Technology & Your School Librarian

Resources to Meet the Common Core Standards

~ Julianna Hedstrom, Teacher Librarian
Granite Bay High School
January 2013

About Me ~
8 years experience teaching high school English 7 years as a high school Teacher Librarian EE & CAS co-coordinator for our IB program Currently writing curriculum to meet CIPA requirements with other district TLs Turnitin.com administrator After School Tutoring coordinator Member of our district technology team 5th generation educator, daughter of a TL, sister of a math & science teacher

Today we will:
1. Examine the shifts that occur with Common Core 2. See why the School Librarian has been called a school's

3. Share planning resources for librarians & teachers & a technology smorgasbord links to apps & websites that are aligned to the Common Core

School Librarians = Leaders, Educators, Collaborators

"The common standards are the best opportunity

we've had to take an instructional-leadership role in the schools and really to support every classroom teacher substantively, said Barbara Stripling, the president-elect of the American Library Association
Common Core Thrusts Librarians Into Leadership Role; Educators help teachers acquire inquiry-based skills integral to standards Education Week

This is a match made for us.

Paige Jaeger, coordinator of school library services, Washing Saratoga Warren Hamilton Essex BOCES, Saratoga Springs, NT .

All Aboard!: Implementing Common Core offers school librarians an opportunity to take the lead
-School Library Journal By Rebecca Hill April 1, 2012

California School Library Standards Support Common Core

The California Department of Education website has links to alignments for:
1. English Language Arts (Grades K-12)(*PPT avail for 9-12) 2. Literacy in History/Social Studies, Science, and Technical Subjects (Grades 6-12)(*PPT avail for 9-12) 3. Grade Level Curriculum (K-6)
A Look at Kindergarten Through Grade Six in California Public Schools is a compilation of subjectmatter curriculum, including information about the Common Core State Standards, organized by individual grade levels. The library standards are incorporated. http://www.cde.ca.gov/ci/cr/lb/schlibrarystds.asp

AASL Has Crosswalk of the CC & the Standards for the 21st-Century Learner
English Language Arts Reading Standards for Literacy in History/Social Studies Reading Standards for Literacy in Science and Technical Subjects Writing Standards for Literacy in History/Social Studies, Science, & Technical Subjects Mathematics
Lessons submitted as part of the Standards for the 21st-Century Learner Lesson Plan Database contain an automatic crosswalk between AASL learning standards and the Common Core State Standards.

http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk

What are the Major

Shifts
with Common Core?
A Few Explanations

achievethecore.org steal these tools

http://www.achievethecore.org/steal-these-tools

ELA/Literacy Building knowledge through content-rich nonfiction Reading, writing and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language Mathematics Focus strongly where the Standards focus Coherence: Think across grades, and link to major topics within grades Rigor: In major topics pursue conceptual understanding, procedural skill and fluency, and application with equal intensity

6 Shifts in ELA/ Literacy

1 Balancing Informational & Literary Text 2 Knowledge in the Disciplines
Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities

3 Staircase of Complexity
Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

4 Text-based Answers
Students engage in rich and rigorous evidence based conversations about text

5 Writing from Sources

Writing emphasizes use of evidence from sources to inform or make an

6 Academic Vocabulary

Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.
http://engageny.org/resource/quick-explanation-of-the-shifts-by-kate-gerson

Six Paradigm Shifts

Paige Jaeger, Coordinator for School Library Services, WSWHE BOCES NY

1. Literacy begins in the earliest grades, but needs more non-fiction focus (currently is 80%
literature > 50/50 lower grades, 70/30 upper)

2. Literacy is a K-12 Road (not just elementary) 3. Text Complexity matters 4. Text-Dependent Questions (Questions that require students to pay attention to the text itself) 5. The ability to write an argument based on evidence and complex information 6. Focus on Vocabulary
http://librarydoor.blogspot.com/2011/08/common-core-tsunami-is-about-to-arrive.html

College and Career Readiness

http://www.corestandards.org/ELA-Literacy/introduction/students-who-are-collegeand-career-ready-in-reading-writing-speaking-listening-language

they become self-directed learners, They become proficient in new areas through research and study
They tailor their searches online to acquire useful information

efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

5 Things Every Teacher Should be Doing to Meet the Common Core Standards Eye on Education
Lead High-Level, Text-Based Discussions Focus on Process, Not Just Content Create Assignments for Real Audiences and Real Purpose Teach Argument, Not Persuasion Increase Text Complexity

Focus on Process, Not Just Content

The CCSS also emphasize the learning process in relation to research. The standards emphasize extensive practice with short, focused research projects (Coleman and Pimentel p. 11). The purpose of research isnt just to learn about a topic but to become familiar with the research process itself. Students should repeat the research process many times and develop the expertise needed to conduct research independently (Coleman and Pimentel).

http://librarydoor.blogspot.com/2012/07/pedagogy-of-ccss-visually.html?m=1

Teaching Critical Thinking & Research as a Process

Is Common Core a response to information overload? http://librarydoor.blogspot.com/2012/05/informationoverload-tmi.html?m=1

Students Need to Be Taught How to Do Research

Turnitin.com Report 9 million student papers submitted

to Turnitin between July 2011 and June 2012
.

KEY FINDINGS INCLUDE: Students are relying on sources that have weak academic validity. 50% of matches lead to sites that are academically suspect, including cheat sites and paper mills, shopping sites, and social and user-generated content. Most troubling, 18% of content matches come from paper mills and cheat sites.

1. DONT ASSUME STUDENTS KNOW HOW TO CONDUCT PROPER RESEARCH Based on this analysis, it is clear that many secondary education students do not have a strong grasp of what it means to conduct proper academic research. Instructors who assume that students know how to sift through the myriad sources on the Internet and find educationally valuable information will most likely find papers with spurious sources on their desks at the end of the term. In writing intensive courses, instructors should dedicate their first class and assignments to educating students on what constitutes academically-appropriate sites and share best practices for uncovering sources that have high educational value. 2. GOOGLE IS THE FIRST STEP, NOT THE LAST, IN RESEARCH Students think they know how to use Google, but when it comes to academic research, it is clear that they do not. Googles algorithms are tuned for relevance and popularity, not academic authority. When it comes to finding academic sources, teach students that they cannot defer to Google results and instead must use their judgment to decide what sources are of academic value. 3. DESIGN ASSIGNMENTS THAT MAKE STUDENTS RESEARCH THE PRE-INTERNET WAY As the Pew Research Center described recently in a study, research in the digital age has evolved from "a relatively slow process of intellectual curiosity and discovery to a fast-paced, short-term exercise aimed at locating just enough information to complete an assignment." Instructors should consider creating assignments where no citations can come from the Internet. While artificial, these types of assignments would help students appreciate the more deliberative pace that is required when searching for proper sources in academic writing.

Resources for Planning for Librarians & Teachers: Roadmap for Planning a Collaborative Research Unit
http://www.wswheboces.org/files/419/informaoni%2 0infused%20investigation.pdf

Information Fluency Continuum (IFC): K-12 Priority Benchmark Skills and Assessments http://schools.nyc.gov/Academics/LibraryServices/St andardsandCurriculum/default.htm

Graphic organizers for Librarians & Teachers:

http://schools.nyc.gov/NR/rdonlyres/2BD1C6F6-E583-41E8-9D8A8578447FBF9A/0/IFCK12PriorityBenhmarkSkillsandAssessments.pdf

Tech and Learning: There's an App for that

http://www.techlearning.com/features/0039/theres-anapp-for-that/53332
12/28/2012 By: Vicki Windman

In January 2013 print issue

Common Core apps

Exemplars

Kathy Schrocks Bloomin Apps

Kathy Schrock has a great web page that aligns apps to the new Bloom's Taxonomy http://www.schrockguide.net/bloomin-apps.html

Web 2.0 Tools to Support the Common Core

Key Phrases from Common Core Standards Communicate & collaborate Research, read & reflect Research to build knowledge Research to present knowledge Take notes and categorize information Summarize and paraphrase information Vocabulary acquisition Comprehension of text and speakers

Web 2.0 Tools to Support the Common Core

Workshop Archived Online with amazing links: Go to http://lib20.pbworks.com/w/page/51305443/worksho p-commoncore