bales

New Technologies and 21st Century Skills - 2 views

newtech.coe.uh.edu/?hash=4e15b455-0148-48db-a10e-b6a800491b91&utm_medium=social&utm_source=facebook

21C 21st century literacies ICT technology web2.0 ETL504 change digital literacy

shared by Jennie Bales on 20 Jul 16 - No Cached
  • Jennie Bales on 20 Jul 16
     
    Welcome the the New Technologies & 21st Century Skills website. This website is an ongoing project created and maintained by the Laboratory for Innovative Technology in Education (LITE). 21st century skills are an important consideration for every educator as we are striving to prepare today's students to become prepared for the competitive global market of tomorrow. This website seeks to provide a resource that allows educators an opportunity to easily navigate educationally relevant Web 2.0 tools, resources, and examples of standards alignment. Connecting these skills to familiar frameworks, such as Bloom's Digital Taxonomy, can assist educators who are transitioning into meaningfully integrating technology into their classrooms.
Roy Crotty

Libraries Change Lives - 4 views

www.ala.org/...08.5%20x%2011_no%20crops_0.pdf

leadership teacher librarian school libraries achievement

shared by Roy Crotty on 07 Aug 13 - No Cached
  • Roy Crotty on 07 Aug 13
     
    The American Association of School Librarians (AASL) proudly supports the "Declaration for the Right to Libraries," a component of Barbara Stripling's 2013 American Library Association (ALA) Presidential Initiative, "Libraries Change Lives." School library programs change lives by empowering students to become effective and independent users of information and ethical and productive members of our democratic society. The declaration champions the nation's right to quality libraries of all types - public, school, academic, and special - and the expert teaching and guidance provided librarians and library staff. Guided by the AASL learning standards, school librarians teach students to think critically, create new knowledge, share knowledge, and pursue personal and esthetic growth. . AASL is an advocate for the indispensable role of school library programs with school librarians, for best practices in school librarianship, and for the core values and ethics of the library profession. It is within this capacity that AASL endorses and encourages the profession to support the "Declaration for the Right to Libraries."
rcosen01

The Big Six Information Skills As a Metacognitive Scaffold: A Case Study | American Ass... - 1 views

www.ala.org/...bigsixinformation

information_literacy big6 Research library

shared by rcosen01 on 20 Sep 15 - No Cached
  • authentic tasks often require an increased amount of metacognitive attention on the part of the students, as they are generally not addressed in the kindergarten through twelfth-grade curricula. Through the use of a specific information skills model like Big6 these skills can be developed in students of all ages (Eisenberg and Berkowitz 1990).
  • Stripling and Pitts describe their model as a "thinking frame" (Stripling and Pitts 1988, 19) for research. This ten-step process emphasizes a thinking framework that can be adapted for any age level and any curricular subject. The authors maintain that, unless they are instructed to do so, most students do not automatically think about research in an explicit manner. Therefore, by prescribing the method in which to write research papers, the authors hope to improve student thought about the research process. The ten steps of the search process model (Stripling and Pitts 1988) are organized around the major activities performed in writing a coherent research paper: topic selection, planning the information search, locating and accessing materials, and creating a final product. Throughout the model, students have several reflection points that allow them to make judgments about their progress.
  • Big6 (Eisenberg and Berkowitz 1990) is a six-step process that provides support in the activities required to solve information-based problems: task definition, information seeking strategies, location and access, use of information, synthesis, and evaluation (see  figure 1).
  • ...14 more annotations...
  • Teachers can provide specific support and scaffolding for desired metacognitive skills by labeling student behaviors as metacognitive behaviors, modeling specific metacognitive activities (e.g. self-questioning, reflection, strategy revision), providing opportunities for feedback to the students, and by adopting a specific learning or studying model for use within the classroom (Bondy 1984; Costa 1984).
  • Palinscar's (1986) definition of metacognition as the ability to plan, implement, and evaluate strategic approaches to learning and problem solving is supported by the six steps of Big6. Students who engage in task definition and information-seeking strategies are formulating a plan in order to complete an assignment or solve a problem. Engaging in location and access, use of information, and synthesis is the implementation of that plan. Evaluating the process and product resulting from the synthesis activity is the final step.
  • ig6 as a general, nonsubject-specific, metacognitive scaffold for students to use when solving information-based problems.
  • First, when students are provided metacognitive support during information problem-solving activities, they may be able manage complex tasks and subject matter content.
  • Second, the students relied heavily on the model in order to make decisions about current and future activities.
  • The researchers found that Big6 provided a focus to student research and writing activities that appeared to enhance the level of engagement the students had with both the content and their writing activities.
  • Results suggest that Big6 might act as a metacognitive scaffold for students who are asked to complete unfamiliar tasks involving complex content.
  • Scaffolding, when implemented according to the principles presented by Vygotsky (1978) is gradually withdrawn from the learner as performance approaches an expert level. The time period of the study was too brief to gradually remove the scaffolded support for students.
  • Big6 and other models that provide a systematic guide for information problem solving seem to provide the elements for mental modeling so necessary in helping the novice construct a method to meet the information use tasks placed before him or her. These models appear to help students visualize the series of tasks that at first are not understood or seemingly connected. Such models may be powerful in construction of mental images to manage tasks that at first did not seem possible to accomplish.
  • The Big6 may act as a metacognitive scaffold that supports students while they become more adept at monitoring their own thought processes during the problem-solving process.
  • Additionally, it provides a structured vocabulary that students and teachers can use while discussing the problem-solving strategies being employed in a particular learning situation. The structured vocabulary allows teachers and students to label behaviors and clarify terminology, two activities that are recommended to enhance metacognitive ability in students (Costa 1984). Consequently, an unobservable process is able to be monitored and tracked through a set of prescribed steps and described using a standardized vocabulary.
  • Big6 may also provide an overarching process that students can employ in a variety of learning situations
  • "encourage a deliberate and systematic approach to learning and problem solving" (236).
  • As Bondy (1984) stated, We cannot possibly provide school children with enough information to ensure their lifelong success in an ever-changing world. Preparing children to meet the demands of an uncertain future, however, may require a shift in educational focus from the content to the process of learning. Not only do children need to be able to think, but they need to exercise control over their own thinking. They need to know when they understand, when they need to know more, and how to direct efficiently their personal questions for knowledge. (238)
  • rcosen01 on 20 Sep 15
     
    Research into Big6
Jennie Bales

Australian Institute for Teaching and School Leadership - 9 views

www.aitsl.edu.au

leadership professional development change education AITSL

shared by Jennie Bales on 22 Jul 14 - No Cached
  • Jennie Bales on 22 Jul 14
     
    The Australian Professional Standards for Teachers and School Leadership provides professional learning pathways and resources under the School Leaders tab to support focusing on leadership and change implementation.
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