MODERATOR: Dr Carol Gordon

1. MODERATOR: Dr Carol Gordon / Dr. Ross Todd Rutgers University, NJ PANELISTS:Dr. Ann Flynn, Director of Education Technology, NSBADr. Carol Gordon, Associate Professor, School of Communication and Information, Rutgers University, Co-Director, CISSLZipporah Miller, Associate Executive Director for Professional Programs and Conferences,        National Science Teachers Association

2. How will school librarians play a leadership role in raising the quality of teaching? The challenge for school librarians as leaders in 21st century learning… “The library profession desperately needs leadership to develop a new vision for the 21st century and reverse its declining profile and influence. This should start with effecting that shift from a content-orientation to a user-facing perspective and then on to an outcome focus.” (p. 34) Rowlands, I. & Nicholas, D. (2008). Information behaviour of the research of the future. A CIBER Briefing Paper. Commissioned by British Library & Joint Information Systems Committee. Centre for Information Behaviour & the Evaluation of Research (CIBER), University College of London (UCL), 11 January, Retrieved 2 February 2008, http://www.bl.uk/news/pdf/googlegen.pdf This suggests a major shift in the focus of school libraries from a resource collection, provision and an information focus, to one that takes an active role in the development of students as successful learners who can produce representations of their learning in learning outcomes. The school library is the school’s physical and virtual learning commons where literacy, inquiry, thinking, imagination, discovery, and creativity are central to students’ information-to-knowledge journey, and to their personal, social, and cultural growth.This suggests a major shift in the focus of school libraries from a resource collection, provision and an information focus, to one that takes an active role in the development of students as successful learners who can produce representations of their learning in learning outcomes. The school library is the school’s physical and virtual learning commons where literacy, inquiry, thinking, imagination, discovery, and creativity are central to students’ information-to-knowledge journey, and to their personal, social, and cultural growth.

3. What does quality 21st century teaching and learning look like? What really matters in helping kids learn in 21st century schools? AASL Standards for 21st What does quality teaching and learning in the 21st century look like? Intellectual Quality Deep knowledge- specificity-AASL AASL Standards for 21st century learner; disciplinary knowledge Deep understanding-conceptual levels Inquiry learning; Guided Inquiry Problematic knowledge-are students questioning, critiquing, second-guessing texts, ideas, and knowledge? Bloom’s taxonomy Higher order thinking-critical thinking or critical analysis, synthesis (creativity) Bloom’s Taxonomy; Ken Robinson’s TED Meta-language-technical vocabulary, language, grammar of a discipline? Disciplinary knowledge Substantive communication-sustained dialogue among students rather than the initiation, response, evaluation syndrome? Participatory learning Quality of Learning Environment-Supportive Learning Environment-Constructivist learning environment Explicit criteria: is criteria for student performance explicit? Authentic Assessment Engagement- are students on task? Constructivist dimensions of learning: affective and behavioral as well as cognitive Social support: is the learning environment socially supportive and positive? Social constructivism Students’ self-regulation: are students self-directed in their behavior-isit implicit and self regulatory? Metacognition Student control: do students have a say in the pace, direction and outcome of the lesson? Participatory learning Recognition of Difference-Multi-cultural and special education Cultural knowledge-are diverse cultural knowledges brought into play? Multiculturism Inclusivity-are there deliberate attempts to increase th participation of all students of different backgrounds? SPED Narrative-is the teaching a narrative or teacher talk? Group learning; collaborative learning Group Identity-does teaching build a sense of community and identity? Collaborative learning Citizenship-are attempts made to foster active citizenship? P21 Global Awareness Relevance-Authentic Assessment/Learning-Authentic Education Knowledge integration-interdisciplinary-do lessons range across diverse fields, disciplines? Multi-disciplinary Background knowledge-is there a connection to prior knowledge? Constructivist Connectedness to the world-do lessons connect to real-life contexts? authentic learning Problem-based curriculum-is there a focus on identifying and solving intellectual and real-world problems? Problem solving What really matters in helping kids learn in 21st century schools? AASL Standards for 21st What does quality teaching and learning in the 21st century look like? Intellectual Quality Deep knowledge- specificity-AASL AASL Standards for 21st century learner; disciplinary knowledge Deep understanding-conceptual levels Inquiry learning; Guided Inquiry Problematic knowledge-are students questioning, critiquing, second-guessing texts, ideas, and knowledge? Bloom’s taxonomy Higher order thinking-critical thinking or critical analysis, synthesis (creativity) Bloom’s Taxonomy; Ken Robinson’s TED Meta-language-technical vocabulary, language, grammar of a discipline? Disciplinary knowledge Substantive communication-sustained dialogue among students rather than the initiation, response, evaluation syndrome? Participatory learning Quality of Learning Environment-Supportive Learning Environment-Constructivist learning environment Explicit criteria: is criteria for student performance explicit? Authentic Assessment Engagement- are students on task? Constructivist dimensions of learning: affective and behavioral as well as cognitive Social support: is the learning environment socially supportive and positive? Social constructivism Students’ self-regulation: are students self-directed in their behavior-isit implicit and self regulatory? Metacognition Student control: do students have a say in the pace, direction and outcome of the lesson? Participatory learning Recognition of Difference-Multi-cultural and special education Cultural knowledge-are diverse cultural knowledges brought into play? Multiculturism Inclusivity-are there deliberate attempts to increase th participation of all students of different backgrounds? SPED Narrative-is the teaching a narrative or teacher talk? Group learning; collaborative learning Group Identity-does teaching build a sense of community and identity? Collaborative learning Citizenship-are attempts made to foster active citizenship? P21 Global Awareness Relevance-Authentic Assessment/Learning-Authentic Education Knowledge integration-interdisciplinary-do lessons range across diverse fields, disciplines? Multi-disciplinary Background knowledge-is there a connection to prior knowledge? Constructivist Connectedness to the world-do lessons connect to real-life contexts? authentic learning Problem-based curriculum-is there a focus on identifying and solving intellectual and real-world problems? Problem solving

4. Jerome Bruner

5. How can we understand the complexity of how disciplines develop knowledge? Case Study: What are the questions historians ask? What is the big idea of history? How do historians build knowledge?

6. How do historian see the human experience? Historians see man as a being living in time, with memory of the future, and the past and the freedom of a creative present in which both past and future meet. They try to understand the real meaning of past events by imaginatively reconstructing the conscious life of the persons who brought these events to pass.

7. Time is the central conceptThe subject matter is human events of the past. Time: History alone gives time its integral meaning. It unites the abstract objectivity of parametric, impersonal time in science and rhythmic time in language and the arts with the concrete subjectivity of time in personal relations and particular moral decisions, yielding a realization of a whole time in which particular unique happenings actually occurred. Event: The unit of historical inquiry, in which the full significance of time is revealed, is the event, happening, or episode. An event is something that happened once upon a time. The task of the hsitorian is to describe, order, and interpret events. Events are concrete, not abstractions. Each event has a begins, proceeds towards its end and is completed. If the historian is to present what actually happened, he must bring together the various aspects of human experience into significant wholes, relating the past occurrences to a complex real-life happening. Events are the basic units of historical inquiry. The ultimate goal of history is to tell the whole story. Since no one hsitory can relate the fullness of any event, every account is necessarily a partial abstraction empahsizing certain aspects that the historian considers most sifnificant. However, the ultimate goal of history is to tell the whole story about what happened in the past. It is never attainable. Theerefor the historian has to tel a partial truth. The critical questions for the hsitorian concersn the grounds for selecting what he will include in his account. The historian’s task is to decide which limited materials will most faithfully represent the infinite concrete truth about what happened. Every event is part of a whole world of interconnections, and every hisorical account is a fragment of the infinitely rich story of the past. Historial time applies to events that have occurred because of human decision. History is the story of what human beings have made of themeselves with in the context of their physical and social environments. Is an account of the moral adventure of mankind, of decisions for good and for eveil, and of the judgments revealed in the consequences. The value of history, then, is that it teachers us what man has done and thus what man is. The event is the outcome-what comes out of human deliberation. The object of historical inquiry is to understand particular decisions that people have made in the past. The confusion of history with chronicle: is why students hate history. Event: The task of the historian is to describe, order Time: History alone gives time its integral meaning. It unites the abstract objectivity of parametric, impersonal time in science and rhythmic time in language and the arts with the concrete subjectivity of time in personal relations and particular moral decisions, yielding a realization of a whole time in which particular unique happenings actually occurred. Event: The unit of historical inquiry, in which the full significance of time is revealed, is the event, happening, or episode. An event is something that happened once upon a time. The task of the hsitorian is to describe, order, and interpret events. Events are concrete, not abstractions. Each event has a begins, proceeds towards its end and is completed. If the historian is to present what actually happened, he must bring together the various aspects of human experience into significant wholes, relating the past occurrences to a complex real-life happening. Events are the basic units of historical inquiry. The ultimate goal of history is to tell the whole story. Since no one hsitory can relate the fullness of any event, every account is necessarily a partial abstraction empahsizing certain aspects that the historian considers most sifnificant. However, the ultimate goal of history is to tell the whole story about what happened in the past. It is never attainable. Theerefor the historian has to tel a partial truth. The critical questions for the hsitorian concersn the grounds for selecting what he will include in his account. The historian’s task is to decide which limited materials will most faithfully represent the infinite concrete truth about what happened. Every event is part of a whole world of interconnections, and every hisorical account is a fragment of the infinitely rich story of the past. Historial time applies to events that have occurred because of human decision. History is the story of what human beings have made of themeselves with in the context of their physical and social environments. Is an account of the moral adventure of mankind, of decisions for good and for eveil, and of the judgments revealed in the consequences. The value of history, then, is that it teachers us what man has done and thus what man is. The event is the outcome-what comes out of human deliberation. The object of historical inquiry is to understand particular decisions that people have made in the past. The confusion of history with chronicle: is why students hate history. Event: The task of the historian is to describe, order

8. The historian’s tools: language and evidence

9. Historical Inquiry

10. What does quality science teaching look like? Zipporah Miller, Associate Executive Director for Professional Program and Conferences, National Science Teachers Association Science What does deep knowledge and understanding of science look like? How do students come to develop deep knowledge and understanding of science? What 21st century skills is science education focusing on? How are they being implemented? How do you see the library and school librarians playing a leading role in the delivery of quality teaching and learning in science? Do they have an instructional role and if so, what is it?

11. 11 School Library Journal Conference October, 2009 Zipporah Miller Associate Executive Director Professional Programs and Conferences National Science teachers Association zmiller@nsta.org

12. 12 “Everyone needs to use scientific information to make choices that arise everyday. Everyone needs to be able to engage intelligently in public discourse and debate about important issues that involve science and technology. Everyone deserves to share in the excitement and personal fulfillment that can come from understanding and learning the natural world” (National Science Education Standards 1996)

13. 13 Learning science is an active process Hands-on/Minds-on Students should be engaged in collaborative investigations and use evidence to formulate explanations The role of the teacher must change in the way they teach and assess students Learning Science

14. 14 Teaching Science Less emphasis on Teacher as the leader Lecture Treating all students alike Assessing students report grades Students working individually More emphasis on Teacher as the facilitator Investigations Responding to the individual interests and strengths of students Assessing students for student understanding and guide instruction Cooperative learning

15. 15 Science 21st Century Skills map Creativity and Innovation Critical Thinking and Problem Solving Communication Collaboration Information Literacy Media Literacy Information and Communications Technology Literacy Flexibility and Adaptability Initiative and Self Direction Social and Cross Cultural Skills Productivity and Accountability Leadership and responsibility

16. What is the role of information and technology literacy in 21st century learning? Dr Ann Flynn, Director of Education Technology, National School Boards Association The development of Web 2.0 and the potential for focus on collaborative, participatory, shared learning, where students are knowledge producers and not simply consumers of information-what knowledge and skills are required for this kind of learning environment? How are information/technology critical literacy competencies central to learning in 21st century schools? How can the school library contribute to the development of these competencies? National School Boards Association (NBSA, 2007). Creating and connection/Research and guidelines on online social and educational networking. Available at: http://www.nsba.org/site/docs/41400/41340.pdf The study was comprised of three surveys: an online survey of 1.277 nine to seventeedn year old studens, an online survey of 1,039 parents and telephone interviews with 250 school district leaders who make decisions about technology use policy. From the perspective of this study schools have a long way to go to equip students with the knowledge and skills to work in this kind of networked, wired world. What will it take to equip students with the knowledge and skills to work in this kind of networked, wired world? How does a school library contribute to this?National School Boards Association (NBSA, 2007). Creating and connection/Research and guidelines on online social and educational networking. Available at: http://www.nsba.org/site/docs/41400/41340.pdf The study was comprised of three surveys: an online survey of 1.277 nine to seventeedn year old studens, an online survey of 1,039 parents and telephone interviews with 250 school district leaders who make decisions about technology use policy. From the perspective of this study schools have a long way to go to equip students with the knowledge and skills to work in this kind of networked, wired world. What will it take to equip students with the knowledge and skills to work in this kind of networked, wired world? How does a school library contribute to this?

17. Supporting 21st Century CreatorsSchool Library Journal Conference, October, 2009 Ann Lee Flynn, Ed.D. Director, Education Technology National School Boards Association aflynn@nsba.org. Annie54 Twitter

20. Topics Discussed on Social Networking Sites Among Kids Who Have Visited Social Networking Websites in Past 3 Months

21. Creative/Authoring Activities Each of these activities is significantly more likely to be done by teens relative to younger kids.