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Writing the WSWHE BOCES K12 Regional Information Literacy Curriculum

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Title: Writing the WSWHE BOCES K12 Regional Information Literacy Curriculum


1
Writing the WSWHE BOCESK-12 Regional
Information Literacy Curriculum
  • Summer 2004

2
From State Ed
  • The NYS Early Literacy Guidance Pre-Kindergarten
    Grade 3 Core Curriculum features the following
    performance indicators for grade 2 students under
    the standard
  • Read, Write, Listen, and Speak for Information
    and Understanding

3
Grade 2 students will on daily basis use
comprehension strategies when reading
informational texts to
  • Collect data and facts
  • Interpret information represented in pictures,
    illustrations, and simple charts and webs
  • Distinguish between texts with stories and texts
    with information
  • Distinguish between important and unimportant
    information
  • Draw on prior knowledge and vocabulary to
    understand new data and facts
  • Locate and use classroom and library media center
    resources both print electronic- with
    assistance to acquire information
  • Select informational books with assistance

4
Also according to the NYS Standards, by the time
a student graduates from high school, he must
master competencies such as
  • Obtaining information from a variety of sources.
  • Analysis and synthesis of information from
    different sources by making connections.
  • Analysis and integration of data, facts, and
    ideas to communicate information.
  • Evaluation of sources of information, recognition
    of advantages and limitations of varying
    sources.
  • Differentiation between fact and opinion.
  • Check on the completeness of data and question
    hypothesis based on evidence.

5
Why we decided to write a Regional Information
Literacy Curriculum
  • 5 Rationale Statements

6
Rationale 1
  • Information literacy skills and information
    problem solving are at the core of the New York
    State Standards, and national standards in many
    disciplines. The impact of the skills on student
    performance and life long learning are at the
    heart of this emphasis.

7
Rationale 2
  • Fifteen National Studies since 1998 correlate
    quality SLM programs with student achievement.
    School library programs where a SLMS teaches
    information literacy skills and information
    problem solving are the NUMBER ONE INDICATOR of
    student achievement resulting in a 10 to 20
    boost in reading scores, improved performance on
    state and local assessments (compared with
    performance in library impoverished schools).

8
Rationale 3
  • Collaboration between SLMS and teachers to
    develop and support resource based learning
    activities is another key indicator of student
    success. This leads to engaging students in
    active learning models such as information
    problem solving.

9
Rationale 4
  • An information problem solving curriculum is
    universal, useful in all curricular areas,
    predisposed to interdisciplinary study, and
    empowering to learners.

10
Rationale 5
  • Information literacy creates a platform for
    genuine understanding of the world around the
    learner and a strong foundation for future
    learning and has become a transforming force in
    the creation of lifelong learners.

11
The WSWHE School Library SystemK-12 Regional
Information Literacy Curriculum is
  • A K-12 skills matrix
  • An instructional tool
  • A beginning place
  • For school library media specialists, teachers,
    and administrators

12
It was created by regionalSchool Library Media
Specialists
  • With a commitment to best practice,
  • With confidence in quality outcomes for
    learners,
  • With collaborative and instructional goals, and
  • With a common vision.
  • During 4 voluntary full-day Curriculum Writing
    workshops in July 2004.

13
Defining the skills matrix
  • Matrix a framework from which something grows
    or develops.

14
And, this is what page 1 looks like now!
15
Instructional Featuresof the Matrix
  • Sequential with flexible ranges of skills
    development for local adaptation
  • Key skills connect to the development of
    literacy and independent reading
  • Defines an authentic process of information
    problem solving
  • Big 6 skills unifies the matrix with steps
    including
  • Task Analysis
  • Information Seeking Strategies
  • Location and Access
  • Use of Information
  • Evaluation of Process and Product
  • Synthesis

16
Instructional Featuresof the Matrix
  • Grade level benchmarks incorporated
  • Instruction at various levels reinforces and
    expands prior knowledge
  • Emphasizes the development of meaningful
    questions for individual inquiry
  • Designed for collaborative planning and
    instruction with the classroom teacher
  • Emphasizes active learner, engaged learner
  • Life-long learning key outcome

17
REMEMBER!!
This Information Literacy Curriculum was designed
to be taught collaboratively with classroom
teachers and integrated into the content
curriculum at each grade level.
Research shows that ISOLATEDinstruction in Info
rmation LiteracyDOES NOT succeed!
18
Words of wisdom from those who participated
19
Now its time foryou to take a look!
  • Copies of the Information Literacy Curriculum are
    being handed out.
  • Please take the next 5 minutes to look it over.
  • Then, well discuss implementation strategies.

Information literacy is a survival skill for the
Information Age. Information literacy forms the
basis for lifelong learning. ALA
20
Implementation part I
  • Skills matrix shared with regional school library
    media specialists, teachers, and administrators
  • Workshop participants support their colleagues in
    interpreting and using the matrix
  • School library media specialists begin to pilot
    the application of the matrix in their school
    library programs
  • Opportunities to collaboratively integrate matrix
    skills in resource based learning are sought and
    assessed
  • Broad based feedback and analysis contributes to
    the formal refinement and revision of the
    information literacy curriculum

21
Implementation part II
  • Revision workshops address local experience and
    feedback
  • A refined information literacy curriculum
    supports elements of best practice in local
    school library programs
  • Workshops to train school library media
    specialist and teachers in the development of
    integrated learning experiences are scheduled
  • Skills from the information literacy curriculum
    are integrated in to the grade level content
    areas in resource based learning experience
  • Further assessment, revision, development
  • Analyze direct and indirect outcomes for students
    as they progress through the model

22
Do what you canwhere you arewith what you
have.--Theodore Roosevelt--
23
If your district has curriculum or maps that
  • Incorporate or emphasize SKILLS or skills
    integrated with content.
  • Adapt or adopt NYS Core Curriculum in its fully
    evolved dimensions (CONTENT and SKILLS).
  • Have an inquiry, problem solving, and resource
    based framework.
  • Include benchmarks, tasks, performance standards,
    or outcomes aligned with information problem
    solving.
  • Involve the SLMS as a curriculum planner,
    developer and implementer.
  • Truly embrace the mastery of information problem
    solving as a key attribute in the profile of a
    graduate.
  • THEN

24
Then You have
  • A starting point.
  • The potential of cooperative teachers willing to
    give it a chance.
  • Compatible language for curriculum planning and
    integration.
  • However

25
If you dont have those thingsYou still can
succeed by
  • Finding just ONE teacher to work with you.
  • Talking to your fellow SLMS about what worked or
    is working for them.
  • Meeting with your administrator to share the
    matrix and your goals to improve student
    achievement.
  • And, if all else failscall your SLS director to
    learn about
  • Books Magazines in the Professional
    Collection.
  • Professional development opportunities in not
    only your SLS, but neighboring ones as well.
  • A fellow SLMS who might be in a similar program
    stage.

26
Thank you to all those who participated in the
workshops
Terese Brennan Kathy Greene Marcia Krantz Barba
ra Zuccaro
  • Cathy Casler
  • Regina Chabarek
  • Elaine Cowin
  • Bill Gordon
  • Sue Penney
  • Sharon Stone
  • Karen Tinney
  • Martha von Schilgen
  • Debra Zaffuts

Laurie Alden Barbara Arthur Lance LeGrys Sarah
Olson
Kerri Brennan Mara McCarthy Maureen Mooney Meli
nda Taormina
27
For more information,please contact
  • Robin Young, School Library System Coordinator
  • WSWHE BOCES
  • 27 Gick Road
  • Saratoga Springs,NY 12866
  • Ph (518) 581-3700
  • Fax (518) 581-3709
  • E-mail ryoung_at_wswheboces.org
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