Survival Success

1. Survival Success Linguistic & Literate Librarian Carmaine Ternes Emporia High School Librarian

2. Introduction by animoto.com http://animoto.com/play/iriN0peoYzyFFA2VMbHkxQ • Today’s presentation comprises three parts: 1. Research, practices, and predictions 2. Trends, movements, and the buzz of education 3. Linguistic language examples for improving communication – Survival Skills

3. I Live in the Future and Here’s How it Works • I Live in the Future and Here’s How it Works by Nick Bilton challenges us to adapt to a changing world. • “The internet has transformed how consumers interact with words, sounds, pictures, and media companies.” • “The digital age requires publishers of content to engage with consumers. Their new audience expects personalization, in the way facebook works…” • What is the impact on library services?

4. I Live in the Future and Here’s How it Works • Although news broadcasts are available 24/7, that doesn’t guarantee factual information is being reported. The music industry and advertising agencies have made a tremendous impact on our vocabulary that may be “catchy” but not academic. • In addition to checking sources for accuracy, select precise vocabulary to improve verbal and written communication.

5. I Live in the Future and Here’s How it Works • What does it mean to be literate in a technological age? • To be literate in a highly technological age means being equipped with the necessary skills to problem solve and communicate utilizing recent resources. • At the beginning of each lesson, outstanding Teacher Librarians ask two main questions. “What are the foundational skills?” (main objective) “What are the softskills?” (best path for the journey)

6. I Live in the Future and Here’s How it Works • How do we learn to live and work in a society with new electronic media constantly exposing us to cultures and values different than our own? • Being exposed to cultures and values different than our own is one of the best ways for us to realize our true cultures and values. • How often do you email, text, twitter, facebook? • How often do you condense information to suit the situation?

7. I Live in the Future and Here’s How it Works • How can teacher librarians use technology to design instruction that supports rather than hinders living in a world challenged by such questions? • When teacher librarians incorporate technology to design instruction, it is important to emphasize the purpose of enhancing instruction. Each lesson has an objective. Students will attain a higher level of mastery through the use of an available technological resource. Incorporating the technology piece is vital to the resource objective.

8. I Live in the Future and Here’s How it Works • How can technology enhance student academic achievement? • Not only does technology enhance academic achievement through exposure to real life scenarios and meaningful resources, it prepares our students to be skilled and confident problem solvers. These skills are the most useful applicators for future advancement and success in the real world. We are preparing students for future jobs that do not currently exist.

9. Trend – Movement - Buzz • What is your district’s vision? • What are the valued inservices? • Learn the abbreviated terminology of your world. Multi-Tiered System of Support - MTSS • Improve Academic & Behavioral performance for all students emphasizes prevention, early identification, intense treatment of problems.

10. MTSS Academic Systems MTSS Behavioral Systems • Intensive Interventions • Individual Students • Assessment-based • High Intensity • Intensive Interventions • Individual Students • Assessment-based • Intense, durable procedures • Early Interventions • Some students (at-risk) • High efficiency • Rapid response • Early Interventions • Some students (at-risk) • High efficiency • Rapid response • Prevention • All settings, all students • Preventive • Proactive • Prevention • All settings, all students • Preventive • Proactive

11. Trend – Movement – Buzz • Professional Learning Communities (PLCs) center on four questions: • What do we want each student to learn? • How will we know when each student has learned the material? • How will we respond when a student experiences difficulties in learning? • How will we respond when a student already knows the material? • Differentiation moves us from a “one size fits all” approach to curriculum and instruction that transforms school culture. • Improved common assessments and interventions are fueled by frequent feedback.

12. Trend – Movement - Buzz • Why are Professional Learning Communities important? • They function as an effective strategy for building school capacity around core issues of teaching and learning (Darling-Hammond, 1995); • They foster the democratic practices required to undertake and sustain fundamental, systemic change (Bryk, 1994); and • They can serve as a mechanism for transforming school culture.

13. Trend – Movement - Buzz • Differentiated Instruction • “Differentiating Instruction is doing what’s fair for students. It means creating multiple paths encouraging students of different abilities, interests, or learning needs to experience equally appropriate ways to learn.” • How can teacher librarians connect with all students of varying backgrounds and abilities? • Librarians should recognize uniquenesses and change the level of complexity or required readiness of a task to meet the developmental needs of the students. Collaboration is essential.

14. Trend – Movement - Buzz • Smart Goals with district goals, clarify the previous year’s level of achievement and challenge you to improve last year’s performance. • S Strategic • M Measurable • A Attainable • R Result – Oriented • T Time – Bound

15. Trend – Movement - Buzz • Literacy First • Build background and trust with communication • Emphasize the responsibilities together • Focus of leadership: school, teacher, student • Challenging goals and effective feedback • Incorporate research-based instructional strategies: • Cause/Effect scaffolding • Monitored Independent Reading Practice (MIRP) • Walls that Teach • Cues and Questions

16. . Trend – Movement - Buzz Teacher Responsibility Collaborate • Literacy First Students work in pairs to apply the skill, tool, concept, process, being taught. Teacher monitors students for the correct answers and misconceptions. Teacher uses guiding questions: analyze, compare, contrast, sequence. Independent Learner Teacher monitors to assure that students are understanding with success. Teacher uses guiding questions: apply, hypothesize, evaluate, predict. Student Responsibility M E Focus Lesson - Teacher models the skill, tool, concept, process being taught. Guided Instruction-Teacher involves students doing another problem dealing with the same skill tool, concept, or process. Students do most of the thinking and talking. Teachers use guided questions: recite, list, retell, describe, define, identify. WE TWO YOU

17. Trend – Movement - Buzz • Common Core Standards include: • Consistent expectations for students across the nation • Weaving literacy and technology skills into the core subjects to insure students gain adequate exposure to a range of texts and tasks • Instituting K-12 standards across the curriculum • Preparing all students for college or career readiness

18. Trend – Movement - Buzz • Lexile levels provide a framework for reading and connect to the Common Core Standards. Students, parents, and educators can locate reading materials at the appropriate level of difficulty. The Lexile analyzer offers free access with books titles or the level of a specific book. • http://www.lexile.com • Select TOOLS • Click LEXILE ANALYZER • REGISTER for an account, then LOGIN and SEARCH.

19. Trend – Movement - Buzz • The Kansas Career Pipeline assesses student career interests, skills and work values, explores occupations, and provides connections with potential Kansas employers. • http://www.kansascareerpipeline.org • Each school has batch codes and privileges.

20. Marketing Vision • Reach your audience with amazing Book Trailers, Prezi, Animoto, Blogs, Facebook, Surveys, and strategic planning. • Marketing information in the library is detective work: requiring time, thought, and an inspired use of clues. As an information agent, one of your best informants is your patron base. Conducting a brief reference interview or survey, can provide a wealth of information. • Digital Dimensions enhance your physical, paper, and electronic environments and expand media literacy.

21. Community Connections • Connect by providing technology and equipment. • “Once a storage room at the Harold Washington Library Center, the high-ceiling, 5,500-square-foot space, dubbed ‘YOUmedia — a Digital Library Space for Teens,’ has become a magnet for young people citywide, so popular and influential that the library plans to replicate it citywide.” • Three levels of involvement: Hanging, Messing, Geeking! • http://www.usatoday.com/news/education/story/2011-10-09/chicago-teens-build-media-literacy-in-digital-library/50714312/1

22. Highlights - Review • A Literate & Linguistic Librarian keeps current, connects the present technology trends with the core curriculum, and supports the goals of the building and the district. • Recognize: Who is one student you have positively impacted? • Reflect: Who is an educator you have rescued with your various skills, lesson strategies, database searches, tech trouble-shooting, book recommendations, and more? • Thank you for being part of an dynamic profession! Carmaine Ternes Emporia High School Librarian cternes@usd253.org http://www.usd253.org/ehslib October 2011

23. Resources American Association of School Librarians. Crosswalk of the Common Core Standards and the 21 Century Learner. http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/commoncorecrosswalk/index.cfm 2011. Bilton, Nick. I Live in the Future and Here's How It Works: Why Your World, Work, and Brain Are Being Creatively Disrupted. New York: Crown Business, 2010. Blokker, Bill. Literacy First Process. Mill Creek, WA: Professional Development Institute, Inc. ,2007. Daniels, Harvey and Bizar. Teaching the Best Practice Way: Methods that Matter, K-12.Portland, ME: Stenhouse Publishers, 2005. Gardner, Howard. Multiple Intelligences: New Horizons in Theory and Practice. Basic Books, 2006. Gregory, Gayle. Differentiated Instructional Strategies in Practice. Thousand Oaks, CA. 2003. Modern English in Action. Lexington, MS. D. C. Heath and Company, 2001.

24. Resources Reader's Handbook: A Student Guide for Reading and Learning. Wilmington, MS. Houghton Mifflin, 2007. Sebranek, P., Meyer, V., and Kemper, D. Writer’s Inc. , Wilmington, MS. Houghton Mifflin, 2003. Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA: ASCD. 2001. USD 253 Writing Style Manual. Emporia, KS. http://www.usd253.org/home/ September 2009. Warlick, David F. Redefining LIT.ER.A.CY 2.0. Columbus, OH: Linworth Books, 2009. Wormeli, Rick. Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom. Stenhouse Publishers, 2006.