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Martha Hickson

Librarydoor: Common Core Carpe Diem! - 32 views

librarydoor.blogspot.com/...common-core-carp-diem.html

common_core standards curriculum information_literacy lesson_plans

shared by Martha Hickson on 05 May 13 - No Cached
  • Martha Hickson on 05 May 13
     
    This webinar gave an overview of the reading, research, and rigor components that librarians can "assist" teachers with. If you wrap your head around these critical shifts, and you will likely become as building leaders as you model solutions for meeting the CCSS. Teachers all over are trying to figure this out and this is a piece of cake for us! Carpe Diem! Wrap your head around Inquiry and Student Centered research projects. (Writing standards 6-10) Help "repackage" research units Help find "rigor" - Rich Text - reading passages, correctly aligned to the CCSS Lexile bands. Understand what it means to "read closely" - with purpose, meaningful, directed, points of view, etc. Understand what a Lexile is and its role in the CCSS Help teachers replace lower level texts (Lexile) with alternatives correctly Lexiled, or Non-fiction Inquiry Units using your non-fiction collection!
Martha Hickson

Activate Instruction - 15 views

app.activateinstruction.org/...activate-help

lesson_plans professional_development PLN

shared by Martha Hickson on 05 Apr 15 - No Cached
  • Martha Hickson on 05 Apr 15
     
    At its most basic level, Activate Instruction is a free open database of standards-aligned learning resources-but it was designed to be much more. Teachers can browse, search, rate, add, share, and organize resources. Parents and students can follow teachers to see what they posted or search for the resources they like best. When integrated with student assessment data systems, Activate makes it easy for teachers to use student assessment data to connect students with the resources that match their specific needs.
Janet Allen

Dr. Lodge McCammon - 9 views

www.iamlodge.com/ryosin

Dr. Lodge McCammon teaching learning music songs curriculum standards

shared by Janet Allen on 07 May 12 - No Cached
  • Janet Allen on 07 May 12
     
    Dr. Lodge McCammon is a Specialist in Curriculum and Contemporary Media at the Friday Institute for Educational Innovation (www.fi.ncsu.edu). His work in education began in 2003 at Wakefield High School in Raleigh, North Carolina, where he taught Civics and AP Economics. He finished a Ph.D. from North Carolina State University in 2008 where his work at The Friday Institute continues to bring innovative practices to students, teachers and schools. He developed a teaching and professional development process called FIZZ which encourages and models best practices in implementing user-generated video and online publishing in the classroom to enhance standards-based lessons. He is also a studio composer who writes standards-based songs, with supporting materials, about advanced curriculum for K-12 classrooms. More information, user-generated videos, and songs can be found at Lodge's website (www.iamlodge.com).
Martha Hickson

Cool Tools for 21st Century Learners: Google Docs Research Template - A Stepping Stone - 40 views

d97cooltools.blogspot.com/...esearch-template-stepping.html

google_docs research_process

shared by Martha Hickson on 19 Jun 13 - No Cached
  • Martha Hickson on 19 Jun 13
     
    The purpose of the template is for use as a starting point to help teachers plan and implement technology driven learning experiences that are fueled by Essential Questions and aligned to Common Core Standards. The template includes built in screencast tutorials to help students learn to use the technology. This allows teachers to focus on the content instead of being consumed by student questions about using the tech
Martha Hickson

Teacher Resources | Library of Congress - 0 views

www.loc.gov/teachers

library_of_congress lesson_plans standards

shared by Martha Hickson on 21 Feb 12 - Cached
  • Martha Hickson on 21 Feb 12
     
    Includes tool for searching for materials by state standards
Donna Baumbach

From the Creative Minds of 21st Century Librarians - 30 views

digital-literacy.syr.edu/...83

ebook 21st_Century_Learning school_library_media_centers school_library_media_specialists lessonplans AASL standards

shared by Donna Baumbach on 20 Sep 10 - No Cached
  • Donna Baumbach on 20 Sep 10
     
    "This 275-page free downloadable resource contains dozens of lesson plans that implement AASL's Standards for the 21st-Century Learner in the context of the curriculum. Contributing authors include more than 30 teacher-librarians. "
Kimberly Brosan

Survive and Thrive! An Advocacy Toolkit for School Librarians - 0 views

sites.google.com/...caslsurvive

Librarian advocacy ICT ICTskills

shared by Kimberly Brosan on 06 Mar 12 - No Cached
  • Kimberly Brosan on 06 Mar 12
     
    It's time for school librarians to speak out about how they help students meet learning standards. This advocacy kit provides templates and talking points for meetings with students, teachers, administrators, school boards and parents.
Jenny Odau

AASL Blog - 16 views

www.aasl.ala.org/aaslblog

library AASL aaslblog school librarians leveling books

shared by Jenny Odau on 05 Jan 11 - Cached
  • Jenny Odau on 28 Nov 11
     
    In July, 2011, the AASL Board approved the Position Statement on Labeling Books with Reading Levels. The AASL position statement defines standard directional spine labels and compares them to reading level labels (associated with computerized reading programs) as they are often applied in school libraries. The statement also offers suggestions for concerned librarians to be aware not only of the possible negative effects of these  labels on children as they browse, but also offers suggestions for voicing those concerns. There are proponents and opponents to how computerized reading programs are implemented in schools and their effects on school library collections and students' free access to books of their choice.  A school librarian (name withheld) shares this story of how labels affect students' choices in her school. "Recently I helped a student who came to me while his class was in the library browsing. As the librarian of a middle school library, I often see situations such as this one. The boy had been most recently reading about George Washington and Ben Franklin. His class assignment that day was to checkout two computerized reading program books within his tested reading level and thus was "allowed" only one free choice book. "But I'd rather not have to check out labeled books and there are some books I'd like today that don't have the dots or reading level labels on the backs of the books. Does that mean Ican't check them out?" he asks me. The boy went on to say that he'd rather be allowed to check out three books on his favorite non-fiction topics, regardless of reading level. As he expresses his frustration, he lowers his voice and moves toward a corner of the library where there are no other students. "I'm a pretty good reader," he said quietly, "and I really like reading about the American Revolution. But I have to stay within a certain range. I can't find many books in my reading level that are really interest
Celia Emmelhainz

Can We Talk About the MLS? | Editorial - 0 views

lj.libraryjournal.com/...can-we-talk-about-the-mls

shared by Celia Emmelhainz on 31 May 13 - No Cached
  • Public libraries in rural areas really don’t have a large enough donor base to make extensive fundraising worthwhile. The other problem public libraries have with outside fundriasing is that if you start taking in a lot of major gifts and donations, then your steady stream of revenue, the local government, may just wind up cutting your funding.
    • Celia Emmelhainz
      Celia Emmelhainz on 31 May 13
       
      True with school libraries as well; can't fundraise because can't lose current funding, but then feel sense of lack of control over revenue streams? = ick.
  • “Students who pick their major based solely on postgraduation salaries, as opposed to passion for a field, will in all likelihood struggle in both school and career.”
  • would agree that public librarians questionably need a library specific degree, or a degree at a graduate level anyway, as evidenced by the wealth of paraprofessionals who often do at least as good a job in that setting, though for management I think you would want someone trained in public management with library experience. In an academic setting, there is a credibility issue that begs credentialling in the areas of research and education, and credentialling to a higher standard than is now present in library schools, hence the inadequacy of the degree university libraries particularly, or at least that degree alone. The degree needs to be reinvented and would best partner to at least confer joint degrees in librarianship and business, education, and other disciplines
  • ...23 more annotations...
  • The piece I was missing was how to develop workable ideas that were well researched and aligned with the basic tenants of Librarianship.
  • philosophy and values of librarianship. It also grounded me in supervisory skills, in library management, and collection development.
  • Paraprofessionals here have been the ones leading the discussion on topics such as fair use, copyright, RDA, cataloging standards, FERPA, etc. There are several levels of paraprofessionals from pages/shelvers, circulation desk workers, catalogers (copy & original), acquisitions, IT Systems, ILL , etc. MLS Librarians are mostly reference & instruction positions, collection development and/or managers. Education is absolutely needed for some positions, but experience should be recognized as well. Our newly hired MLS people would be lost try to perform original cataloging, acquisitions/budget or ILL just as the paraprofessionals may lack the knowledge in instructional pedagogy, management/leadership, etc.
  • Much of my practical learning during grad school came from my classmates that had worked in libraries for years and were just then getting the degree. They had a MUCH better context for what was going on than I did at 23 and straight out of my undergrad
  • Require the masters in a specialized field rather than the MLIS. That could definitely work in academia. And you can require directors and managers to have the MLIS, but not necessarily the librarians at the reference desk or running a department like circulation.
  • But why do acquisitions, CD, or e-resources librarians need the degree? Those are practical jobs, that you do need practical experience for.
  • Any self-starter with a library job could easily supplement training and hands-on experience with reading books from leaders in the field on the subject, starting a blog, getting involved in conversations in the library community.
  • But for colleges, this becomes a game of perpetual growth – to secure funding and improve programs, we need more students, more alumni to donate! Job markets shrink, shift and dry up all the time, but rarely does a degree program shrink proportionately
  • Why I couldn’t pick up a book here, attend a webinar there, and get the same place eventually through grit and dedication like the librarians just a generation before me.
  • I am a Library Director in a hamlet (pop 3,000) in NH. The likelihood of my ever advancing to a larger library is categorically denied by that degree requirement. It doesn’t matter what experience I bring. Paying for another degree (I have a B.A. and an M. Div.) is out of the question for me, and, certainly, out of the question for the trustees of the library I serve
  • Laura is correct – being in a rural library is actually very challenging. There are far fewer resources for our patrons – so good luck directing them to the resources they need.
  • The public school teachers (including the school librarians) in my area have a starting salary that is about $10,000 higher than the starting salary of the public library system. Yet only the school and (some) public librarians are required to have a Masters before applying for their jobs
  • They are responsible for recruiting too many librarians, and the schools need to take responsibility for over saturation. If not, how are they any different than for-profit colleges or career colleges.
  • This is a women’s profession. Women are not valued. Hence any professional education we may have is useless in the eyes of…. us. Ah, feminism we’ve come so far. I realized when I went to library school that it was merely a sham union card for a lowly paid job.
  • Library school does need to emphasize more about management – not just one class. This is what will make us more useful. The best library directors are those who kept their libraries afloat during the economic downturn. This is because they have the fundamental ethics of a librarian coupled with mad management skills.
  • This isn’t just in the public sector. Academic librarians have crazy politics to wade through as do school librarians.
  • What if we migrated from our current degree to a B.A. in Education (with a focus on libraries); an M.A. in Education (with a focus on a particular library type or area); and a Ph.D. in Education (with a narrow focus on a particular library type or area)? This would also serve to define who we are (educators) and what we do (education: through self-directed, research assistance & instruction, instructive & enlightening experiences
  • Honestly, I privately refer to this as my fake master’s degree.
  • There is no unified body to convince that the MLS is somehow superfluous to needs; you have to convince these individuals, 99% of whom have an MLS and probably can see the value in it.
  • When I first became a librarian, I found that my past experience working in a bookstore was far more valuable to me than my MLS program.
  • For many, it clearly does not provide necessary or useful theory and practice opportunities.
  • I think some programs, like the one I attended, relied a lot on theory, and that meant that my dream, of creating better technology, was not quite realized as I needed the practical skills at building technology
  • A classmate of mine jumped ship and attended a business school in New York, and now works at Goldman Sachs…I stayed on board hoping to do meaningful work; that hasn’t quite happened yet, really because of the emphasis on theory..I think my classmate saw the writing on the wall and made a smart calculated move; I do not like to start something and leave it unfinished,
Anne Weaver

Graduates 'unprepared' for realities of teaching: Pyne - 7 views

www.smh.com.au/...ching-pyne-20130801-2r2l4.html

teacher standards

shared by Anne Weaver on 04 Aug 13 - No Cached
  • Anne Weaver on 04 Aug 13
     
    ""Teaching scores are low in some universities because demand for the course is low - many young people don't see either the pay or the working conditions as attractive in comparison with other professions.""
Kathleen Porter

A New Annotated Guide to Young People's Literature with Peacemaking and Confl... - 0 views

esrnational.org/...and-conflict-resolution-themes

peace peacemaking diversity pluralism anti-bullying conflict_resolution books reading reading promotion professional development

shared by Kathleen Porter on 06 Jul 10 - Cached
  • Book by Book: An Annotated Guide to Young People’s Literature with Peacemaking and Conflict Resolution Themes is a valuable resource for librarians, teachers, guidance counselors, and parents to find books to complement the standard language arts curriculum for teaching important peacemaking and social and emotional learning concepts.  Written by a veteran peace educator, Book by Book leads adults to children’s literature that will help students explore themes related to conflict and its resolution, social justice, and appreciation for diversity.
  • About the author Carol Spiegel
  • Click here to download a supplemental index in PDF.
  • Kathleen Porter on 06 Jul 10
     
    See Supplemental Index PDF for a list of titles organized by topic. Distinguishes picture books from chapter books and gives age ranges.
Jennifer Dimmick

ArchivesInfo: What is Information? Teaching Information Skills to High School Students - 39 views

archivesinfo.blogspot.fr/...t-is-information-teaching.html

informationliteracy orientation

shared by Jennifer Dimmick on 01 Oct 12 - No Cached
  • On a path to boost student research skills, I have been working with freshmen English teachers and administration to  evaluate the research skills of incoming freshmen. This past week, we had all freshmen classes take an assessment that is considered a standard in this area. (The test shall remain nameless.) Its focus is on particular research skills. It asks questions about things such as Boolean searching, MLA format, etc. etc. I immediately follow the test by teaching a class about information during the second half of the period.
  • Jennifer Dimmick on 01 Oct 12
     
    Blog post on teaching information literacy to high school students
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