Framtidens SkolbibliotekOBSl Ingen foranmalanMalmo University23 April 2009

Carol GordonRutgers The State University of New Jerseycgordon@scils.rutgers.edu

The Changing Role of the School Librarian in Literacy

20th Century: Recreational Reading

Library collection centered Reading motivation Broadening reading interests Free Voluntary Reading (FVR) Sustained Silent Reading Summer Reading

21st Century: Reading for Understanding

Digital reading environments, Unmediated reading materials Reading in the content areas Strategic Reading Standards for 21st Century

Learning

Reading digital text Readers have developed new strategies for handling the

huge volume of information. The role of paper is changing. People have begun to read on their screens. Mobile devices provide a better medium for reading Reading is passive and less interactive.

Let them print!

Annotation

Gathering

Clipping

Sharing

Rules of Thumb

Never give a child something to read that is at instructional or frustration level if you expect him to read it independently.

Children should only be given reading materials at instructional level if:

They will be instructed during the reading

They will be shown how to use strategies

They will be instructed in the use of strategies

Clues to Reading Levels

Independent: Can read completely on their own with 95%+ accuracy. Good comprehension.

Instructional: Can read 75%+ on their own. Some comprehension.

Frustration: Below 70% accuracy with little or no comprehension.

On-the-Fly Assessment

How many words do they read incorrectly?How many do they stop and self-correct?How long does it take to read?What can they recall and discuss?

Strategic Reading: Raising Consciousness about Comprehension

The first step is to make them conscious. When comprehension breaks down, many students skip sections or words that are confusing and pick the text up again where they can understand it. The problem is, they have lost valuable information and opportunity to improve their own reading. Strategies That Work.

Goudvis & Harvey

Information Search Process

Tasks Initiation Selection Exploration Formulation Collection Presentation--------------------------------------------------------------------------------------------------------------------------------------------------------------- →Feelings uncertainly optimism confusion clarity sense of satisfaction or(affective) frustration direction/ disappointment

doubt confidence

Thoughts vague---------------------------------------→focused(cognitive) -----------------------------------------------→

increased interest

Actions seeking relevant information----------------------------→seeking pertinent information(physical) exploring documenting

Information-to-knowledge

experience

LITERACY AND INQUIRY THROUGH THE INFORMATON

SEARCH PROCESS

Stages of the Information Search Process represent critical Zones of Intervention

Task Initiation

Task Thoughts Feelings Actions Interventions /Strategies

Prepare for select-ing a topic

Contemplate assignment; Comprehend task; Consider

possible topics

Apprehen-sion

Uncertainty

Talking Talking with with othersothers

Browsing Browsing library library collectioncollection

Brainstorming

Discussing

Contemplating possible topics

Tolerating uncertainty

Interventions: Check for prior knowledge; Activate prior knowledge K-W-L Charts; concept maps; visuals reflection sheet.

Other strategies:Skimming books for headings, tables of content, glossaries, indexes, picturesReading selected passages to build background knowledgeBuilding motivation and engagement, but not the false confidence of surfing the NetAvoid information overload (Use print sources; webquests)No note taking! Identifying personal interests. E-mails and blogs

Feelings Thoughts Actions

Prior Knowledge

Research shows that there is no difference between the recall of good and poor readers when their prior knowledge is the same. Therefore, prior knowledge can be instrumental in improving reading comprehension.

Concept Mapping

Inspiration software: http://www.inspiration.com/

Activating Prior Knowledge

Before reading begins, it is essential to activate students’ prior knowledge to:

Help them to focus on the topic Give them concrete information to begin researching Act as a tool to unravel confusion about the topic Provide a solid foundation for research

Activating Prior Knowledge Tool: K-W-L Chart

17

Digital K-W-LWhat I knowWhat I now want to learnHow can I find out?

What I learnedWhat can go into a terrarium?How often should I water it?Can insects live in them?How can I use a digital camera in my classroom?Is it easy to use?

She recorded her answers on pieces or paper and created a video from the pile of cards by flipping them. She used a digital camera to photograph a series of chart-paper diagrams of a terrarium activity. Then the images were assembled into an animation, suitable for presenting in PowerPoint, or over the web. In the original presentation, our subject, Lia, had designed her presentation to be displayed in a "flip-chart" manner. This is a great method for supporting student presentations in an elementary school classroom -- whether or not the teacher uses the high-tech or the low-tech method.

About my learning

K-W-L will…

Focus students on the topic and organize the information that they already know.

Raise questions generated by the student.

Inspire confidence in student’s ability to complete the project.

Provide a starting point for strategic research rather than unfocused searching.

Using Visuals to Assess Prior Knowledge

Why pictures?

•They inspire questions and interest.•Provide a tangible element when focus blurs and clarity is elusive.•Offer a starting point.•Offer support of a group working with similar themes, situations.

VisualsThe Research Assignment Topic: Battles of the U.S. Civil War

Questions:What has emerged for you as potential interests and topics?

What connections have you made?

What information have you generated?

Reflection Sheet

Share your photos and

Ideas/insights/imaginings

What have you learned?

As a group, share your organizers and compile a comprehensive list

What do you collectively Know about the American Civil War?

Photographs: Which One captures your attention?

Topic Selection

Task Thoughts Feelings Actions Strategies/

Interventions

Decide on topic

Weighing topics against criteria: inter- est, require-ments, info available, time

Predicting outcome of choices

Choosing topic with potential success

Confusion

Sometimes anxiety

Brief elation after selection

Anticipation of prospective task

Consulting with info mediators

Making preliminary searches

Using info sources

Discussing possible topics

Predicting outcome of choices

Using general sources for overview of possible topics

Interventions: Blogs, Wikis, Webquests

Other Strategies: Avoid information overload (Use print sources; webquests)Identifying personal interests. E-mails and blogs; No note-taking; clearing up misconceptions; anchor experiences; Helping students choose reading materials (Picture books); Making inferences from book covers, illustrations; Mental modeling; Thinking aloud; Tracking thinking; Sifting topic from details

Thoughts ActionsFeelings

Blogs•Blogs are a social networking tool that helps student express their thoughts in writing beyond the wall os the school. They encourage critical thinking and social learning.

•Literature blogs can elevate the quality of discussions and elicit broader participation from students

•Research blogs become a forum for students to talk about their progress and difficulties during inquiry units of study.

Add audio or video or both forMulti-tasking

Peanut Butter Wikihttps://www.pbwiki.com

•Set up wikis for collaborative group projects with faculty and students

•Students use wikis to brainstorm ideas, develop rough drafts and peer edit (Writing Process)

•The teacher posts exemplars

•Experiment with blogs and wikis to build a 24/7 readers’ advisory

What to do with Wikipedia

•The teacher takes the class through a key Wikipedia article on a topic related to the course, pointing out its strengths and weaknesses, and inviting the class to edit it•Students use other sources to determine accuracy of the facts in a Wikipedia article•The teacher assigns groups of students to evaluate Wikipedia articles, using research from other sources as an evaluative tool

•The class takes on specific Wikipedia articles. The first group of students creates the articles and successive groups update and expand them. A collection of “teacher approved” articles can be produced in many subjects, making Wikipedia better as time goes on.

http://webquest.org/index.php

Literature Learning Laddershttp://eduscapes.com/ladders/themes/webquests.htm

San Diego City Schools: Literature-based Projectshttp://eduscapes.com/ladders/themes/webquests.htm

Linda’s Links to Literaturehttp://www.lindaslinkstoliterature.com/lll/login.htm

More Sites

Focus Formulation

Task Thoughts Feelings Actions Strategies/

Interventions

Formulate a focus from the information found

Predicting outcome of possible foci using interest, require-ments, avail-ability, time

Identifying ideas in info to form focus

Moment of insight

Optimism

Confidence in ability to complete task

Reading notes for themes

Making a survey of notes;

Listing possible foci; Choosing a focus, discarding others; Combining themes to form focus

Interventions: Blogs, Wikis, Webquests; text-to-self connections

Other strategies: Identifying personal interests. E-mails, internet, blogs Gradual release of responsibility; Pair/four-way shares; Keeping a journal

Feelings Thoughts Actions

Text-to-self: Exploring the Self

A student will more readily connect a text to herself before connecting to other outside influences like other texts and the world around her.

This skill, when made conscious, creates empathy and critical thinking. Students will make more specific choices about focus and clarity of their project in a more independent fashion.

Information Collection

Task Thoughts Feelings Actions Strategies/

Interventions

Gather info that defines extends, supports focus

Seek info to support focus

Define & extend focus thru info Gathering

Pertinent info

Organizing

info in notes

Realize ex- tensive work to be done

Confid-

ence in ability

to com-plete task; Increased

interest

Use library to collect pertinent info

Request specific sources from librarian

Take notes & citations

Using descriptors to search out pertinent info

Making comprehensive search of various types of materials

Using indexes

Request help from librarian

Interventions: Sticky Notes, Making connections text-to-text; text-to-world; self-monitoringOther strategies: Gradual release of responsibility; Reading between the lines (making comparisons); coding text with sticky notes; Highlighting, Graphic organizers; concept maps (note collection + analysis); Distinguishing important from less important ideas; Drawing inferences; Blogs; emails; Zoomerang/Survey Monkey; Databases; Websites; Info lit instruction for digital environments

Feelings Thoughts Actions

Sticky Notes: Reading with a Pen

Take reading out of the abstract realm

Allow students to interact with the text and have a record of their questions and ideas.

Gives voice to student questions, concerns, confusion and vocabulary issues

Students begin to color code their notes. This is a pre-writing process

Graphic Organizer: What’s a Workhouse?Read the excerpt on Victorian workhouses and with a

small group, complete the modified KWL chart.

Making Connections as Strategy

When students can connect to a work, idea, picture, it stimulates the activation of prior knowledge and their interest in the topic.

Types of connections: Text-to-text Text-to-self Text-to-world

Text-to-text

The Hero saves the day. If s/he can’t, supernatural forces do!Good over comes evil

Text-to-World: The Connection

Scrooge rejects the idea of helping the poor. This comes back to haunt him when he pleads for mercy from the ghost of Christmas Present. The ghost throws Scrooge’s own words back at him: “Are there no workhouses?”

Student Work

Dear Mr. Scrooge,

My name is Julia Rose. I’m the wife of Bret Rose. His name may sound familiar to you because at one point in time he worked for you. My husband has too much pride to ask for such a huge favor, but will you please give him his job back, or at least consider it? The workhouses are a terrible place to live and to try to raise children. Families are split up and people are treated like the scum of a stray dog’s paw in this place.

My husband was sentenced to three weeks bread and water for meals just for saying hello to me one day during lunch time. Everyday it’s the same routine – get up at dawn and work until nightfall.

Our daughter has just turned 9 this past March and they have her out in the fields picking and planting crops with her bare hands. I know you must get many of these letters daily, but please, I beg of you, Mr. Scrooge, give my husband his job back, or any job.

Sincerely, Julia Rose

Observations About Students’ Work

What is most interesting about the letters students wrote was that they involved children in some way. They identified with the material in an elemental way and experienced it personally.

From here, students were able to discuss the underlying

reason for the workhouses on their own – “they just hid the poor from the rich,” one student said before a journal workshop.

Students were able, on their own, to identify and discuss the political nature of the workhouses and what purposes they truly served in the 19th century. They were able to achieve that critical analysis and connection on their own.

Copy of text students are reading/students record information

Student’s Interpretationof the text completedbefore class discussion orreflection.

Revised Interpretationsthat occur afterclass discussionor reflection.Students interact withInformation to make Meaning.

Self Monitoring

Task Thoughts Feelings Actions Strategies/

Interventions

Conclude information search

Identifying need for additional info

Considering time limit

Diminishing relevance

Redundancy

Sense of relief

Sometimes satisfaction

Sometimes disappoint-

ment

Rechecking sources for information initially overlooked

Confirming information and citations

Returning to library to make summary search

Keeping books until completion of writing (etc.) to recheck information

Presentation

Interventions: Authentic Learning Tasks, Formative Assessments (rubrics, journals, checklists, portfolios, peer review of drafts, self-evaluations)

Making connections; Making inferences; Predicting; Analyzing; Synthesizing; Re-telling to synthesize; Evolving thinking by summarizing + personal responses; Seeking answers to questions that have none; Production tools-PowerPoint; Web design; Word Processing to academic formats; Citation Machine; Word Processing (writing is synthesis)

Feelings Thoughts Actions

The Diary of Anne Frank… In Search of Truth

http://projects.edtech.sandi.net/lewis/annefrank/t-index.htm

You are an Investigative Reporter for YTN (Youth Television Network). You have been assigned the job of research-ing and writing a news story about holocaust survivals. Your arch rival, Mat Fritzlinger, from YBC (Youth Broadcasting Company) recently made a public statement denying events recorded in The Diary of Anne Frank. According to him the diary is a hoax. He, along with many others, believe none of these events, or any events like them have ever takenplace. Your job is to gather and publish data that will persuade Mat and his followers to seriously question their beliefs.

Information Search Process

Tasks Initiation Selection Exploration Formulation Collection Presentation--------------------------------------------------------------------------------------------------------------------------------------------------------------- →Feelings uncertainly optimism confusion clarity sense of satisfaction or(affective) frustration direction/ disappointment

doubt confidence

Thoughts vague---------------------------------------→focused(cognitive) -----------------------------------------------→

increased interest

Actions seeking relevant information----------------------------→seeking pertinent information(physical) exploring documenting

Information-to-knowledge

experience

INQUIRY THROUGH THE INFORMATONSEARCH PROCESS

Stages of the Information Search Process represent critical Zones of Intervention

Guided Inquiry for Knowledge Construction

Guided Inquiry is carefully planned, closely supervised targeted intervention of an instructional team of school librarians and teachers to guide students through curriculum based inquiry units that build deep knowledge and deep understanding of a curriculum topic, and gradually lead towards independent learning.

Guided Inquiry is grounded in a constructivist approach to learning, based on the Information Search Process developed by Kuhlthau, for developing students’ competence with learning from a variety of sources while enhancing their understanding of the content areas of the curriculum.

Novice

Expert

Vygotsky Kuhlthau

Zone of Proximal Development Zones of Intervention

Uncertainty

Understanding

Constructivism

Meta-cognition

Literacy Learning in the 21st Century

National Council of Teachers of English http://www.ncte.org/library/NCTEFiles/Resources/Magazine/CC0183_Brief_Literacy.pdf

Twenty-first century readers and writers need to beable to: Develop proficiency with the tools of technology; Build relationships with others to pose and solve problems

collaboratively and cross-culturally; Design and share information for global communities to

meet a variety of purposes; Manage, analyze, and synthesize multiple streams of

simultaneous information; Create, critique, analyze, and evaluate multi-media texts;

and Attend to the ethical responsibilities required by these

complex environments.

Research-based Practices for Literacy LearningAligning literacy efforts in preschool and early grades with middle and high school assures a continuum of instruction and learning.

Twenty-first century students need to gather information from multiple sources, evaluate their reliability, and apply their findings effectively.

Twenty-first century technologies can engage students in learning.

Twenty-first century assessment be different becauseof technology.

IMPLICATIONS: EARLY CHILDHOOD LITERACY; PROFESSIONAL DEVELOPMENT; PERFORMANCE-BASED ASSESSMENT; STRONG TECHNOLOGY INFRASTRUCTURE IN SCHOOLS