2.1+Module+Notes


 * Collaborators: **
 * Lacy Hoffman **
 * Natalie Caballero **

"The degree to which students can read and understand text in all formats (e.g., picture, video, print) and all contexts is a key indicator of success in school and in life" ( AASL 2). “Inquiry provides a framework for learning” (AASL 2). “To become independent learners, students must gain not only the skills but also the disposition to use those skills, along with an understanding of their own responsibilities and self-assessment strategies” (AASL 2). “School libraries are essential to the development of learning skills” (AASL 3). “build a learner who can thrive in a complex information environment” (AASL 2). Learning is enhanced by opportunities to share and learn with others (AASL 2). “The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own” (AASL 3).
 * AASL. Standards for the 21st Century Learner. Chicago: American Association of School Librarians, 2007. Web. 02 Feb. 2016. <[]>.

“In the 21st century, there is universal agreement on the goal of developing the higher-order thinking capabilities of our nation’s youth” (Moreillon 11). "These lessons are based on five foundational best practices in instruction and school librarianship: evidence-based practice, backward planning, aligning and integrating information literacy standards with classroom curricula, using research-based inst strategies, and modeling metacognition with think-alouds" (Moreillon 13). “practitioners in the field must continually demonstrate to school administrators, classroom colleagues, students, parents and caregivers, and the public at large that their daily practice results in improved student learning” (Moreillon 13). “these strategies give learners the tools they need to be proficient readers and independent learners so they can effectively find and use ideas and interact with information that lead to knowledge” (Moreillon 19). “it is especially important that they (school librarians) be proficient at identifying the terms used in the content area standards that relate to theStandards for the 21st-Century Learner and align these and other standards accordingly” (Moreillon 14). "There is no better way to promotes the instructional partner role of the school librarian and the school library program than to document how classroom-library collaboration impacts student outcomes and improves educator proficiency" (Moreillon 13). “Coteaching reading comprehension strategies is job-embedded professional development. It helps educators develop a shared vocabulary and understanding of these processes in order to facilitate their students’ intellectual access to ideas and information across content areas and with a wide variety of texts” (Moreillon 19).
 * Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012. Print.

“Tammy understood how she must use her leadership skills to fulfill her curriculum role for the advancement of the students” (Howard 85). "in the K– 12 school is intertwined with the school’s curriculum” (Howard 86). “The students must understand the subject matter concepts and facts, and they must be able to understand the process of finding, synthesizing, evaluating, and creating the information they need to continue on the lifelong path of learning” (Howard 92).  “At times, the teachers present facts that the students need to know; at other times, they are there to help the students figure out and discover on their own. The teacher can accomplish these two roles by implementing the process of inquiry into their lessons” (Howard 93).  “The teacher-librarian supports the students through learning activities that help them use the higher-level thinking skills, the critical thinking skills” (Howard 93).  “If teacher-librarians are able to help the students think, to understand how to evaluate, synthesize, and create information, the students will be learners for their entire lives” (Howard 93). "The questions are answered not by the instructor telling the student the answer, but by the students taking an active role in determining the answer" (Howard 94). "Together, the two of them will be able to educate the whole child" (Howard 92). “The new standards emphasize the necessity of reading as a skill for all types of information-gathering activities, including conducting research for learning and reading for personal enjoyment” (Howard 92). “The crux of the new standards is that the students will use higher-level thinking skills to discover, evaluate, and create information that they can use as they become independent in the search for the knowledge they need as members of society” (Howard 92). “As seen earlier, the teacher-librarian’s curriculum, the Standards for the 21st-Century Learner (AASL 2007), embraces inquiry as a framework for learning” (Howard 93). “This use of inquiry applies to the teacher-librarian as well as the classroom teacher” (Howard 93). “Inquiry-based learning provides the teacher-librarian the opportunity to assist the students with their critical thinking skills. It is the process of assisting students with discovering in-depth information in order to answer the questions they have” (Howard 93). “It is an understanding that satisfies the students’ questions concerning specific topics” (Howard 93). “By aligning the inquiry process with the curriculum content from the classroom, the teacher-librarian will help the students assimilate the skills they will need for lifelong learning. In essence the students are learning how to think; they are using their higher-order thinking skills; they are becoming independent learners” (Howard 94). “The teacher-librarian must challenge the process and becomes a risk taker as he or she works with the teachers in implementing these inquiry lessons” (Howard 96).
 * Howard, Jody. "The Teacher-Librarian as Curriculum Leader." The Many Faces of School Library Leadership. Ed. Sharon Coatney. Santa Barbara, CA: Libraries Unlimited, 2010. 85-100. TWU Library eBook.

Scenario-based problem-solving assessment given to students. “A number of students found the scenarios too structured; they felt as if they were being lead to ‘the’ answer” (Allen 22). "Apparently they need more significant exposure to and instruction in the use of academic databases" (Allen 23). ‘Teaching students to think should be the ultimate goal of twenty-first-century education” (Allen 24). “They would have preferred that a task be set and the tools provided” (Allen 22). “Three students claimed that the scenarios required only common sense, and they did not see their value as part of an academic education” (Allen 22). “we see information literacy as a curricular mandate, rather than a technology or library problem” (Allen 24).
 * Allen, Susan M. "Information Literacy, ICT, High School, and College Expectations." Knowledge Quest 35.5 (2007): 18-24.


 * Carnesi, Sabrina, and Karen DiGiorgio. "Teaching the Inquiry Process to 21st Century Learners." Library Media Connection 27.5 (2009): 32-36.

"The inquiry process encourages cooperative learning in settings where the final outcome is a group effort with everyone benefiting from the learning experience" (Carnesi and DiGiorgio 32). “We have discovered a new love in the versatile and adaptable replacement for the tired old research project—the Inquiry Process” (Carnesi and DiGiorgio 32) “Unlike the static, set-in-stone research project, the inquiry process is an interactive cycle used to teach research in any content area” (Carnesi and DiGiorgio 32) “Students should create a preliminary work schedule for completing the project on time” (Carnesi and DiGiorgio 34) “With the technological resources available today, makes more sense to begin the inquiry process with a web quest” (Carnesi and DiGiorgio 34) “Web-based inquiry projects require more outside research than a Web quest” (Carnesi and DiGiorgio 34) “The first step is to determine what is already known about the topic. From there, students will easily be able to create a list of questions to discover what they need to know about their topic” (Carnesi and DiGiorgio 34) “Students must be proficient in inquiry skills to be successful in life beyond the academic years” (Carnesi and DiGiorgio 36) “Students already have a high interest level in the Web, so we must capitalize on that interest to engage them in the content we want them to learn” (Carnesi and DiGiorgio 36) “The inquiry process engages students in a way that promotes critical thinking, higher-level processing, and the use of more varied and appropriate resources” (Carnesi and DiGiorgio 32) “the inquiry process encourages cooperative learning in settings where the final outcome is a group effort with everyone benefiting from the learning experience” (Carnesi and DiGiorgio 32) “Integrated learning is also possible because the inquiry process can take one project through all of the major content areas” (Carnesi and DiGiorgio 32) “The process encourages students to work together and allows for the realization that there can be more than one way of solving a problem or question” (Carnesi and DiGiorgio 32) “Now comes the time of the inquiry process that teacher-librarians live for—helping students find the resources to answer the questions they created” (Carnesi and DiGiorgio 34) “With their lovely, librarian-approved sources in hand, students begin collecting and documenting information” (Carnesi and DiGiorgio 34) “To progress in the inquiry process, teacher-librarians will have to get their students to buy into the concept of organizing their notes. This one step allows students to figure out whether they are missing information critical to the completion of their project and to make sure they can reach a conclusion” (Carnesi and DiGiorgio 36) “students now have a more modern means of discovery that lends itself to every single discipline” (Carnesi and DiGiorgio 36)