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Principal support of the Library Media program and teacher collaboration with the Library Media Specialist are critical to making the Library Media program an integral part of teaching and learning.
(Colorado Study 1999)
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- engage in active, positive advocacy with colleagues, administration, parents and community.
- collaborate with teachers to plan lessons and units.
- “get on with it”
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- prepare documentation of roles and goals (budget proposal, annual/monthly report)
- present brief but enticing staff meeting agenda items
- book regular focused meetings with administration
- invite administrators and community members to see students working during the processing of information as well as the celebration and sharing
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- increased support
- increased budgets
- increased planning time with teachers
- team approach to planning, teaching and evaluating
- collaboration log
- impact questionnaire
- humming library
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The Library Media Specialist has a teaching role, both as a co-teacher of information literacy to students and as an in-service trainer of teachers.
(Colorado Study 1999)
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- adopt an information skills continuum for your school
- identify requisite information skills and collaboratively infuse these skills in learning experiences
- together identify other curriculum applications for these skills.
- identify staff needs in terms of information skills training
- adopt a flexible scheduling timetable
- assume a leadership role in the school
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- teach a research process to students, staff and parents
- co-design lessons/activities and ensure that students develop understanding through information processing activities
- co-operatively with teacher, and/or students establish criteria for assessment of all stages of the project.
- co-plan/share/ teach exciting strategies to effectively integrate information literacy skills in other curriculum applications.
- provide creative staff development (lunch, on-line, with another school)
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- tracking of skills taught
- keep a journal of teaching
- timetables/planning records
- reporting comments
- co-teacher reflections
- feedback from staff development sessions
- evidence of transfer of skills in new situations
- student self assessment
- assessment of information skills (rubrics, checklists)
- confident, happy, successful, researchers
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Library Media programs that contribute most strongly to academic achievement are those with the technology necessary to extend access to information resources beyond the Library Media Center to classrooms and labs throughout the school.
(Colorado Study 1999) |
- establish an information flow in and out of the library, to all stakeholders, 24 hours a day
- use technology purposefully and effectively
- make the use of technology transparent
- capitalize on engaging appeal of technology
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- develop and implement a technology plan
- assess and purchase excellent licensed databases
- ensure that library digital information is networked to classrooms and labs
- provide bookmarked sites or hotlists for specific needs
- develop a library WebPage
- mount projects on the WebPage with access from home if possible
- develop/use engaging Webquests
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- collection of exemplars
- observation notes
- interviews with students, and staff
- reporting comments
- evidence of transferring of technology skills to new situations
- effective use of multimedia
- evidence of co-teacher technology comfort and expertise
- student mentoring
- skills continuum tracking
- student computer logs
- excitement
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The presence of rich collections of print and electronic resources is a predictor of academic achievement.
(Pennsylvania Study 2000) |
- match collection to curriculum and special needs of staff and students.
- collection must contain the right materials for the right learners at the right time in every format available (Loertscher)
- collections should enhance textbook information
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- weed the collection
- conduct a needs assessment,
- survey staff and students
- prepare a budget proposal
- apply selection criteria
- source and acquire needed resources
- promote new acquisitions
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- survey results
- circulation data
- collection mapping (strengths and weaknesses)
- collection development plan
- library full of busy students
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Students need help to realize that they must summarize and make decisions rather than just copy what someone else has concluded.
(Loertscher and Woolls 1999)
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- teach the skills of synthesis in the context of classroom content.
- (Haycock 2002)
- ensure that students use the library facility for more than just fact finding.
- integrate higher level skills.
- instruct teachers in the design of effective information tasks
- value process as well as product
- teach legal and ethical use of information
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- focus on activities that generate synthesis not "thinsesis".
- design lessons that integrate higher level skills.
- teach Summarizing, synthesizing, decision-making, taking a side based on evidence, coalescing ideas forming a supportable position, taking a stand...
- provide inservice to staff, students and parents on plagiarism, safe and ethical use of information and proper documentation
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- research portfolios
- exemplars of process and product
- learning logs/journals
- audio recordings of discussions
- videotapes of student presentations
- student self evaluation
- co-teacher evaluation of process
- student engagement and satisfaction
- students ask higher level questions
- student understanding
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Children and teens surrounded by huge quantities of books they want to read actually read more. Those who read more score higher on achievement Tests.
(Krashen 2004, McQuillan 1998 )
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- select and purchase lots of recreational reading material to interest and challenge students.
- make books easily accessible
- entice students to come to the library
- celebrate books, authors, illustrators, poets
- get books into the homes
- promote non fiction as well as fiction
- read non fiction aloud to students
- collaborate with the public library
- inspire the reading habit
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- provide lots of motivation, promotion of recreational reading material.
- present imaginative book talks, book buffets, displays
- study book reviews and recommended lists
- ask students what they want to read
- provide all kinds of engaging texts(newspapers & magazines online and hardcopy, books on tape, video, databases, internet)
- ensure library is always open for book exchange
- organize book clubs to discuss books
- hold a book fair
- provide classrooms with great rotating classroom collections
- organize a literacy workshop for parents
- support summer reading programs (local public library)
- let students check out lots and lots of books
- facilitate organized read-ins
- let students take out lots and lots of books
- read aloud often to your students
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- circulation statistics
- student surveys
- teacher interviews
- observation notes
- eager students exchanging books
- school yard conversations about books
- requests to reserve books
- need to buy extra copies certain books/authors
- video tapes of student book talks
- student awareness of authors and titles
- student requests in your suggestion box
- traffic in the library
- students caught reading
- lots of students reading
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99.4 % of students in grades 3 - 12 believe school libraries and their services help them become better learners
88.5 % of the 13,123 Ohio students surveyed say the school library helps them get better grades on projects & assignments
74.7 % say it helps with homework
92.4 % say computers in the library help improve their overall academic work.
Ohio Study: Student Learning Through Ohio School Libraries. 2004 |
- consider the student perspective
- inform administration and parents as well as students about this unique research study
- the library program can help with homework, projects and assignments
- students need equitable access to library computers
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- run a homework club
- set up peer mentoring for students who need it
- ensure that students have access to computers before and after school as well as during the school day
- develop a homework help component for your library webpage
- survey your student body to find out how they perceive your program
- teach search strategies, note making and other skills students need to be successful with assignments
- provide workshops for parents on how to help their children with homework
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- testimonials from students
- more students using the library voluntarily
- student surveys
- library hours expanded
- better use of on-line resources
- classroom teachers posting assignments in library web space
- positive comments from parents and teachers
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