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The Story of how one urban district has begun to The Story of how one urban district has begun to embark on having Librarians support Social embark on having Librarians support Social
Studies Teaching and LearningStudies Teaching and Learning
November 18, 2015November 18, 2015
Nick Stamoulacatos
Director of Professional Development
Extension [email protected]
@C3Minded
Your Connection to Social Studies
Purpose for Today
To identify how the Information Fluency Continuum and the role of school Librarians is critical and important to social studies instruction.
To understand the components of the Social Studies standards and the New York State Social Studies Toolkit
To explain and analyze how the Teacher Librarian and the Social Studies teacher will plan and collaborate with one another to enhance and promote engagement and civic action.
Coherence and guidance in what we are
teaching through the library High expectations for what our students
should learn about finding and using information
Connection to social studies standards, literacy and technology
Purpose of Information Fluency Continuum
Standard 1: Using Inquiry to Build
Understanding = Shift 1 Asking Compelling and Supporting Questions, Shift 2 Evaluating Sources and Using Evidence
Standard 2: Pursuing Personal and Aesthetic
Growth= Shift 2 Evaluating Sources and Using Evidence
Standard 3: Demonstrating Social Responsibility = Communicating Conclusions (Summative Assessment and Taking Informed Action
IFC & Social Studies
IFC & Social Studies
What is the compelling question you are using for
the unit or the inquiry? What sources do you plan on using both primary
and secondary, and how can I be of assistance to help you in this area?
How will you assess the students in communicating their conclusions and or taking informed action?
Top three questions to ask a
SS Teacher
The New York State Framework For Social Studies The District Scope and Sequence The New York State Social Studies Toolkit
Top Three Documents To Help
Critical thinking skills comparing and contrasting ideas identifying cause and effect drawing inferences and making conclusions distinguishing fact and opinion
Research skills getting information organizing information looking for patternsinterpreting information analyzing informationsynthesizing informationsupporting a position
Communication Skillsgiving oral and written explanationslistening and responding
Sequencing & Chronology Skills placing events in chronological order creating timelines
Map and Globe Skillsreading maps, legends, symbols and scalescomparing maps and making inferencesinterpreting and analyzing different kinds of mapscreating maps
Graph and Image Analysis Skillsdecoding images (graphs, cartoons, paintings, photographs) interpreting graphs and other images drawing conclusions making predictions
Skills Embedded in NYS Standards: A Partial List
Adapted from Social Studies Instructional Strategies and Resources: Pre-kindergarten Through Grade 6 http://www.emsc.nysed.gov/ciai/socst/pub/ssisrintro.pdf
Together, you and the classroom teacher decide which skills need to be taught, where the skills will be taught (library or classroom) and by whom (librarian or classroom teacher).
Information Fluency And Collaboration Go Hand In Hand
Lead your school in collaborative planning
that integrates the teaching of information fluency throughout the curriculum.
Figure out which skills to teach and assess and which to scaffold in every lesson
Plan the implementation of the Benchmark Skills for all students
What Can Librarians Do?
Order high quality resources
Collaborate with classroom teachers to co-teach
Align the implementation of the Benchmark Skills with your school’s goals and your students’ needs.
Collaborate with your administrator
What Can Librarians Do? (Continued)
The Information Fluency Continuum
The IFC provides a framework for inquiry. It breaks down the process into the indicators or specific skills necessary to carry out the inquiry experience.
The NYS SS Toolkit is also a framework for inquiry, but it also focuses on social studies content, skills and practices needed at each grade level in social studies. In addition, it has specific inquiries laid out for teacher and librarian use
A Marriage Made in Heaven
How did we align the IFC to our Social Studies Inquiries?
Grade 3 Example
Grade 8
Grades 6-12
Social Studies Matters
