LMP+and+Standards-Based+Education

=Library Media Program and Standards Based Education  = = = =Scope Statement =

As standards-based education has emerged as the defining practice in American education it has transformed the role of the school library media specialist. The emphasis on ensuring that students master a standard of learning has compelled the school library field to focus on ensuring that the teaching and management performed by school librarians prepares students for school, work, and life in meaningful and precise ways. Because of this, the new curriculum of "information literacy" has become the subject which school library media specialists claim responsibility for teaching to students. Collaboration in lesson design and instruction with classroom teachers has become an essential aspect of the school library media specialist profession. The "inquiry" project has emerged as a valued learning experience for preparing students for their futures. And evidence-based practice has become a vital aspect school library media specialists' jobs, in order to demonstrate to classroom teachers, principals, administrators, and parents that students are learning important knowledge and skills in library class. This pathfinder includes a collection of keywords and resources concerning these four ways that the school library media specialist position has been shaped by the standards-based education movement: information literacy curriculum, collaboration, inquiry, & evidence-based practice. (EH)

= **Essential Questions:** =

1. How has information literacy emerged as an important aspect of the SLMS role with the advent of standards-based ed? (N.O.) //Keywords//: Information Literacy, Curriculum, State Standards, Collaboration, Standards-based Education

2. Why is collaboration between school library media specialists and classroom teachers vital to the success of a library program in a standards based system? (JL) //Keywords//: collaboration, assessment, rubrics, perception, lesson planning, co-teaching

3. How can school library media specialists use inquiry-based learning in a standards-based learning environment? (NN) //Keywords:// inquiry, constructivism, standards-based education, educational standards, authentic learning

4. How has evidence-based practice transformed the role of the school library media specialist? (EH) //Keywords//: evidence-based practice; evidence; learning outcomes; research

= Books =

**Bentley, M., Ebert, E.S. II, and Ebert, C. (2007) //Teaching constructivist science, K-8: Nurturing natural investigators in the standards-based classroom.// Thousand Oaks: Corwin Press.** Stressing that inquiry-based learning is the best way to teach science, this books strives to inform teachers on how to engage students in the learning process in a standards-based curriculum. Divided into three parts, the first about the foundations of teaching science, the second about teaching science to children, and the third about planning lessons and resources, this book provides a well-rounded view of how to incorporate inquiry learning and still achieve science standards.(NN)

With seven ready-to-use thematic units, this book provides the librarian and classroom teacher with lesson plans, worksheets, manipulatives and overhead transparencies. The benefit of this book is that it provides lessons for not only the librarian but for the classroom teacher as well. This is great starting point for any first time collaborators. (JL)
 * Copeland, Brenda S. (2004). //Collaborative library lessons for the primary grades : Linking research skills to curriculum standards//. Westport, CT: Greenwood Press.**

A division of the text is devoted to evidence-based practice. The division begins with a review of evidence-based practice in the library and eduction fields. There is an overview of the principles of evidence-based practice, how to merge research and practice, identifying learning outcomes, and merging local evidence with the other evidence to create continuous improvement plans. This text provides good instructions to school library media specialists on how to incorporate evidence-based practice into professional practice. (EH)
 * Hassell-Hughes, S., & Harada V. H. (2007). //School Reform and the School Library Media Specialist: Principals and Practice Series.// Westport: Libraries Unlimited. 57-76.**

Revolving around the concept of making personal connections, this book shows how taking a new twist on teaching social studies can be used while still meeting social studies educational standards. Providing teaching strategies, activities, and lesson ideas, this book offers a wealth of information on creating an engaging lesson aligned with curriculum standards. Strongly tied to the AASL Standard on reflection, this book will help librarians learn the best way to encourage students to reflect upon their learning.(NN)
 * Johnson, A. P. (2006). //Making connections in elementary and middle school social studies//. Thousand Oaks: SAGE Publications. **

To adapt to the ever-changing information based society in which we live, the librarian must be an integral part of assessing student learning. The librarian must also be seen as a full curriculum partner with classroom teachers. Kearney believes that "collaborative planning is the vehicle..." (p.71) that will forge this partnership. With a full chapter dedicated to collaboration, this book provide background information on the historical perception of the librarian and how one can seek to change this. It also looks at the instructional process of collaboration with a focus on resource-based learning. Kearney includes best practices from current librarians who are involved in successful collaborations. (JL)
 * Kearney, Carol A. (2000). //Curriculum partner : Redefining the role of the library media specialist.// Westport, CT: Greenwood Press.**

Focusing on inquiry-learning, this book is an excellent resource for providing information on inquiry learning and how it can be applied in the classroom. The book also breaks down each curriculum content area and examines how inquiry learning can support and improve the curriculum while still meeting curriculum standards. An excellent resource for learning the basics of guided inquiry and how it can play a major role in achieving curriculum standards. (NN)
 * Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2007). //Guided inquiry: Learning in the 21////st// //century.// Westport: Libraries Unlimited.**

**Marlow Riedling, Anna. (2004). //Information Literacy: What Does It Look Like in the School Library Media Center?//. Santa Barbara, California: Libraries Unlimited.** While readers may find it difficult to envision what information literacy actually looks like in action, Riedling makes an admirable attempt to do so in this relatively slim manual. In fact, the annotated endnote references for each chapter seem sometimes as long as the chapters themselves. The book is organized into six extensively researched chapters. This book meshes together into a coherent whole that leads to learning and also aligns to district, state, and national requirements. (N.O.)

This book takes the library media specialist and teacher, working as full teaching partners, into the 21st century. It is practical and realistic for every library program, addressing the need for collaboration and explaining how to make it happen. It incorporates information literacy, content standards, and technology into multi-disciplinary lessons which are inquiry-based and interactive. It presents a strong case for a sound library program philosophy that can be shared with all constituents. (N.O.)  **Orlson, S., and Loucks-Horsley, S. (eds.) (2000). //Inquiry and the national science education standards: A guide for teaching and learning.// Washington D.C.: National Academies Press.** Serving as a reference for applying inquiry-based learning into the science curriculum, this book provides information and resources for all grades, from kindergarten to grade 12. Providing research detailing the success of inquiry-learning, examples of when inquiry can be used beneficially, information on how to obtain resources, and details on how inquiry-learning can support national science standards, this book can help librarians build collections and lessons to support both standards and inquiry-learning. (NN)  Access to and utilization of information has changed dramatically in recent years, directly impacting the role of library media specialists. Teachers are incorporating information skills into lessons and working closely with media specialists to provide activities that educate and challenge students on many levels. In response to this development, this intensive guide provides background in methods of instruction and delves into the research being done in the field of information-skills acquisition. (N.O.)
 * Miller, Donna, P (2004). //Standards-Based Integrated Library: A Collaborative Approach for Aligning the Library Program with the Classroom// //Curriculum//. Santa Barbara, California: Linworth Publishing.**
 * Pickering Thomas, Nancy. (2004) //Information Literacy and Information Skills Instruction: Applying Research to Practice in the School Library Media Center 2nd Edition// . Santa Barbara, California: Libraries Unlimited.**

This state-of-the-art text presents original thinking about collaborations between librarians and faculty members to promote information literacy as a core element of the professional knowledge for K-12 teachers and administrators in the 21st century. (N.O.)
 * Shinew, Dawn (2004). //Information Literacy Instructions for Educators: Professional Knowledge for an Information Age//. Florence, Kentucky: Routledge Publishers.**

The authors of this book believe that school librarians, in collaboration with other educators, play a pivotal role in creating independent learners. They have chosen numerous, thought-provoking essays that sample existing scholarship and direct professionals in ways to affect the curriculum, collections, and collaboration across disciplines and to aid students who must perform under the scrutiny of the national standards movement. (N.O.)
 * Stripling, Barbara K (2003). //Curriculum Connections through the Library// . Santa Barbara, California: Libraries Unlimited.**

Starting with the big picture and progressively narrowing the vision through discussions on levels of extant information-literacy standards as they integrate with national, state, and local standards, the author takes readers directly into the planning and implementation processes. She discusses the individual process played out at a site, moving into scheduling, collaboration, and mapping, and down to the specifics of the research process as students experience it. (N.O.)
 * Taylor, Joie. (2005) //Information Literacy and the School Library Media Center.// Santa Barbara, California:. Libraries Unlimited.**

=Journal Articles =

**Bogel, G. (2008). Facets of Practice. //Knowledge Quest//. //37//(2), 10-15.** This article briefly explains how evidence-based practice emerged out of the focus on accountability in the standards-based education movement. Very useful resources for utilizing evidence-based practice, such as the Evidence-Based Library and Information Practice Toolkit, are listed.The skills librarians have to practice and perform in order to engage in evidence-based practice (critical appraisal, critical thinking) are identified and explained.(EH)

Highlighting the positive effects of a standards based educational system on the role of the librarian, Buzzeo believes that collaboration is the key to the success of a librarian. By creating collaborative lessons that are aligned to the standards, librarians can help alleviate some of the pressure on the classroom teacher to fit everything in. This article focuses on how the librarian can change his/her perception within the school community by being seen as an instructional partner. (JL)
 * Buzzeo, Toni. (2004). Standards-based education: Library media specialists and teachers meet the challenge collaboratively. //Library Media Connection. 22(7),//14-16.**

<span style="font-family: Arial,sans-serif;">**Callison, D. and Lamb, A. (2007). Graphic inquiry: Standards and resources, part I. //School Library Media Activities Monthly, 24//(1), 39-42.** Looking at graphical representation of information, Callison and Lamb describe graphic -inquiry as a method of inquiry-based learning. Looking specifically at a few standards, they describe how graphic inquiry can be used as a tool when teaching to the standards. Through creating and utilizing different graphical organizers, students will be able to meet curriculum standards and learn how to represent and compare information in different formats.(NN)

<span style="color: rgb(0, 0, 0); font-family: Arial,sans-serif;">**Corey, Linda. (2002) The Role of the Library Media Specialist in Standards-Based Learning.. //Knowledge Quest//, //31//, 21-23.** This article discusses the role of the School Library Media Specialist in standards based learning. (N.O.)

<span style="font-family: Arial,sans-serif;">**Firestone, W.A., Monfils, L., and Schorr, R.Y. (2004). Test preparation in New Jersey: Inquiry-oriented and didactic responses. //Assessment in Education, 11//(1), 67-88.** Looking at standards from the testing point of view, this article debates the merits of incorporating inquiry-based questions into the standardized tests. Looking at the pros and cons of different types of test questions, teachers can gain insight on how they construct their own questions in the classroom. Valuable insight is also given on how to prepare students for standardized tests and how to utilize inquire-oriented questions in the classroom.(NN)<span style="color: rgb(0, 0, 0);"> <span style="color: rgb(0, 0, 0); font-family: Arial,sans-serif;"> This is a good introduction to the concept of evidence-based practice for new school librarians. It identifies the three major steps that Prof. Ross Todd of CISSL has stated that all school library media specialists need to perform in order to institute evidence-based practice, (1) Know the research that demonstrates how school libraries affect learning; (2) Mesh this knowledge with your own wisdom to build student learning; (3) Work with your own school library to collect evidence that shows you do make a difference. There is a review of how each of these steps is performed with a short discussion on the 2004 Ohio Study performed by Drs. Ross Todd and Carol Kuhlthau, how to collect evidence locally, and how to present evidence. (EH)
 * Geitgey, G., and Tepe, A. Can You Find the Evidence-Based Practice in Your School Library? //Library Media Connection//. //25//(6), 10-12**.

Changing the misconception that the library program cannot help students prepare for standardized tests can be achieved through properly planned collaboration with classroom teachers. Gess believes that the library can no longer be seen as a waste of time and disconnected from the standards being taught in the classroom. By choosing the right collaborative partner, topic and time to integrate the unit, librarians can move away from "babysitter" to partner. Article provides a step-by-step plan for initiating a collaboration. (JL)
 * Gess, Angela. (2009).Collaboration: Finding the teacher, finding the topic, finding the time. //Library Media Connection 27(4):// 24-25.**

This study looks at 20 factors that influence successful collaborations. While the good intentions of the librarian may be in place, the culture of the district and school may affect whether a successful collaboration can occur. If faced with opposition to collaboration, this article is an excellent source to understanding what else may be contributing to the situation. (JL)
 * Haycock, Ken. (2007). Collaboration: Critical success factors for student learning. //School Libraries Worldwide// //13(1)// :25-35.**

<span style="font-family: Arial,sans-serif;">**Krajcik, J., McNeill, K.L., and Reiser, B.J. (2008). Learning-Goals-Driven Design Model: Developing Curriculum Materials that Align with National Standards and Incorporate Project-Based Pedagogy. //Science Education, 92//(1), 1-32.** Striving to align standards and inquiry-based learning, this article looks for ways to reform science education and create more authentic science lessons. Looking at all aspects of standards the article looks at tension that exists between standards and inquiry, along with how to translate standards into learning goals. Breaking down the process into individual sections that can be examined, this article is great for learning how to structure a science inquiry-based lesson, for the non-science savvy librarian.(NN)

<span style="color: rgb(0, 0, 0); font-family: Arial,sans-serif;">**Loertscher, David and Blanche Woolls. (2003). You need the library to meet the standards. //School Library Journal// 49(6) 6-7.** Loertscher and Woolls contend that the current focus needs to shift from the agendas of the librarian and teacher to focusing on the learner. Through the development of rubrics that detail the expectations of the learner, student success increases. The collaborative partners are able to evaluate their lessons together and make any necessary changes for the future. This article provides the encouragement for a librarian who is unsure of the benefits of collaboration. (JL)

Eight essential questions to consider when utilizing standards-based education in the school. Includes options and recommendations for meeting standards while keeping in line with inquiry-based learning. Reminds librarians and all other school representatives concepts to keep in mind when writing and utilizing standards for the students in the school.(NN)
 * Marzano, R. (2000). Implementing standards-based education. //Teacher-Librarian, 49//(4), 30-32.**

This article discusses the importance of information literacy and the major standards and guidelines that have shaped its implementation in the school curriculum. (N.O.)
 * Mokhtar, Intan. (2006). Teaching Information Literacy for In-Depth Knowledge and Sustained Learning. //Education for Information//, //24//, 31-49.**

This article discusses the standards and how they are meant to get School Library Media Specialists to think differently about how they interact with classroom teachers, develop their curriculum, and provide instruction.(N.O.)
 * Taylor, Joie. (2008): Transforming Literacy: The New Standards. //School Library Media Activities Monthly//, //25//, 24-26.**

This article is a summary of the 2007 Leadership Summit hosted by School Library Journal titled “Where’s the Evidence? Understanding the Impact of School Libraries.” It identifies the central questions that drive evidence-based practice, elucidates how evidence-based practice is used to shape professional practice with school librarian research, explains how to align learning outcomes with the “Standards for the 21st Century Learner,” (AASL), and identifies the key challenges posed by evidence-based practice with some suggested solutions. (EH)
 * Todd, R. J. (2008). The Evidence-Based Manifesto. //School Library Journal. 54//(4), 38-43.**

A good review what evidence-based practice is, in the fields of education and librarianship. The reasons that evidence-based practice is vital to the school library field are explained. Also the holistic approach to evidence-based practice that is utilized specifically in the school library field, using the concept of “evidence FOR practice, evidence IN practice, evidence OF practice,” is well-reviewed. (EH)
 * Todd, R. J. (2008). A Question of Evidence. //Knowledge Quest//. //37//(2), 16-21.**

Author posits that the lack of a common collaborative mentality between classroom teachers and librarians might be one of the reasons for unsuccessful collaborations. During their college studies, classroom teachers are taught to function within their four walls. Very few have a real concept of what a librarian does or has to offer. On the other hand, most library school students thoroughly understand that their role includes collaborating with various faculty members. This article provides practical tips and excellent examples for librarians on how to bridge the gap in collaborative mentalities. (JL)
 * Small, Ruth V. (2002). Collaboration... //Teacher Librarian 29(5):// 8-11.**

This article describes strategies used by one school library media specialist to meet the challenges of the standards-based reform movement.(N.O)
 * Weisman, Shirley. (2003) Carolyn Owens, a Strategic School Library Media Specialist//.// //Knowledge Quest 32//(2), 39-40.**

Responding to the needs of children while achieving educational standards is the focal point of this article. Yoshina and Harada describe how to best achieve an open-learning environment that encourages inquiry and meets curriculum standards. Librarians will learn how to create a learning environment in the library and rest of the school that is student-centered and allows students to become engaged in the topic on hand.(NN)
 * Yoshina, J.M., and Harada, V.H. (2006). Engaging students in inquiry. //School Library Media Activities Monthly, 22//(8), 22-25**

<span style="color: rgb(0, 0, 0); font-family: Comic Sans MS;"> =<span style="color: rgb(0, 0, 0); font-family: Comic Sans MS;">Web Resources =

<span style="font-family: Arial,sans-serif;">**California Department of Education. (n.d.) //Document library: A middle school culture supporting standards-based education.// Retrieved from:** [|**http://pubs.cde.ca.gov/TCSII/documentlibrary/midschlculture.aspx**] Outlining major points of inquiry-based instruction, the California Department of Education provides an easy to browse outline of how to support standards-based education while promoting a student-centered culture. While, focused mainly on CA middle school standards, this site does provide a great way to reflect upon your own standards and how they fit into inquiry-based instruction, with points such as reflecting on your own life, collaboration among teachers and students, and open-ended learning.(NN)

<span style="color: rgb(0, 0, 0); font-family: Arial,sans-serif;">**Nicholson, Judy et. al. (2005). Teacher Librarians: Collaboration. Retrieved from: http://www.saskschools.ca/curr_content/teachlib/coll/collmain.htm** Use the navigation bar on the left to browse through the welath of practical information provided by Canada's Regina Catholic Schools and Qu'Appelle Valley Schools. This site provides a step-by-step guide to collaboration with case studies and evaluative tools. Site also includes a pamphlet on getting teachers to want to collaborate, successful collaborative units and a reflective rubric designed just for the librarian.(JL)

<span style="font-family: Arial,sans-serif;">**Vanosdall, R., Klentschy, M., Hedges, L.V., and Weisbaum, K.S. (2007). //A randomized study of the effects of scaffolded guided-inquiry instruction on student achievement in science.// Paper Presented at Annual Meeting of the American Educational Research Association April, 2007. Retrieved from:** [|**http://www.nsrconline.org/pdf/Klentschy_07.pdf**] This paper describes a series of studies designed to compare hands-on inquiry learning to traditional text-book style techniques in the Science curriculum. Using student achievement as a result, the study looks to show that inquiry-based learning raises student achievement and can help students meet the curriculum standards set before them. As a result, this study can be an excellent resource for speaking the merits of inquiry-based instruction and how it helps meet curriculum standards.(NN)

<span style="color: rgb(0, 0, 0); font-family: Arial,sans-serif;">**Webber, S. (2009). //Information Literacy Weblog: We bring you news and reports about information literacy around the world.// Retrieved from:** [|**http://information-literacy.blogspot.com/**] This blog is published by a professor in the Department of Information Studies at the University of Sheffield. It focuses on the broad topic of “information literacy” but has published a number of posts concerning evidence-based practice in the library field. This is a good resource for alerts about recent developments and occurrences concerning evidence-based practice in the field. (EH)

An open access, professionally-reviewed journal that publishes research on evidence-based library and information practice. The 2009 volume 4, issue 2 is devoted to evidence-based practice in school libraries, with a collection of articles on evidence-based practice in connection with information literacy, collaboration with classroom teachers, and action research. (EH)
 * University of Alberta Learning Services. (2009). //Evidence-Based Library and Information Practice.// 4.2. Retrieved from:** [|**http://ejournals.library.ualberta.ca/index.php/EBLIP/index**]

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All web links were checked and current <span style="color: rgb(220, 20, 60); font-family: Arial,sans-serif;">July 11-13, 2009. <span style="color: rgb(0, 0, 0); font-family: Arial,sans-serif;"> Clip art licensed from the Clip Art Gallery on [|DiscoverySchool.com]