2.3+Module+Notes


 * Collaborators: **


 * Lacy Hoffman **


 * Natalie Caballero **

** AASL. // Empowering Learners: Guidelines for School Library Programs. // Chicago: American Association for School Librarians, 2009. Print. **

 * ===== “ The school library program models an inquiry-based approach to learning and the information search process” (AASL 25) =====
 * ===== Inquiry is a student-centered approach to learning in which students “The school librarian partners with the classroom teacher in the creation, implementation, and assessment of inquiry-driven curricular units that effectively teach multiple literacies as well as content and research skills” (AASL 26) =====
 * ===== interact with information, use existing knowledge to form new understandings, and use newly formed skills to construct new knowledge” (AASL 26) =====
 * ===== “builds upon learners’ prior knowledge as needed for the learning task” (AASL 25) =====
 * ===== “By learning to formulate appropriate research questions, organize the search for data, analyze and evaluate the data found, and communicate the results, students develop the skills, dispositions, responsibilities, and self-assessment strategies needed to become independent, lifelong learners” (AASL 26) =====

** Fredrick, Kathy. "Visualize This: Using Infographics in School Libraries." // School Library Monthly // 30.3 (2013): 24-25. **

 * ==== “appeal to a variety of learning styles” (Frederick 24) ====
 * “Creating infographics draws on students' knowledge and creativity to create new products” (Frederick 24)
 * “Infographics can be both starting points and culminating experiences for authentic learning” (Frederick 24)
 * “They provide another format for presentation: sharing information succinctly in a compelling graphic format” (Frederick 24)
 * “In the process of creating an infographic, students show what they have learned, how they have internalized that learning and how they determined the most important learning through this activity” (Frederick 24)


 * “the best learners are constantly assessing themselves.” (Ferriter)
 * Need to give students opportunities to give and receive feedback (Ferriter)
 * Make observations instead of evaluations (Ferriter)
 * Unbiased, don’t require a lengthy justification, spot differences, no judgments (Ferriter)
 * “Our goal should be to create classrooms where peers know that they can safely learn alongside one another” (Ferriter)

** Berger, Pam. "Student Inquiry And Web 2.0." // School Library Monthly // 26.5 (2010): 14-17 . **

 * ==== “web 2.0 applications are changing how educators interact both with each other and with their students” (Berger 14) ====
 * “Web 2.0 characteristics support the principles of good teaching and learning—
 * active participation and collaboration” (Berger 14))
 * “Students are involved in the construction of knowledge through active involvement and, most importantly, asking questions; questions are at the heart of inquiry learning” (Berger 16 )
 * “Technology and, in particular, Web 2.0 tools and services can be used throughout the inquiry process to support the appropriate thinking skills” (Berger 17)
 * “educators should develop interactive, inquiry-based, technology-rich curriculum” to prepare students for the world (Berger 15)
 * “It’s a student-centered approach with the teacher as a facilitator of learning” (Berger 16)
 * “The key is to focus on student learning, not the Web 2.0 technology” (Berger 17)
 * “To meet the learning needs of students today, educators, including school librarians, must embrace these tools in a way that supports interactive, inquiry based, technology-rich learning” (Berger 17)

====** Voutos, Gloria E., Norton, Angela, Dunbar, Wes and Shane Conklin. "Fearless Factor: Seamless Conversations Lead to Collaboration in the Northwest Independent School District." // Knowledge Quest // 40.4 (2012): 62-66. // Professional Development Collection //. Web. 29 Feb. 2016. **====


 * “creating a strategy to make the lessons applicable to our students was our main challenge”
 * (Voutos, Norton, Dunbar, and Conklin 63)
 * Sharing ideas during staff meetings can lay the foundation for new partnerships” (Voutos, Norton, Dunbar, and Conklin 66)
 * “The students are used to seeing all of us together, and they truly embrace our professional and personal connections” (Voutos, Norton, Dunbar, and Conklin 66)
 * “collaboration does not happen by chance. It is hard work, and it is our responsibility as educators and leaders in the field of information science” (Voutos, Norton, Dunbar, and Conklin 66 )
 * “Collaboration is a purposeful exercise of your intellectual value, your professional expertise, and your ability to share specific knowledge across grade levels and curricula” (Voutos, Norton, Dunbar, and Conklin 66)

====** Harada, Violet H. "Libraries as Learning Leaders: Cultivating Cultures of Inquiry." // The Many Faces of School Library Leadership //. Ed. Sharon Coatney. Santa Barbara, CA: Libraries Unlimited, 2010. 13-28. TWU Library eBook. **====


 * “ Learners think to learn by connecting with relevant and generative questions that provoke more questions and stretch the imagination” (Harada 15)
 * “I believe that librarians are not only ready but that librarians are vital lifelines to learning” (Harada 26)