Title: Writing the WSWHE BOCES K12 Regional Information Literacy Curriculum
1Writing the WSWHE BOCESK-12 Regional
Information Literacy Curriculum
2From 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
3Grade 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
4Also 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.
5Why we decided to write a Regional Information
Literacy Curriculum
6Rationale 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.
7Rationale 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).
8Rationale 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.
9Rationale 4
- An information problem solving curriculum is
universal, useful in all curricular areas,
predisposed to interdisciplinary study, and
empowering to learners.
10Rationale 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.
11The 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
12It 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.
13Defining the skills matrix
- Matrix a framework from which something grows
or develops.
14And, this is what page 1 looks like now!
15Instructional 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
16Instructional 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
17REMEMBER!!
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!
18Words of wisdom from those who participated
19Now 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
20Implementation 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
21Implementation 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
22Do what you canwhere you arewith what you
have.--Theodore Roosevelt--
23If 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
24Then You have
- A starting point.
- The potential of cooperative teachers willing to
give it a chance.
- Compatible language for curriculum planning and
integration.
- However
25If 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.
26Thank 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
27For 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