Reflections

__**Class Reflections**__
 * Sept 16, 2010 Face to Face class**

This evening we began the class with a fun experiment. Professor Chapman had posed the question is teaching strictly an art? She had us line up using an imaginary continuum of strongly disagree - strongly agree. I found myself in the middle due to my belief that yes teaching is an art, but also a science. My feelings were due to the theatrical role the teacher plays along with the science of the methods used to teach the subject. We then introduced ourselves in groups which helped each of us learn a bit more about one another. We then went over the class content and our first assignment. Tonight was a great night.


 * September 23, 2010 Class Online**

Tonight's class online was excellent. The class was split up between partners in different discussion groups. My partner Denise and I were assigned a quote, "There are two ways of spreading light: to be the candle or the mirror that reflects it" by Edith Wharton and were asked to reflect on what we felt this quote has to do with us. In my second group we were asked to read a poem, "To Be of Use", by Marge Piercy and relate it to our future as librarians. This class was fun. Professor Chapman has pulled it off once again!!!


 * September 30, 2010 Face to Face class**

Tonight, we began class by posting up our leaders that we researched and doing a gallery walk to see how each has contribute to the library field. We then formed groups of three and did a think - pair- share. We were asked two questions, first, what do they have in common and second, what does it have to do with me? My group and I realized that the primary commonalities amongst the leaders were, excellent work ethic, extreme advocacy, lots of publishing and involvement with organizations outside of the library. We realized that as our online discussion quote, "we have to be the light and reflect it" it is our duty to walk in the foot steps of these leaders and continue to push for better services and standards for our libraries and patrons. Next, Professor Chapman discussed the leaders and the ones she knew. We then discussed assignment two. Last, we spoke about the multiple sets of learner standards that we have been reading and how to understand them. Tonight, was a fun class and another great learning experience for me.


 * October 14, 2010 Class Online**

Tonight our discussion consisted of the evaluation and discussion of three scenarios. The first, was to evaluate Joyce Valenza's Manifesto as a Library Media Specialist(LMS). We were asked what we thought of the Manifesto, would we endorse it, and which components would we tackle in our first two years. Next, we evaluated a scenario where we were the first year LMS at a good district in Westchester. We replaced a LMS who had many years on the job and many skills to offer. We were supposed to evaluate what we would discuss with our principal as leaders of our library. Last, we were expected to evaluate a scenario which we were first year LMS at a middle school assisting a seventh grade social studies teacher. He has requested that we help teach his students how learn to write a research paper. We were supposed to select two possible models for teaching the research process. We were supposed to agree on the two best. This discussion reinforced all of the reading that I have been doing. I find that I am learning a great deal about school librarianship. From my field experiences I am seeing that many of the same processes are used and similar in the Academic Library field.


 * October 21, 2010 Face to face class.**

Tonight, our class presented our findings from assignment 2A using the jigsaw method. I really liked this teaching tool because it allowed me to focus on one model (I-Search) then learn the others from my classmates. Next, Professor Chapman discussed the Somers School District's library and the "Somers Story" and its changes that have been taking effect. She emphasized that Inquiry based models are the best for learning and research. She shared with us a resource "Library Curriculum Scope and Sequence chart" that previously was used to show skills that were taught from the curriculum for each grade. Professor Chapman also provided us with research protocols that the Somers School District uses. We wrapped up our class with a one on one session with Professor Chapman, going over how well we are doing in the class and discussing our first assignment. This was another fun class with a great deal of learning.

Tonight, we were given two scenarios, first, we were Library Media Specialist who collaborated with all fifth grade classrooms on a science project. Our task was to develop a plan as a group for the research project. We specifically were asked, "What would you recommend to our fifth grade colleagues? What might their students projects look like? What would we do to make it happen? and What models/frameworks would you use to teach the needed skills? The second scenario was similar, but consisted of an eleventh grade English research project. We as a group were to discuss models for teaching a research project that would best meet Ms. McKiernan's class needs. We also discussed how we would teach the model to the class. Last, were were asked to speak about the challenges in the curriculum and assessment areas we faced during our field service experiences. And how we can overcome them.
 * November 11, 2010 Class Online**

Tonight, we began with an intensive lesson in Understanding by Design. We learned what it is and how to use it. We learned the different stages of the standard form. We also learned how to use the Curriculum Framework with its three steps. We also learned about GRASPS which is an acronym for Goal, Role, Audience, Situation, Product and Standards. Last, we went over our assignments and showed them to our classmates.
 * November 18, 2010 Face to face class**


 * December 2, 2010 Class Online**

This evening we were given two different items to work on. The first is a real problem which started as an opinion by Marc Bernstein who feels that schools should go threw an overhaul to make them more efficient in the current budget. He believes that schools should eliminate the standard that each high school have at least one full-time librarian with an established amount of books in its collection. Mr. Bernstein should take a look at his own job which probably pays him well into the two hundred thousand range. With that money we could have three librarians who actually teach and help students. The difference between the two are the lives that one gets to change while the other sits in an office with no direct contact with the population. Last, we were asked to discuss our field experiences and its highlights.


 * December 9, 2010 Face to face class**

Tonight, we began with a discussion of our primary questions for effective teaching. Professor Chapman mentioned that students have to be motivated, challenged and have fun in order for effective learning to take place. We next were presented with a fun activity. We were split up into groups of three. We were then told to select one of the four essential questions and act them out in either a song, poem, acting, or drawing. Our group selected the, "What are the proven frameworks for teaching 21st century information/media literacy skills and how can I use them. We each wrote a verse about the frameworks. We finished the class by handing in our time sheets.

**__Module One Reflections__**
 * Leadership:**

It seems that one of the things that I must know, understand and be able to do in order to become a leader in my school is to become an effective advocate. This will allow my library and students to grow and learn and be provided the best possible resources. This is quite evident with the information I have gained from my readings which I have collected below.

Chapter 3 of our textbook, __The Many Faces of School Library Leadership__, covers the School Librarian as an Advocacy Leader. This chapter describes many great resources in detail about effective advocacy in schools. The book discusses two types of advocates, personal and group. The first, is the individual person while the second would be a group effort. The book goes on to describe what is required to be an effective advocate and includes, being a leader, professional learner, teacher, visionary and connector. As librarians, it is our duty to advocate to all the positive benefits the library has to offer. It is important that we use all avenues of communication to ensure that we get our library the attention it deserves.

In Dianne C. Dees, et. al. article, "Today's School Library Media Specialist Leader" the focus in on the library media specialist as leader in all aspects of school. Elaine Thomas is the librarian who the work is focused on and describes her day. She is involved in technology, reading, curriculum, mentoring, planning, advocacy and many other aspects of her school. This is quite fascinating. Ms. Thomas wears many hats and participates in many functions of the school. She is a leader in her own right and has involved herself in all aspects of teaching and learning.

It's not about Us, is a blog that discusses the major problem with advocacy. Many individuals begin to advocate for themselves and tend to forget about the real issues, "Learning & Students". It is important to remember that to advocate for the library is to advocate for learning. It is also noted in the blog that advocacy is hard, a daily activity, and a continues struggle.


 * Information Literacy:**

In our textbook, __Information Literacy and Information Skills Instruction,__ information literacy is described by Montgomery (1997) p.xii as, "as umbrella term encompassing electronic searching and information retrieval skills, library skills, media skills, research skills, references skills, learning skills, and study skills." Information literacy is important to students in all of the aspects listed by Montgomery. It is a subject that has been debated over the years and has taken on different meanings. The development of school libraries has its roots dating back to 1827 when New York State Governor DeWitt Clinton recommended creating libraries in public schools. Throughout the years, school libraries struggled to gain acceptance in schools, but in 1991 when budgets became tight the school librarian changed roles from support staff to teacher. The role of librarian as a teacher was an idea that was discussed from the 1870's when publications would recommend that librarians teach information skills. It would take many years and a "knowledge explosion" for things to change, but they did. Teachers and Librarians would partner up to create lessons that were enriching and creating a learning environment.

The connection between the readings thus far is that librarians have to be leaders and wear many hats. It is also important that librarians continue to advocate for their program. Information literacy and Information Skills Instruction describes this as, "Demonstrating Value", or the worth of your library.


 * NYS Standards and NYS Social Studies Curriculum, K-12**

When looking at the NYS Curriculum Learning Standards, I see many connections to information literacy. As described by Montgomery information literacy is electronic searching and information retrieval skills, library skills, media skills, research skills, references skills, learning skills, and study skills Below I selected the standards that I felt are most related to information literacy, but it seems that all of the standards are connected. The majority of standards require the student to have the ability to research and find information that pertains to the standard. The library and its library media specialist are in the center of the standards and have a great deal of responsibility to the students learning and achievement.

With the Social Studies Curriculum in most instances and areas the library media specialist plays a critical role in providing relevant, current information to the students. He/She would also team up with class room teachers to provide lessons and give talks about what items are relevant to the period under study.

__**Module Two reflections.**__
 * Reflection on AALS's standards and ISTE's NETS for Students.**

The American Association of School Librarians(AASL) Standards for the 21st - Century Learner provides a guide for librarians to use to ensure that each learner receives the best possible outcomes. The standards have four key areas they feel each student should be able to do. They are: inquire, think critically, and gain knowledge; draw conclusions, make informed decisions, apply knowledge to new situations and create new knowledge; share knowledge and participate ethically and productively as members of our democratic society; and pursue personal and aesthetic growth. The International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS-S) and Performance Indicators for Students were created with a consensus throughout the United States on what each student should be able to do with and know about technology. NETS-S provide six different skill areas that each student should know. They include, creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem-solving and decision-making, digital citizenship, technology operations and concepts.

The two sets of standards have many things in common. First, they each provide a framework for librarians and teachers to use to guide students in the appropriate direction for necessary learning for the future. Next, they both seek to have students gain knowledge by critical thinking and problem solving. Both seek to have students communicate and collaborate to share new knowledge. Both documents revolve around both classroom and library skills. Each makes use of technology when dealing with information. Both documents contain many similarities the primary being the learner and knowledge, but more, how the student will learn to use resources to become learners and leaders of the future.


 * NYSED's ELA Standards and how I could help students meet them.**

As previously noted the responsibilities of the library media specialist include teacher, instructional partner, information specialist, and program administrator. With that in mind, I could help students meet the four New York State Education Departments standards in numerous ways using technology and library experiments to help make each student a 21 century learner. Students would come to the library and be engaged in learning that consisted of an area of the curriculum that we were working on using a blend of the NETS-S standards of technology along with the AASL's standards. Assisting students with the selection, evaluation and discovery of information that pertained to each standard would be a great place to start. It would be beneficial to the students if I partnered up with the classroom teacher to discuss, analyze and relate appropriate information resources to their leanings. Students would be engaged in critical thinking and evaluation methods by using book circles and classic literature. When students came to the library they would interact in different activities that continue to enforce the required learning to meet the standards.

Some examples include:

Standard one, "Language for Information and Understanding" requires students to read, write, listen and speak for information and understanding. As a media specialist one would have to differentiate the way that each level (Elementary, Intermediate, Commencement) was supported. It would be critical to partner with the classroom teacher to help reinforce what the students have learned. Assisting the students in selecting appropriate reading for their assignments would be a place to start. I would require that the class and I have open discussion about current and past works of literature and significant works. I would require that we sit in a circle and each person ask a question relating to a major work while the others listen, analyze and help answer some of the questions. I would then ask that the students write a quick summary of what we discussed.

Standard two, "Language for Literary Response and Expression" requires students to read, write, listen and speak for literary response and expression. Students would be required to select their favorite myth, fable, legend, story, poem or play and explain it to the class. The would also be asked to read out loud their favorite passage in the work and analyze what it means. The others would then be required to ask questions that drew on what has been stated. Last, each student would be required to draw or sketch an image that describes their favorite work. This would cover each activity that pertains to the standard.

Standard three, "Language for Critical Analysis and Evaluation" requires students to read, write, listen, and speak for critical analysis and evaluation. Students would be required to select a past United States President. They would have to research this leader online using trusted sources. They would be required to listen to one speech online and critically evaluate it. They would then be asked to write a short analysis of the speech and explain it to the class.

For Standard four, "Language for Social interaction" requires students to read, write, listen and speak for social interaction. For this, each student would be required to write a friendly letter to another classmate. Each student would then give their letter to the classmate who would read their letter out loud. The group would discuss the language used along with style and grammar.


 * Key Points In English Language Arts compared with the NYS ELA standards. And how I could help students meet these goals.**

The key points in the English Language Arts Common Core State Standards initiative are quite similar to those of the NYS ELA standards. Both look to ensure that students are able to read, write, speak, listen, expand upon vocabularies and use technology. Both measures seek to ensure that our students are able to enter college and the workforce with a deep understanding of the English Language to be effective communicators. They both seek to build on students previous knowledge and make connections through learning. The Common Core State Standards are unique in the sense that they ensure that their is a commonality amongst the nations school's so that even if a student were to move they would still gain the same level of learning.

As a LMS it seems most important for me to provide technology and media into the learning process. It is also key to ensure that a relationship is formed with the teacher to gauge each learners level of reading and critical evaluation. This would help to provide each learner with the best library instruction as lessons could be varied to each learners individual level. Ensuring that each year the students are pushed to their potential of reading and writing, I would provide list of the best books for the grade and age group. I would have book discussion groups using the works that teachers provide. We would blend technology and media into the learning by allowing the students to search databases and the internet. I would aim to have each student reach the NYS ELA standards while blending in the NETS-S and the AASL standards for the 21 century learner each time we interacted in the library.


 * Reflection for Assignment 1**

__**Module Three Reflections**__ Chapter three of our text, __Information Literacy and Information Skills Instruction__ discusses three different models of instruction identified by Carol C. Kuhlthau that were being used which include the specific source approach, the pathfinder approach and the process models approach. The source approach is looked at as a "how to" approach by librarians where they teach the organization and setup of library materials along with the use of these materials. The pathfinder approach is a search technique which requires that students move from the basic to in depth resources to learn and discover a topic. Students gain a better understanding of the materials they are searching and tend to learn a subject area better. The text discusses the process models approach and describes three models within it. The Sheingold Inquiry Model, the Callison Free-Inquiry Model and the Kuhlthau Study of Information Search Process (ISP). Each of these models puts the student at the center of learning and requires that an examination of the student needs be taken first. Sheingold's model looks at learners use of the library as a way for them to develop and connect to information they know which creates a connection to the information they seek. Callisions Free Inquiry Model, has the teacher and librarian working collaboratively to help the student develops. This method tries to push students to form their own questions and answers and to share the results with those around them. In Kuhlthau's model she seeks to examine six (Task Initiation, Topic selection, Topic Exploration, Focus Formulation, Resource Collection, Presentation) levels for the student to work through. She also examines thinking, mood, feelings, and actions of the student in her model. Kuhlthau also uses Lev Vygotsky's Zones of Proximal Development theory as she feels that the learner needs assistance to bring them from performing low tasks to higher level tasks, but adds her own levels of help or professional assistance (Organizer, Lecturer, Instructor, Tutor, Councilor). Chapter four of our text __Information Literacy and Information Skills Instruction__ discusses many models for information skills instruction. This chapter notes that the models discussed work best if they are used in conjunction with the classroom curriculum. The first is Irving's Study and Information Skills across the Curriculum which consist of nine steps. This model has built in the step, activity or what the step consist of and the central question that the student should ask to clarify each step. Next is Eisenberg's and Berkowitz's Big6 Skills. There are three variations of the skills, the "Big6', "Super3" and the "Little12" which allow librarians to differentiate lessons between the lower and upper grades. The skills are being used currently by many school librarians due to the success each student has with the model. As the name implies there are six primary steps, (task definition, information-seeking strategies, location and access, use of information, synthesis and evaluation). It is quoted that "although the model appears linear students can use it at any level for the evaluation of information". This model is quite similar to Kuhlthau's ISP being that it has different levels for the student to work through. The Big6 also stresses the importance of student and instructor interaction to assist the student in gaining a higher level of understanding. The chapter also discusses Stripling and Pitts REACTS Model for term paper preparation. This model uses, research tasks, research activities, and cognitive tasks which draw on the acronym "REACTS" (Recall, Explaining, Analyzing, Challenging, Transforming and Synthesizing".

Chapter six of our text, __Information Literacy and Information Skills Instruction__ discusses current research and trends on the teaching of information skills. The chapter is based on the constructivist theory of education. Constructivist believe that “learning is something the individual does”. The learners participate in their own learning. They also believe that learning is internalized and personalized knowledge, learning is meaning made from experience, it involves a deep understanding, the ability to apply new knowledge and it helps students relate new knowledge to past experiences. The learner is required to gain an understanding of an area of information. The student must create a connection between what is known and being learned to gain and effective understanding of the information. Constructivist also feel that learning is best done between the school media specialist and the student as the librarian provides structure and activities that support instruction. The librarian is expected to act as coach to demonstrate and assist in learning skills and help the student achieve their potential development. Helping students achieve their potential development is the primary focus of Vygotsky’s zone of proximal development (ZPD) which is the distance between the child’s actual knowledge and their potential. As the teacher is expected to help the child succeed. The remainder of the chapter discusses effective research assignments for students and skills and competencies for independent research in the school media center.


 * Notes on the free materials on the Big6 web site.**

The Big6 web site provides many things for free. They provide lessons in all areas including, elementary, middle school, high school, special education and higher education. They tell how to integrate the Big6 into any lesson along with many teachers guides.

**Reflections on Information, Communications, and Technology (ICT) Skills Curriculum Based on the Big6 Skills Approach to Information Problem-Solving By Mike Eisenberg, Doug Johnson and Bob Berkowitz.**

The Information, Communication and Technology (ICT) Skills Curriculum based on the Big6 Skills is an excellent model that uses the Big6 method to help integrate technology across the curriculum and help students solve information problems. This is critical and would pair up with the ISTE (NETS-S) standard 3 "Research and Information Fluency", but would also help in many areas of the curriculum. Using each area of the Big6 ( task definition, information-seeking strategies, location and access, use of information, synthesis and evaluation) students could work their way through a research project using each point provided. The teacher would assist with each step helping the student to achieve the task. In the end students are expected to evaluate how well they have done by determining the correctness of their information.

__** Module Four Reflections **__

Chapter seven of our text __Information Literacy and Information Skills Instruction__ discusses the different technological changes that library media centers, librarians and students are going through. The impact of teaching information literacy within the current digital environment has offered many wonderful opportunities for students, but many challenges for librarians. As our book discusses the internet has given students the opportunity to learn, but also the danger of not being able to determine which sites are scholarly; therefore, trusting all sources found. Next, the book discusses how technology has changed the context of learning. The internet has allowed students to use Inquiry Based Learning to gain knowledge and share what they have learned. It has also made students computer literate and helped them to cross the digital divide. Last, the internet has expanded the library collection giving students any amount of knowledge they desire. The remainder of the chapter discusses the challenges that students and librarians face as technology continues to develop and grow.


 * Reflection on exploring the Partnership for 21st Century Skills**

The mission of the partnership is to serve as a catalyst to position 21st century readiness at the center of US K12 education by building collaborative partnerships among education, business, community and government leaders.

The key members consist of Chair – Julie Walker, Vice-Chair – Lillian Kellogg, Treasurer – Matt Williams, Secretary – Bob Regan, Past-Chair – Kathy Hurley, President – Ken Kay, Chief Operations Officer – Alyson Nielson Director of Strategic Initiatives – Valerie Greenhill National Policy Director – Alan Knapp PR Director – Albert Lang Director of State Initiatives– Helen Soule Communications Director – Paul Tumarkin Manager, Events and Projects – Erin Schmidt Manager, State and National Initiatives – Kevin Wesolowski.

As quoted by the American Library Association, "The Partnership for 21st Century Skills is a national advocacy organization focused on infusing 21st Century skills into education. It brings together the business community, education leaders and policymakers to define a powerful vision for 21st century education to ensure every child’s success as citizens and workers in the 21st century. It also encourages schools, districts, and states to advocate for the infusion of 21st century skills into education and provides tools and resources to help facilitate and drive change". With this in mind one realizes that this organization has a great deal to do with library media specialist, as the chair of the Partnership for 21 century skills, Julie Walker, is also the executive director of the American Library Association's American Association of School Librarians (AASL). Prior to her tenure with the partnership she was Director of Library & Media Services for the Round Rock Texas. Walker has been responsible for directing a number of national programs, including the development of the association’s learning standards and guidelines for school library media programs. Walker currently serves on the advisory committee for the Laura Bush Foundation for America’s Libraries. Being that Walker is so active with the library community she will use her influence to help make library skills core to learning needs. It also seems that the partnership realized that a librarian could provide the leadership to guide its mission towards the future of education for 21 century learners.

The four C's are learning and innovation skills and include, critical thinking, communication, collaboration, creativity. Learning and innovation skills are what separate students who are prepared for increasingly complex life and work environments and those who are not.

The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes (a blending of specific skills, content knowledge, expertise and literacy) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century.

The skills identified by the partnership and AASL relate on many levels. AASL's standards call for learners to use skills, resources and tools to Inquire, think critically, and gain knowledge, draw conclusions, make informed decisions, apply knowledge, create new knowledge, share knowledge and pursue personal and aesthetic growth. The Partnership for 21st century skills 4c's calls for critical thinking, communication, collaboration, creativity. These skills both require that the student be engaged in thought to create critical thinking and creativity. They also require that students collaborate and communicate to share knowledge which is the basis for inquiry based learning.

The skills identified by the partnership relate to us in many ways. As librarians we are expected to foster student learning through Information, media and technology skills which will help the students develop the 4C's, 3R's and life and career skills.


 * ICT maps for English and Social Studies**

The ICT maps for English and Social Studies are excellent tools for educators. As quoted on the Partnership site,"The maps enable educators to gain concrete examples of how ICT Literacy can be integrated into core subjects, while making the teaching and learning of core subjects more relevant to the demands of the 21st century."The maps provide clear examples of how each grade could incorporate skills needed for the 21st century learner using the Information and Communication Technology (ICT) literacy examples.


 * Questions posed by Professor Chapman:**


 * • What exactly are 21st Century Skills? How can I define them?**

It seems that 21st century skills are those that help students become information and technology savvy as they develop towards adulthood. This will prepare them for the challenges they will meet as they develop in college and the workplace. It seems that to define the skills one needs to look at the many standards that exist and try to formulate a combination of what seems concrete and what can be developed along with the rigors of our state curriculum.


 * • What is the Partnership for 21st Century Skills? Its mission? Its partners?**

The Partnership for 21st century skills is a model developed to assist students gain the required knowledge for the future using a framework that fosters support through collaborations between educator and student. As noted previously, it mission is to serve as a catalyst to position 21st century readiness at the center of US K12 education by building collaborative partnerships among education, business, community and government leaders. It's partners consist of world greatest corporations that include some of the largest technology and educational support companies that exist.

As a librarian one must consider how best to incorporate them into lessons taught. The skills assist the librarian in performing differentiated lessons that include each skill listed. The skills are necessary to maintain our countries competitive edge as we gain technological advances. We must be able to keep up with other countries technological skills and educated workforce.
 * • How do 21st skills impact my role?**

I could use the P21 resources to teach skills, knowledge and expertise to students so they can succeed in work and life. I could use the 21st Century Skills Maps to help implement the model and attain the best possible results.
 * • How can I use P21 resources to teach 21st skills?**

__** Module Five Reflections **__

As stated above, our online class consisted of the evaluation and discussion of three scenarios. The first, was to evaluate Joyce Valenza's Manifesto as a Library Media Specialist(LMS). We were asked what we thought of the Manifesto, would we endorse it, and which components would we tackle in our first two years. Next, we evaluated a scenario where we were the first year LMS at a good district in Westchester. We replaced a LMS who had many years on the job and many skills to offer. We were supposed to evaluate what we would discuss with our principal as leaders of our library. Last, we were expected to evaluate a scenario which we were first year LMS at a middle school assisting a seventh grade social studies teacher. He has requested that we help teach his students how learn to write a research paper. We were supposed to select two possible models for teaching the research process. We were supposed to agree on the two best. This discussion reinforced all of the reading that I have been doing. I find that I am learning a great deal about school librarianship. From my field experiences I am seeing that many of the same processes are used and similar in the Academic Library field.

__** Module Six Reflections **__

The introduction of our text, __Inquiry Learning through Librarian-Teacher Partnerships__, by Violet H. Harada and Joan M. Yoshina begins with a discussion of the elements and benefits of Inquiry learning. The text notes that students gain a increased self direction, higher levels of comprehension, growth in interpersonal skills, motivation and team work skills. Last, the intro looks at the benefits of the model to help schools achieve the rigorous targets of the No Child Left Behind mandates.

Chapter one discusses the school environment and how and Inquiry learning school differs from a conventional setting. The chapter discusses what am inquiry based school looks like and states eight different areas. The first, questioning is at the center of the learning experience. Second, students help to negotiate the direction of the learning. Third, learning is social and interactive. Forth, solving problems is an integral part of the process. Fifth, students learn by doing. Sixth, products and performances reflect application and transfer of learning. Seventh, learning is authentic and last, assessment is continuous.

Chapter two discusses the elements of an inquiry curriculum. The chapter describes the importance of essential questions when using the inquiry model. It is noted in our textbook that essential questions engage students in uncovering the important ideas at the heart of each subject. The chapter then discusses the attitudes of mind that are developed which include, curiosity and inquisitiveness, truth seeking, sustained intellectual activity, thoughtful planning, reflection and self-monitoring and open mindedness.

Chapter three discusses the factors that contribute to collaborative relationships which include a strong culture of collaboration, library access, administrative support and access to information resources. The chapter next focuses on skills and attitudes that teachers need to collaborate and include communication, group planning, management, cooperation and coordination.

Chapter four discusses the elements that are needed to design inquiry instruction. It next discusses goals and assessment measures. Last, it describes two different paths to inquiry based learning. The first is theme-bases which is personally meaningful to students as they use reading and writing skill to pose questions and seek understanding of the larger theme or concept. Problem-based learning is noted in our textbook as, "A statement of a real-life scenario deigned to challenge learners, promote the acquisition of knowledge, encourage development of effective problem-solving and critical thinking skills, and require collaboration with peers.


 * What is the difference between inquiry/inquiry learning and the more traditional models/framework for teaching the research process and information literacy?**

In general, the traditional approach to learning is focused on the student gaining full ability of content, with less emphasis on the development of skills and the nurturing of inquiring attitudes. The inquiry approach is focused on using and learning content as a means to develop information-processing and problem-solving skills. The system is more student centered, with the teacher as a facilitator of learning.

In, __The Learning Power of WebQuest__, by Tom March he describes the effect that WebQuest have on the learning environment. He describes what good and bad WebQuests are and how they it uses internet resources to complete the project provided to students. WebQuest help students achieve higher level thinking as they provide a scaffolding approach to learning as the teacher provides more information for learning.

__//** Focus Question: How can I design curriculum that meets the needs of children wiht disabilities and special needs? **//__

Students with special needs and disabilities require a greater degree of support then the normal student. Looking at this from a librarians perspective it would be beneficial to adapt the standards in technology use and literacy to meet the needs of the students. One would also collaborate with the special education teacher to ensure that the student will receive the best outcome from the curriculum design.

__** Module Seven Reflections **__

Chapter five of our text, __Inquiry Learning through Librarian-teacher partnerships__ **,** by Harada and Yoshina discuses assessments and why they are vital for teaching. The authors answer many important questions like, "How should learning be assesed?" and "Who does the Assessing? How is the library media specialist Involved?" This chapter put assessment into perspective and allowed me to gain a great deal of knowledge on the strategies uses to asses students.

Chapter six of our text __Inquiry Learning through Librarian-teacher partnerships__ **,** by Harada and Yoshina, discusses how we connect information searching and inquiry with the models that we studies previously. This chapter answered many questions that I had about teaching. It provided information on the instructional strategies that work best, how librarians facilitate learning, how lessons could be differentiated to support the needs of diverse students. And last, how technology could enhance the students learning.


 * Why did the authors put learning before teaching in chapter 5?**

The author put learning before teaching because successful learning is not accomplished by what the teachers do, but by what the students are able to do. According to the textbook, "One of the primary goals of inquiry learning is the develop independent thinkers and problem solvers. Students must develop attitudes and habits of mind that include self-reflection and evaluation." Learning takes place as the student makes personal connections. The teacher could try many different things, but not succeed which is why assessment and learning are so important and come before teaching.


 * What is the relationship between information searching and Inquiry?**

The relationship between information searching and inquiry is that of a student who is able to create a wealth of questions, investigate, verify and create new questions. Papas and Tepe describe inquiry learning as, "An investigative process that engages students in answering questions, solving real world problems, confronting issues and exploring personal interest." Inquiry is a process of investigating as information searching is also. Inquiry drives the research that the student will do as they frame a large issue and go through the steps of inquiring about a particular topic using a research model like the I-Search.

__** Module Eight Reflections **__


 * 1. How does Thomas differ from Harada/Yoshina? **

The difference between the Thomas and Harada book is the approach each takes. The Thomas work is more of a read while the Harada is a practical workbook to use. Within the assessment section of the Thomas work he briefly describes models for assessment as the Harada book provides information about assessment along with practical steps to achieve you goal.


 * 2. As you consider assessing information/media literacy and inquiry/research skills, what will you keep in mind?**

The first thing that I keep in mind is that assessment is vital to a good teaching as student learning is defined by learning outcomes. Assessment allows the teacher to improve student learning, strategies for learning and a recognition of students progress in relation to standards. I also realize that students have to be sure to realized what is expected of them and be able to share ownership of the learning. Inquiry learning fosters deep thinking that requires students to go beyond the classroom.


 * 3. If you were planning to update Chapters Seven and Eight in the Thomas text, what would you focus on, or what questions would you address?**

If I was going to update chapter seven and eight I would focus on practical ways for library staff to use the mentioned models. I would make clear the steps in assessment and technology use as it relates to education. I would focus on inquiry learning and using assessment strategies to ensure that students were in fact meeting their goals.


 * 4. What have you observed in your field service experiences to support your understanding of information/media literacy and inquiry/research skills, and the different ways to teach these skills?**

Based on my observations in my field service experiences I have realized that inquiry learning is the best method to use for teaching. All of my observations consisted of classroom teaching; as I found that students take to research best if they are allowed to select a topic that has real world connections to their lives. Students were motivated about what they were working on which made a great deal of difference. What I have learned about the skills of research and literacy are very much applied in the classroom. I have seen these skills being addressed. The class was working in collaboration with an English class. The students were required to do research. The librarian was using an approach similar to Eisenberg and Berkowitz Big Six model. The model was not linear as the students would go back and forth as they found items that worked with their paper.


 * __ Module Nine Reflections __**

For our online class this week (11/11/10) our first discussion consisted of us selecting models that we would teach and developing a plan to teach it. The majority of the discussions for this sessions seemed to like either the REACTS model or the I-Search. Most agreed that a video or animoto presentation would make a great final product for the students to do.

Our second scenario consisted of us working in a high school and collaborating with the English department to help students work through a research project. With this discussion most people preferred the I-Search the REACTS or the Big6 model.

The last question was a reflection on what challenges we expected to faced in the area of curriculum and assessment as new library media specialist. The majority of us in the discussions felt that corroboration and assessment are by far the biggest challenges. It seems evident that to collaborate with others can be very stressful at times as personalities differ and teaching methods which are preferred by one teacher may not be so highly regarded by another. Assessment seems to be very hard also. To determine where a student stands on a certian subject is quite difficult, but has to be done to ensure learning is happening.


 * __ Module Ten Reflections __**

Differentiated instruction is the process of ensuring that what a student learns, how he/she learns it, and how the student demonstrates what he/she has learned is a match for that student’s readiness level, interests, and preferred mode of learning.
 * What is differentiated instruction?**

As a future academic librarian one feels that differentiated instruction will help me prepare courses that will meet and enhance each learners experience and learning style. Also, as other instructors collaborate with myself and other librarians we could help prepare with the best possible offerings for each student.
 * What does differentiated instruction have to do with me?**

It seems that the connections between differentiation, reading, research and literacy is related to the teacher and each students learning style. The teacher should make adjustments to ensure that all learners are being taught up.
 * What are the connections between / among differentiation, reading, research and literacy?**

As a first year LMS I could diffrentiate lessons by varianing the instructional materials and assignments amoungst each student and class. By varying the materials one is providing differentiation of instruction.
 * As a first year LMS, how can i begin to differentiate?**

One must keep the learner in mind when thinking about differentiation. It is important that we build a relationship with our students to ensure that we know what level they are on. We also need to ensure that students are taking ownership of their work and they are understanding what they are learning.
 * As a LMS, what must I keep in mind about differentiation?**

__The goals of Differentiation__ by Carol Ann Tomlinson discusses differentiated instruction and how effective it is. Tomlinson states, "Differentiated instruction is student aware teaching". The article discusses four points that teachers must confront to ensure effective differentiated instruction. The first is, trust. The student must feel and believe that the teacher is on their side. The teacher is pulling for their student which makes the student work harder. The second is ensuring fit between the student and the work. The teacher should only ask the student to do something that the student is ready to. The third is voice. This is giving the student power over their own learning destiny. The teacher creates an inviting, encouraging relationship. Last is developing awareness which consist of making the learner aware of learning so they can make scenes of the material they are learning.

__One Kid at a Time__ by Carol Ann Tomlinson discusses how personal instruction helps the student who is not the average learner. She calls for a differentiated plan to help the student who learns in a different manner. She discusses connecting content with the student as each learns differently. She also feels that its imperative that the teacher know each student well to better provide instruction. Last, she feels that teachers should give students leeway to select and choose their topic and find ways to relate it to whats being learned.

__Teaching as Jazz__ by Carol Ann Tomlinson and Amy Germundson uses Jazz as a way to describe differentiated instruction. She discusses four areas of education that are important. The first is curriculum, which she feels that we have to find the big ideas embedded in content and share the big ideas with our students. Next, is connections, as the work states, "Students learn best when they feel appreciated, acknowledged, respected and validated. Next is instruction, which has to be connected to the learner. To instruct well is to be keenly aware of context and develop a range of options to reach a given student at a given time. Last, is assessment, which are created by teachers and used to measure how effective student learning has been. The work wraps up with a picture of what this all should look like.

__Intersections between differentiation and literacy instruction: Shared principles worth sharing__ by Carol Ann Tomlinson is about shared principles of literacy and differentiated instruction. The first principal is, students differ as learners, which states that each student brings a unique set of skills and learning behaviors to the class room. Teachers need to realize that each student is different and at different reading levels. Teachers should not try to teach in a way that make all students alike. The second shared principal is, teachers must study their students to teach them well. Each teacher must get to know their student and their learning style. This will help differentiate the lessons provided to each student. The third shared principal is, effective teachers teach up. Teachers should develop rich authentic curriculum then differentiate it to life the majority of students up. Last, responding to student readiness, interest and learning profile enhances student success. The article list three reasons for responding which include, attention to student readiness is essential for academic growth, attention to student interest enhances motivation to learn, and last, attention to how students learn best is important for efficacy of learning.

__Differentiating Instruction in the Library Media Center__ by Arlene Kachka is a unique article that elaborates on the different ways instruction could be differentiated. She notes that most LMS will have the same group of children for many years as teachers only have them once. This is why differentiation is so important in the library. Kachka explains that we should present instruction with a variety of materials on the same topic. She next talks about the difficulty we face as each student is not on the same level. She states that, "Instructional materials can easily be adapted or modified to meet the needs of each ability or language level" She next discusses the different learning styles of each student and notes that they learn by visual, auditory or tactile methods of instruction. Last, she discusses the importance of collection development to meet the needs of your particular school needs.

__Differentiating Instruction in the Primary Grads with the Big6__ by Barbara A. Jansen is an article about using the Big6 model with a differentiated approach. She provides a wonderful chart that list the Big6 skill and a differentiated instruction. For example, Task Definition - What do we need to do? Differentiating Instruction: Students identify areas of interest for a topic and write individual questions, which can be added to a common set of questions. She notes that differentiation and the Big6 are made for each other.