Paradigm Shift in Progress: Building the 21st Century School Library Program Room: 64 The role of the library needs to change to stay relevant in today’s information landscape. In this presentation, we’ll look at the research needs of the 21st century learner and discover new methods of meeting those needs. Practices implemented by the library media specialist at Benton High School of the St. Joseph School District in St. Joseph, Missouri will be showcased. We’ll also explore steps to implement an instructional program in school libraries, including activities integrating technology. Attendees will leave with a correlational matrix linking the various information literacy standards to activities that can be implemented by your own school librarians. CIE, SA, BM, SU Presenter(s): Melissa Corey, Library Media Specialist, Benton High School, St. Joseph School District
MA in Library and Information Science (MU), Ed.S. in Educational Technology (MU)
American Library Association Emerging Leader for 2011, Missouri Association of School Librarians Progressive School Library Media Program Award for 2011
Presentation on Slideshare at slideshare.net/melissacorey Roadmap of Presentation:
What is the library paradigm?
Why is it shifting?
How is it shifting?
Physical space
Online space
Collection development
Instructional program
Library culture
Librarian development
21st century libraries matter
Contact: melissa.corey@sjsd.k12.mo.us or melissacorey@gmail.com
follow @melissacorey on Twitter
scan with barcode reader app to visit bentonlibrary.org
Library Instruction Correlational Matrix Category
Sample Activities
ICTL CLE/GLE
AASL
Common Core
Research processes
Big 6, Information Search Process, inquiry methods
1A, 1B
1.1.1, 1.1.2, 1.1.9, 1.3.4, 2.1.1, 2.1.5, 2.1.6, 2.4.3, 2.4.4, 3.1.1, 3.1.2, 3.2.1, 3.2.2, 3.2.3, 3.3.5, 4.1.6, 4.1.7, 4.3.1
CC.3.SL.1.d, CC. 3.W.7, CC.3.W.8, CC.4.W.7, CC.4.W. 8, CC.5.W.7, CC. 5.W.8, CC.6.W.1.a, CC.6.W.2.a, CC. 9-10.W.7, CC6-8RS/ TS3
Developing searches and Metacognition
Selecting keywords, framing a question, developing a thesis statement
2A, 2B
1.1.3, 1.1.7, , 1.2.5, 1.2.6, 1.4.1, 1.4.2, 4.3.2, 4.4.1, 4.4.2, 4.4.3, 4.4.4, 4.4.5, 4.4.6
CC.1.W.8, CC.5.W. 8, CC.K.R.I.4, CC. 3.SL1.c, CC.9-10.W. 7, CC.2.L.2.e
Methods of information access
Search strategies, Boolean operators, using navigational features of databases, Dewey Decimal System
3A, 3B
1.1.4, 1.1.8, 1.2.2, 1.2.3, 1.2.7, 2.2.1, 3.4.1, 4.1.1, 4.1.2, 4.1.4, 4.2.1, 4.2.2, 4.3.2
CC.1.W.8, CC. 9-10.W.7, CC.2.L.2.e
Evaluation of Information
RADCAB, assessing websites, evaluating currency and accuracy, reliability of sites like Wikipedia
4A, 4B, 4C, 4D
1.1.5, 1.1.6, 1.1.7, 1.2.4, 1.3.2, 1.4.3, 1.4.4, 2.2.1, 2.4.1, 2.4.2
CC.1.W.8, CC. 9-10.W.7, CC. 9-10.W.8, CC. 11-12.W.8, CC.2.L. 2.e, CC.8.W.8, CC. 8.W.1.b, CC6-8RH/ SS8
Effective Use of Information
Notetaking, organizing information (flash cards, note cards), sharing information, creative projects using media
5A, 5B, 5C
1.1.1, 1.1.2, 2.1.2, 2.1.3, 2.1.4, 2.2.2, 2.2.3, 2.2.4, 2.3.1, 2.3.2, 2.3.3, 3.1.3, 3.1.4, 3.3.3, 3.3.4, 3.4.2
CC.7.W.2.a, CC. 9-10.W.7, CC.4.W.8, CC.3.W.8, CC.5.W.8
Ethical Use of Information
Plagiarism, copyright, proper citation styles, digital citizenship, cyberbullying, cyber safety
6A, 6B, 6C
1.3.1, 1.3.3, 1.3.5, 3.1.5, 3.1.6, 3.3.1, 3.3.2, 3.3.6, 3.3.7, 3.4.3, 4.2.3, 4.3.4
CC.9-10.R.I.1, CC. 9-10.R.L.1, CC. 9-10.W.7, CC.4.R.I.7
Library instruction should be . . .
Library instruction can be . . .
skills-based at the point of need individualized able to assess student learning rigorous and relevant
related to subject content on a fixed or flexible schedule facilitated via technology tools developed via a library curriculum informal or formal in setting