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 appto visit bentonlibrary.org

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 Correlational Matrix

Library instruction should be . . .

skills-basedat the point of needindividualizedable to assess student learningrigorous and relevant

Library instruction can be . . .

related to subject contenton a fixed or flexible schedulefacilitated via technology toolsdeveloped via a library curriculuminformal or formal in setting