Module+2+notes

 =Module 2.1 =

(Moreillon, 11)
 * 7 reading comprehension strategies:**
 * 1) Activating/building background knowledge
 * 2) sensory images
 * 3) questions
 * 4) predictions/inferences
 * 5) find main ideas
 * 6) use fix-up options
 * 7) synthesis


 * 5 best practices:**

1. evidence-based practice 2. backward planning 3. aligning and integrating info. lit. standards with curriculum 4. research-based strategies
 * Librarians can start good collaborative practices based on the findings of different studies, but must also stay active in classrooms and work alongside teachers in order to demonstrate their impact on academic achievement as well.
 * Collaborative planning should always start at the end, establishing learning objectives and determining tools for assessment. When students are allowed to establish their own assessment criteria, motivation may be increased.
 * Many library standards are already aligned with curriculum standards, but the terminology may be different. It is important to understand information literacy terms and various ways they may be presented in other subjects. A good collaborative group should have a common vocabulary, so that students can have this knowledge reinforced in all their classes throughout the day.
 * Research based strategies proven to offer gains in academic achievement include identifying similarites and differences, summarizing and note taking, nonlinguistic representations, cooperative learning, setting objectives and providing feedback, and including questions, cues, organizers. ("Research-based Instructional Strategies PowerPoint, 4)

5. think-alouds
 * "Research has shown that people learn better when they are more aware of their own thinking processes." (Moreillon, 13)

Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension Maximizing Your Impact//. New York: American Library Association, 2007. Print.

The Inquiry Process


 * Promotes critical thinking and higher-level processing
 * More varied resources
 * students are learning how to gather information - a skill they will always have to rely on later in life

> demonstrates that there is more than 1 possible way to find an answer > ends with communication of results
 * Benefits**
 * group effort
 * integrating learning is possible, with 1 project across the curriculum
 * caters to students of all learning styles as they find resources in different media
 * each step requires review of the learning acquired


 * Inquiry process may be started with a WebQuest. Students have a high interest in the Web, and incorporating technology in the inquiry process will motivate students to learn. It is also an effective way for students to practice information literacy as they learn about other subjects.

Steps to the Inquiry Process 1. Questioning 2. Planning 3. Collecting and Crediting 4. Organizing 5. Synthesizing 6. Communicating (Carnesi and DiGiorgio, 34-36)
 * Students determine what they know about the topic from the Web Quest and create open-ended questions to answer as they continue to learn about the subject.
 * Students should create a work schedule to get their project done on time and find the appropriate resources to answer their questions.
 * Students may use interactive websites to begin creating bibliographies. Reviews of plagiarism might be appropriate at this time.
 * Students should have their notes organized (whether on graphic organizers or interactive websites) so that they may easily detect holes in their research.
 * Why ask kids to write the traditional essay when they can display the knowledge acquired in exciting ways, like digital portfolios, PowerPoints, or blogs?
 * This once again requires a review of the material learned as students effectively present their work.


 * From the Lesson Planning 101 PowerPoint by Judy Moreillon: **
 * Follow the template in CS4TRC. (4)
 * Use backward planning to determine what students should learn, how it should be presented, and how this will be assessed (5-8)

//Lesson Planning 101//. By Judy Moreillon. Slide program.

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

//Research-based Instructional Strategies//. By Judy Moreillon. Slide program.

Module 2.2


 * The Inquiry Process**

As students are learning, they are frequently reflecting and coming to unique understandings - making their comprehension of concepts unique to them. (Stripling, 51)

> professional development and leadership > (Stripling, 52)
 * What is the role of the library media specialist?**
 * facilitating learner-centered instruction
 * collaboration
 * teaching
 * collection development
 * supporting student instruction while also implementing the information literacy standards

Importance of Inquiry
 * "Inquiry implies a 'need or want to know' premise." (Inquiry-based Learning: Explanation)
 * The knowledge base for each discipline is constantly growing and changing. We can teach ourselves to adapt to these changes by constantly questioning and re-evaluating what we know. (Inquiry-based Learning: Explanation)

"Inquiry-based Learning: Explanation." Web. 11 Oct. 2009. .

Stripling, Barbara. "Inquiry: Inquiring Minds Want to Know." //School Library Media Activities Monthly// 25.1 (2008): 50-52. Print.