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1. Identify specific skills you think are necessary as part of an information literacy curriculum and why is assessing those skills important ?
Definition of information literacy: The ability to recognize the need for information and then be able to access, evaluate and use information efficiently, effectively and ethically to become an independent, lifelong learner (from PP dates 3/2/08-slide #2) Students need to be able to access (recognize the need for information), evaluate (distinguishes among fact, point of view, and opinion), and use information (organize information for practical application). Assessing these skills improves student performance (Harada, pg. 1-2) and ensures that our students will develop into lifelong learners. Assessing will also how us what we need to re-teach and if the students are meeting the standards. Assessing "informs the students and instructor of the progress and problems that they student encounters through the learning progress". Assessment is ongoing and provides fornative about wht the student is learning and how the learning is taking place. The aim of assessment is educating and improving student performance. It is a learning tool. (Harada 1-2)

**2. Describe the elements of a success research process.**
Callison, Models (Part I): Neumonic device to rmember the order of the search process: **Q**ueen **E**lizabeth **A**te **I**nsects and **R**ats N.B.- first is a definition from Ilene's PP dated 3/17, slide #6 on p. 2). Bold faced  is connection to Big 6 process.
 * 1) Questioning – raising the information need (Choosing a topic) **(Task definition)**
 * 2) Exploration – reading, viewing, listening (Seeking resources, gathering information) **(Information seeking strategies, Location and Access, Information Use-engaging)**
 * 3) Assimilation – accepting, incorporating, or rejecting (Synthesizing information) **(Information Use-extracting)**
 * 4) Inference – application for solution and meaning (Presenting information) **(Synthesis)**
 * 5) Reflection – adjustment for additional questioning (Evaluating information) **(Evaluation)**

Look at virtual inquiry website that Carey sent us and apply one of the research processes to these 5 elements Virtual Inquiry

From Carey: Callison, Daniel. “Models (Part I).” School Library Media Activities Monthly 19.1 (2002): 34-37. P34 – “this product is often the only item evaluated, when the processes involved may hold evidence of student performance that are as valuable to evaluate. Thus, models may be presented as a way to identify the components of a process so that interventions to help students learn at point of need can be accomplished in an effective and efficient manner.” P34 – “process approach to writing” – “Simply stated, this is a method of teaching writing in which students are guided through all aspects of the writing process: students brainstorm topics, raise questions, produce drafts, confer about their writing, revise, edit, and make their writings available to others through in-house publication.” P34 – “In all cases, these models are constructed on the basic components for Information Inquiry: Questioning – raising the information need Exploration – reading, viewing, listening Assimilation – accepting, incorporating, or rejecting Inference – application for solution and meaning Reflection – adjustment for additional questioning P36 – “the value placed on the processes of search and use, rather than concentrate evaluation of student performance on the product alone.” P36 The pre-writing information search process Assessing the information search process – evaluate the library research process
 * 1) Initiation – prepare for the decision of selecting a topic
 * 2) Selection – decide on topic
 * 3) Exploring information – investigate information with intent to find focus
 * 4) Forming focus – formulate a focus based on information encountered
 * 5) Collecting information – gather information that defines, extends, and supports the focus
 * 6) Prepare to present or write – conclude search for information

**3. What is Information Power**?
IP is the American Association of School Librarians and the Association for Educational Communications and Technology book discussing the standards upon which today’s school library media centers should be based. (From Amy D.) First published in 1988 by ALA and AECT, it stated that the mission of school Library media (SLM) program was to "ensure that studnets and staff are effective users of ideas and information". Updated in 1998 and titled "Information Power: Building Partnership for Learning". Published by ALA. Considered the national guidelines for SLM programs and include the Information Literacy Standards for Student Learning (aka--the 9 standards). (I go this info from the supplemental handout for the take home "Appendix D-A Chronology of the Development of Information Literacy" p.251 and 265)

Stadards 1-3: Information Literacy Standards 4-6: Individual Learning Standards 7-9: Social Responsibility

 Information Power: Building Partnerships for Learning includes the full content of Information Literacy Standards for Student Learning with additional content designed to guide and support library media specialists’ efforts in three major areas: learning and teaching, information access, and program administration. It also shows how skills and strategies in collaboration, leadership, and technology support these efforts. (this was taken from the very beginning of Information Power - CS)

** 4. How do the new AASL 21st Century Skills compare and contrast to Information Power? **
AASL gives more detailed indicators which are broken down into 4 main categories (skills, dispositions in action, responsibilities, and self-assessment strategies)
 * 1) AASL #1 and #2 correlate to IP #’s 1,2,3
 * 2) AASL #3 correlates to IP #’s 7,8,9
 * 3) AASL #4 correlates to IP #’s 4,5,6

From a paper IG-G gave us entitled, "New AASL Standards: **Help is on the way**" "AASL's 'Standards for the 21st-Century Learner', which offers a complete revision of 1998's //Information Power//, will be accompanied by a new set of learning assessments and indicators to help librarians incorporate the tools into their daily lessons. The standards, released in Oct 2007, describe how today's kids conduct research and draw conclusions - and their goal is to help media specialists tailor programs to better suit their students. But instead, the standrads have left some librarians struggling to figure out how to include them in their curriculum - and convince administrators that they really work." (Kim)

Remember the article Digital Natives: The kids are coming in with more tech skills we need to incorporate the tech into our instruction to keep up with the new pace! (Amy T)

**5. Why are Access PA and the Power Library important to the people of your community**?
Power Library: More scholarly, it breaks down levels (elementary, middle, seconday) as well as resources for those levels (Amy T) **6. ** **What is CIPA and how does it affect library service?** a. The Children’s Internet Protection Act (CIPA) is a federal law enacted by Congress in December 2000 to address concerns about access to offensive content over the Internet on school and library computers. CIPA imposes certain types of requirements on any school or library that receives funding support for Internet access or internal connections from the “E-rate” program – a program that makes certain technology more affordable for eligible schools and libraries. In early 2001, the Federal Communications Commission (FCC) issued rules implementing CIPA. (CIPA website) CIPA may thwart intellectual freedom. Children have the right to freedom of inquiry and access to information; responsibility for abridgement of that right is solely between an individual child and the parent(s) of that child (Info Power pg 169)
 * 1) Access PA is the union catalog for all the libraries in PA. Power Library is a group of approximately 20 databases. Both are available at no cost to public library card holders. This service is important to the community b/c they provide equitable access to information.
 * 2) POWER (Pennsylvania Online World of Electronic Resources)

**7. Who are the people below and why should educators (teacher librarians) know their work?**
1. **__David Loertscher__** created a taxonomy that evaluates how good my library is. 4 parts – librarians, teachers, students and administrators. Author of Ban the Bird unit. No more cut and paste. Collaborated with Koechlin and Zwann to formulate 15 models to replace the "bird unit" model used in research 2. **__Eisenberg__** – Big Six in collaboration with Berkowitz, Prof at Syracuse School of Information, believer that empirical studies need to be conducted on information literacy process. 3. **__Jamie McKenzie__** – From Now On – guru on how students need to wonder and question. Model is “Research Cycle”. Author of "A Questioning Toolkit" 4. **__Carol Kuhlthau__** – Rutgers Univ professor, has done research on her process model. Creator of ISP, one of the first information process models. Her writings and studies provide the framework that has changed how many libraries now present the library research process. 5. **__Carol Simpson__** – copyright guru, studying to be a lawyer
 * __Information Literacy "Specialists"-these people are/were influential in the information literacy movement__**
 * __Authority on copyright__**

//**N.B.--People 1-5 (and Keith Curry Lance and Grant Wiggins) are all nationally recognized. Nailor, Emerick and GOldstone are all locally recognized.**//

6. **__Michael Nailor__** – editor of __Learning and Media__ – PSLA journal 7. **__John Emerick__** – used to be head of PA library services, promotion of school libraries 8. **__Keith Curry Lance__** – “Measuring up to Standards” – first used in CO, John Emerick brought him here. There are several reasons to have a librarian and an information literacy program and the main is that PSSA reading scores improve
 * __Influential people associated with Pennsylvania School Libraries__**

9. **__Grant Wiggins__** – UBD designer with Jay McTighe UBD is a design that validates what you are teaching (lessons within units) by corrolating standards to assessments. UBD makes what you are teaching legitimate and corrolates it to student assessment. 10. **__Bette Goldstone__** – coordinator of Library cert. program at Arcadia University
 * __People we can't really fit into a category__**

**8. Name 3 professional journals of librarianship and discuss the focus of each**.
 a.  American Libraries  is published by the American Library Association (ALA) for librarians, specifically public librarians. The content of American Libraries includes ALA news, ethical issues, and general library news.  b.  Knowledge Quest  is published five times each year by the American Association of School Librarians (AASL). The content is for school librarians and includes information on assessment, curriculum, collaboration, and ethics as well as book reviews.  c.  LMC (Library Media Connection)  is “The Magazine for School Library Media and Technology Specialists.” It is not sponsored by any association and the intended audience is school librarians. The content focuses on copyright issues, library news, and general ideas to use in school library. It also provides reviews of professional Web sites and books as well as book reviews.  d.  School Library Journal <span style="font-family: 'Calibri','sans-serif'"> is “The World’s largest reviewer of books, multimedia, and technology for children and teens.” The journal is intended for school librarians, but is not sponsored by any association. The journal includes book reviews and articles on management, legal and ethical issues, collection development, and public relations. <span style="font-family: 'Calibri','sans-serif'"> e. <span style="font-family: 'Calibri','sans-serif'"> School Library Media Activities Monthly <span style="font-family: 'Calibri','sans-serif'"> is intended for school librarians serving children in kindergarten through eighth grade. It includes curriculum and lesson plan ideas as well as many Web resources and Web site reviews. <span style="font-family: 'Calibri','sans-serif'"> f. <span style="font-family: 'Calibri','sans-serif'"> Teacher Librarian <span style="font-family: 'Calibri','sans-serif'"> is “The Journal for School Library Professionals.” The intended audience is the school librarian. Its Web site is mostly informational with some selected content from the print publication. Content in Teacher Librarian includes book reviews, professional literature and Web site reviews, and articles about the role of the school librarian. <span style="font-family: 'Calibri','sans-serif'"> g. <span style="font-family: 'Calibri','sans-serif'"> VOYA – Voice of Youth Advocates <span style="font-family: 'Calibri','sans-serif'"> is “The library magazine serving those who serve young adults.” VOYA is intended for high school librarians and teachers. Ethical issues, library design elements, and lesson plan ideas are included in the journal in addition to book and Web site reviews for teens. **//N.B.--look on pages 3-4 of the blue packet that we got for the reference project. All journals are listed and have some brief information//**.
 * 1) American Libraries – ALA: talks about ALA issues – public library not so much school library
 * 2) Booklist – review journal ALA journal
 * 3) Book Links elementary focus review journal
 * 4) School Library Journal – AASL – focus on school libraries
 * 5) Learning and Media – PA School Journal of PSLA
 * 6) Ref. and users services quarterly – used for purchasing ref sources
 * 7) library media collection / connection – (we’re not exactly sure of the name) good review source
 * 8) School Library Media activates monthly – professional journal k-8
 * 9) Edutopia – George Lucas foundation – pushes tech – FREE
 * 10) Educational Leadership – journal about leadership
 * 11) Geekapedia

9. What is a Bibliographic record?

 * 1) (pg 70/ 71 of Bopp) –similar to a card catalog – MARC (MAchine-Readable Catalogin) record, contains citation and key words for searching

**10. Name two reference books every school library should have in print**.

 * 1) Dictionary b/c online sources may be poorly edited, out-of-date, or undocumented (B&S, 411) (Kim)
 * 2) Atlas and why (we’re guessing, but we think we’re correct)

** 11. How have online data bases changed how what school librarians need to teach about “research”? **

 * 1) do not need to cross reference due to numerous access points in the searching.
 * 2) Currency, updated more frequently.
 * 3) Plagiarism – cut and paste
 * 4) BOOLEAN operators and searching
 * 5) Use online DB rather than searching Google
 * 6) We know that online DB have reliable informaation-we don't need to evaluate like we would a website

12. Discuss the ways in which you can help students avoid plagiarism
>> ii. graphic organizers without sentences >>
 * 1) Work with classroom teachers to teach students skills for searching
 * 2) Teach citing sources-importance of in-text citations
 * 3) See handout from 2/11/08 – 9 things teachers can do to avoid plagiarism – checklist prevention
 * 4) Educate your students about cyberethics.
 * 5) Educate yourself about online paper mills and use online plagerism detection services (TurnItIn.com)
 * 6) //**Collaborate with the school librarian**// to provide framework for information searching
 * 7) Emphasize the writing process as well as the product (as Callison says in "Models"--see #2). INclude prewriting and research activities and evaluation of resources
 * 8) Challenge students to analyze, synthesize and apply ideas, not just describe them
 * 9) Keep assignments fresh--**//work collaboratively with the school librarian//** to put a new twist on assignments every year.
 * 10) Make the research process as public as possible-require logs, diaries, or concept maps that document student earch strategies
 * 11) Require an annotated bibliography
 * 12) Require students to write a meta-learning essay adter their papers are collected to reflect personally on the topic of the research process
 * 13) note taking
 * 14)  i.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal">  Cornell note-taking (discussed at her school during our visit)

**13. What is the most important attribute of a Reference Librarian – and why?**
a.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal"> Slide 4 of first day (1/28/08) notes – Attributes of Ref. Librarian “Wide **knowledge** of reference sources, warm regard for all users, effective communication skills (patient, good eye contact) and competence in selecting, acquiring, and evaluating resources to meet faculty and students’ needs” Also, from our class notes--**follow-up** after a reference interview is also important.

** 15. Wiki’s, Blogs and Internet 2.0? **
<span style="background-color: rgb(255, 165, 0)">Definitions from Wikipedia
 * 1) Internet 2.0 differs from Internet 1.0 b/c 1.0 is about receiving or retrieving information. 2.0 is more about giving AND receiving info. Blogs (weblog – online journal accessible to anyone) and Wiki’s (interactive and collaborative document available online) are part of the exchange of information.

<span style="font-family: 'Calibri','sans-serif'"><span style="font-family: 'Calibri','sans-serif'">
 * 1) <span style="font-family: 'Calibri','sans-serif'">Wikis - <span style="font-family: 'Calibri','sans-serif'">A wiki is a collection of [|web pages] designed to enable anyone who accesses it to contribute or modify content, using a simplified [|markup language][|[1]][|[2]]. Wikis are often used to create [|collaborative] [|websites] and to power community websites. For example, the collaborative encyclopedia [|Wikipedia] is one of the best known wikis.[|[2]] Wikis are used in businesses to provide affordable and effective [|intranets] and for [|Knowledge Management]. [|Ward Cunningham], developer of the first [|wiki software], [|WikiWikiWeb], originally described it as "the simplest online database that could possibly work". <span style="font-family: 'Calibri','sans-serif'">
 * 2) <span style="font-family: 'Calibri','sans-serif'">Blogs - A blog (an abridgment of the term web log) is a [|website], usually maintained by an individual, with regular entries of commentary, descriptions of events, or other material such as graphics or video. Entries are commonly displayed in reverse chronological order. "Blog" can also be used as a verb, meaning //to maintain or add content to a blog.// Many blogs provide commentary or news on a particular subject; others function as more personal [|online diaries]. A typical blog combines text, images, and links to other blogs, [|web pages], and other media related to its topic. The ability for readers to leave comments in an interactive format is an important part of many blogs. Most blogs are primarily textual, although some focus on [|art] ([|artlog]), [|photographs] ([|photoblog]), [|sketchblog], [|videos] ([|vlog]), [|music] ([|MP3 blog]), [|audio] ([|podcasting]) are part of a wider network of [|social media].
 * 3) <span style="font-family: 'Calibri','sans-serif'">Internet or Web 2.0 - //<span style="font-family: 'Calibri','sans-serif'">Web 2.0 //<span style="font-family: 'Calibri','sans-serif'"> is a term describing the trend in the use of [|World Wide Web] technology and [|web design] that aims to enhance [|creativity], information sharing, and, most notably, collaboration among users. These concepts have led to the development and evolution of web-based communities and [|hosted services], such as [|social-networking sites], [|wikis], [|blogs], and [|folksonomies]. The term became notable after the first [|O'Reilly Media] Web 2.0 conference in [|2004].[|[2]][|[3]] Although the term suggests a new version of the [|World Wide Web], it does not refer to an update to any technical specifications, but to changes in the ways [|software developers] and [|end-users] use the Web. <span style="font-family: 'Calibri','sans-serif'">

**16. Why are formative assessments important to a school librarian? Give 2 examples that were discussed in the Harada book**.
 * – help the librarian to know if she was getting the information across, tells librarian where and how to improve teaching, lets students know whatt hey know (Kim)
 * Rubrics, and checklists, rating scale, journaling, conferencing, portfolios – all in Information Power and Harada (See pg. 6 of Harada)

**17. Why are collaborative efforts important to a school librarian? Give an example of collaborative lesson done by the school librarian and a classroom teacher –**

 * 1) Amy Fry recommends NOT answering this one since it is Ilene’s pet project. How could we possible hit all the points she would want to see?

18. What role does a supportive administration (principal!) play in the success of a library program?
=**MULTIPLE CHOICE SECTION:** **for the matching portion of the multiple choice, refer to the instructor's handout on blue paper for the references project. This packet recommended lists of titles for each reference book.**=
 * 1) Budget
 * 2) time for teachers and LMS to collaborate
 * 3) flexible scheduling for the library
 * 4) From pg. 106 of Information Power:
 * 5) Initiate collaboration with the principal and other appropriate administrators to develop the mission, goals, and objectives of the library media program
 * 6) Communicate regularly with the principal and other appropriate administrators about program plans, activities, and accomplishments
 * 7) Participate on the school's administrative team to provide information about financial and other needs of the program
 * 8) Work with the principal and other appropriate administrators to develop assessment criteria and processes for the library media program and personnel
 * 9) Encourage the principal and other appropriate administrators to support the school library media program by communicating to all members of the learning community the program's contribution to student learning.