The flipping librarian. One of the things I am getting ready to do in September is to help a growing number of interested teachers flip.
Just in case you’ve missed it, many educators are thinking about flipping. What is flipping? Flipping the classroom changes the place in which content is delivered. If the teacher assigns lecture-type instruction–in the form of video, simulations, slidecasts, readings, podcasts–as homework, then class time can be used interactively. The class becomes conversation space, creation space, space where teachers actively facilitate learning. Flipping frees face-to-face classroom time for interactive and applied learning, activities that inspire critical thinking, exploration, inquiry, discussion, collaboration, problem solving. Flipping the Library: Tips from Three Pros.
Through the use of innovative technologies and online resources, school libraries can now be available to students wherever—and whenever—they need them.
“Flipped” or blended learning offers students the power of personalized instruction, through a mix of virtual and face-to-face interactions, at a student’s own pace. Embracing this concept is a must for student engagement and the future of the profession, say school librarians Joyce Valenza, Brenda Boyer, and Michelle Luhtala. MediaTeach. Collaboration and reflection. Proactivity and Reflection: Tools to Improve Collaborative ExperiencesMinnesota Media, 2004 Collaboration is the Holy Grail of librarianship.
It’s how we become indispensable to others, but it is arguably the most challenging part of our jobs. There never seems to be enough time. Many teachers are very independent. Scheduling works against team efforts. Library media specialists can and should add genuine value to the educational process through collaborative planning and teaching. A book worth reading is Reflective Practice to Improve Schools. Below are a few suggestions drawn from professional reading (see appended bibliography), from watching really good library media specialists at work, and from reflecting on my own successful collaborative efforts.
Please don’t just read the suggestions. That’s it. Introduction. 1.
Students learn isolated skills and knowledge, starting with the simple building blocks of a particular topic and then building to more complex ideas. While this appeals to common sense (think of the efficiency of a automobile assembly line), the problem with this approach is the removal of any context to the learning, making deep understanding of the content less likely. Perkins calls this approach elementitis, where learning is structured exclusively around disconnected skills and fragmented pieces of information. 2.
Students learn about a particular topic. Great Teaching Means Letting Go. Great Teaching Means Letting Go by Grant Wiggins, Ed.D, Authentic Education My greatest learning as a teacher came on the soccer field.
We had been working for a few weeks on the same key ‘moves’ on the field related to creating ‘space’. Today's%20school%20library%20media%20leader_1.pdf. The School Library Media Specialist: Overview. The teacher librarian must be prepared for a wide variety of leadership roles in the learning community.
These multifaceted roles require a thirst for knowledge and a commitment to on-going professional development. The library media specialist has many roles and responsibilities including teacher, instructional partner, information specialist, and program administrator (Information Power, p. 4-5). Teacher. The teacher librarian must be an effective educator and curricular leader. The media specialist must possess up-to-date knowledge and skills on a wide range of educational topics including teaching, learning, and information literacy. School media specialists should be teachers first! Take me seriously Challenge me to think Nurture my self-respect Show me I can make a difference Let me do it my way Point me toward my goals Make me feel important Build on my interests Tap my creativity Bring out my best self.
Learning Standards & Program Guidelines. Review and Revision For the first time in decades AASL will be using a multi-layered survey, data, and research approach to revise and rewrite its learning standards and program guidelines for your profession.
To ensure the standards meet the needs of the entire community it is critical that we hear from you! Visit the FAQ section for more information on how you can get involved. Overview | Project Plan Milestones | Frequently Asked Questions. Learning Standards & Common Core State Standards Crosswalk. Skip to main content ALA User Menu Search form A Division of the American Library Association You are at: ALA.org » AASL » Learning Standards & Program Guidelines » Learning Standards & Common Core State Standards Crosswalk Share this page: Share on Facebook Share on Google+ Share on Pinterest Print Learning Standards & Common Core State Standards Crosswalk The following pages include tables that help school librarians learn how the AASL Standards for the 21st-Century Learner and the Common Core State Standards align.
English Language Arts Reading Standards for Literacy in History/Social Studies Reading Standards for Literacy in Science and Technical Subjects. Position Statement on Flexible Scheduling. The library program is fully integrated into the educational program so that students, teachers, and school librarians become partners in learning.
This integration strengthens the teaching for learning process to ensure students are active learners who guide and continually assess their learning process. Open access to a quality school library program is essential for students to develop the vital skills necessary to analyze, evaluate, interpret, and communicate information and ideas in a variety of formats. Thinkfinity.