Module+3+notes

American Association of School Librarians. The School Librarian's Role in Reading Position Statement. Feb. 2009.

"The extent to which young people use information depends upon their ability to understand what they read, to integrate their understandings with what they already know, and to realize their unanswered questions. To this end, school librarians model and collaboratively teach reading comprehension strategies: assess and use background knowledge, pose and answer questions that are appropriate to the task, make predictions and inferences, determine main ideas, and monitor reading comprehension as well as the learning process."

"School librarians co-design, co-implement, and co-evaluate interdisciplinary lessons and units of instruction that result in increased student learning"

Moreillon, Judi. "position yourself at the center: coteaching reading comprehension strategies." //Teacher Librarian// 35.5 (2008): 27-34. //Education Research Complete//. EBSCO. Web. 18 Mar. 2011.

“If we are to position ourselves at the center of our schools' literacy programs, then we must become leaders in reading instruction.” “Developing a shared vocabulary is a first step in effective communication and effective instruction.” “As we coteach and learn from our colleagues' areas of expertise, we reciprocate by teaching them in our own areas of expertise.”

Pentland, Courtney. "Nudging Research Projects toward Critical Thinking." //School Library Monthly// 26.10 (2010): 10-11. //Library, Information Science & Technology Abstracts with Full Text//. EBSCO. Web. 9 Apr. 2011. “The school librarian and teachers can successfully plan and collaborate on research projects by understanding the following three basic elements: time, student choice, and questioning.” P10 “Many times research projects are not successful due to the limited time allotted, the teacher’s lack of awareness of resources available, or the teacher’s unawareness of how to craft a lesson that makes the information search meaningful.” P10 “Student choice could include choosing a topic, choosing a type of project from a list of options, or choosing an audience. Allowing students to make choices in their assignments can motivate students to become more engaged in the lesson by appealing to their interests while still covering required content.” P11 Ryan, Mary. "Engaging Middle Years Students: Literacy Projects That Matter." //Journal of Adolescent & Adult Literacy// 52.3 (2008): 190-201. //Academic Search Complete//. EBSCO. Web. 9 Apr. 2011. They suggest that learners or ovices (where the teacher or instructor is seen as a learner alongside the students) need the opportunity to engage in four broad knowledge processes: experiencing the known and the new, conceptualizing by identifying and theorizing, analyzing functionally and critically, and applying appropriately and creatively. These knowledge processes constitute what they term a transformative curriculum, which differs from inquiry learning in that it emphasizes different sequences for different learners and areas of knowledge. Student diversity and multiple ways of thinking and learning are paramount in this approach. P 193 harada chapter- ssessment in the Library Media Center “The critical purpose of gathering the information is not to grade a final product, but to provide the support and guidance needed for students to reach the highest levels of performance.” P17