This document presents a review framework for school libraries to help them become future-focused. It discusses key aspects of a future-focused library such as learners, teachers, resources, spaces, and partnerships. Various standards and models are presented that address topics like instructional design, information literacy, learning communities, and more. The document encourages library leaders to choose a review framework, identify key performance indicators, set goals, take action, and document progress to address standards and improve the school library over time. The goal is to position the library as a dynamic learning environment that supports the curriculum, teachers, and students.
International Perspectives in School Libraries Caroline Roche
The document discusses the International Association of School Librarianship (IASL) and its objectives to advocate for and promote school libraries internationally. It summarizes a conference held by IASL in Tokyo, Japan in August 2016 that included keynote speakers and workshops on topics like evaluating school library programs, serving refugee students, and fostering empathy. The document also provides details on the presenter's role coordinating a teen technology competition in the UK and her work as a school librarian at an independent girls' school in England.
'Community collaboration through conversation' presentation delivered by Mary Dunne at #asl2015 'The inside out library: collaboration, inspiration, transformation' Feb 27 2015
This document summarizes a presentation given by Dr. Ross Todd on effective school libraries. Some key points:
- School libraries help students learn by supporting curriculum, developing literacy skills, and providing instruction on information literacy and technology.
- Research shows student achievement increases when libraries are staffed by qualified teacher-librarians who collaborate with teachers.
- Effective school libraries have sufficient resources and technology, and view their role as developing student knowledge rather than just providing information. They focus on learning outcomes over other metrics.
- Evidence-based practice is important for school libraries to demonstrate how they specifically contribute to student learning. This helps justify resources and focus efforts on effective strategies.
Elaine Beans presentation 'Bridging the gap between 2nd and 3rd level education' from #asl2015 'Inside out library: collaboration, inspiration, transformation' delivered February 27 2015
1. The document outlines a vision for a high school library media center that aims to raise student achievement and motivate students to love reading.
2. Key elements of the vision include creating an inviting, technology-rich environment; flexible scheduling; collaborative teaching; diverse collections; and programming to promote literacy.
3. The library information specialist's role is to engage students, support teachers, and help students become lifelong learners through equitable access to resources.
This document summarizes the information literacy needs and offerings at De Montfort University. It discusses surveying academics and students to understand their perspectives. Academics agreed that students need skills in differentiating information types, expanding searches, and evaluating sources. Students reported feeling mostly confident in their information and digital literacy skills. The university will promote its information literacy program to academics and faculty to improve understanding and student experience. It will also consider future changes in higher education. The information literacy program provides instruction at different levels, including inductions, in-curriculum support, and advanced training for researchers.
Value of public libraries in today's world ihjketron
Public libraries provide immense value according to recent surveys. Parents place a strong value on libraries instilling a love of reading in children and providing access to knowledge and resources unavailable elsewhere. Surveys found that 84% of parents believe libraries instill a love of reading and over 75% of children use the library for schoolwork. While many use traditional services like borrowing books, over 60% of parents want innovative technology services. Public libraries are bridging the digital divide and ensuring all, including low-income parents, can participate in an increasingly digital world.
Frontline Advocacy for School Librarians spring regional 2011Sabrina Carnesi
The document discusses how all school library personnel, including certified librarians, clerks, volunteers, and technology specialists, can advocate for their school libraries through personalized outreach. It recommends librarians learn how to promote their programs through bragging, creating organized promotional materials like brochures and presentations, and getting involved in school planning initiatives to demonstrate the library's value. The key messages of any advocacy campaign should focus on equitable student access to libraries, how libraries support teaching and learning, and that strong libraries require consistent funding and staffing.
Strong school library programs can increase student test scores by 10-20% according to research. Today's school libraries provide both print and digital resources like books, databases, media and curated internet sites. These resources provide information not available on general search engines like expert articles, historical newspapers and up-to-date health information. School librarians teach students skills to become digitally literate and help design curriculum activities that support state standards and student achievement.
Mod 1 the role of the teacher librarian and the schooltlspecial
The document discusses the evolving role of teacher-librarians and school library programs in the 21st century. It outlines how learning has changed with increased access to information and emphasizes the importance of developing students' skills in areas like critical thinking, communication, and collaboration. Several organizations describe how teacher-librarians support curriculum, help students develop literacy and learning skills, and work collaboratively with teachers to plan instruction. Reflections from one teacher-librarian focus on providing evidence of implementing 21st century skills and having an impact on student achievement through collaborative leadership.
Towards an Information Literacy Continuum: examining the high school to colle...Chris Sweet
We know that many students have difficulties meeting faculty expectations for college-level research. Basic search strategies, critical thinking and evaluation skills are often lacking. Increased dialogue between academic librarians, school librarians and teaching faculty could begin to address some of these problems in a proactive manner. This presentation is a small step in that direction. Chris Sweet, Information Literacy Librarian at Illinois Wesleyan University, will introduce this topic from an academic librarian’s perspective. Dana Convery, English and Literature instructor at Prairie Central High School, will discuss high school research from the trenches. What research skills are being taught in the classroom? What role do Illinois Learning Standards play? What barriers are holding high school teachers and librarians back? Finally, an Illinois Wesleyan student will give us insights on his/her personal transition from high school to college researcher.
Erin Milanese has over 10 years of experience working in academic libraries. She currently serves as the Educational & Emerging Technologies Librarian at Goshen College, where she provides support and training to faculty and students on educational technologies and aids faculty in developing online courses. Previously, she worked as the Sciences Librarian at Goshen College and solo Librarian at Harrison College, where she was responsible for reference, instruction, collection development, and more. She has published articles and presented at conferences on topics related to information literacy, technology, and libraries. Additionally, she has experience teaching as an adjunct instructor at both Goshen College and Harrison College.
The document outlines a vision for a 21st century school library, focusing on three key elements: collaboration, technology, and image. It discusses how the library can collaborate with teachers to plan instruction, support the curriculum, and promote student success. Technology is seen as crucial, with examples of how Web 2.0 tools and resources like ebooks can be incorporated. The library's image is about being a place for discovery, questioning, and sharing information in various formats across multiple locations.
Savings are nice, but learning is nicer: Libraries linking open textbooks wi...Sarah Cohen
With Marilyn Billings, UMASS Amherst.
This presentation will make the case for how open textbooks and OER can foster collaboration between instruction librarians, scholarly communication librarians, and faculty in order to advance access to course content, improve student learning, and continue the crusade for saving students money on course content.
The document discusses how the school community will support information literacy learning through the role of the teacher librarian and the school library program. It outlines that the teacher librarian will provide leadership, information and resource management, and collaborative program planning and teaching. This includes library instruction that supports reading expectations, incorporating information literacy and technology into the library program, developing resources for students and teachers, and facilitating professional learning communities. Volunteers are also needed for the library.
School librarians have increasingly adopted e-books and other educational technologies over time. While e-book use is growing, adoption rates are still lower in K-12 schools than public libraries due to issues like lack of funds, training needs, and restrictions on electronics in classrooms. Librarians must investigate options from various e-book vendors and work with technology departments to effectively integrate e-books into their libraries and curricula.
The document discusses strategies for academic librarians to connect with faculty, students, and the broader scholarly community in a time of changing technologies and educational trends. It recommends relationship building, continuous learning, outreach, and adapting services to meet users' needs. The library must embrace new technologies, be receptive to ideas, and admit when tools are no longer useful. Strategies for different user groups include introducing services to faculty, being available to help students, and learning how to best support distance learners.
School library media coordinators in North Carolina are evaluated based on five professional standards. The standards address leadership, learning environments, comprehensive library programs, effective instructional practices, and self-reflection. Data from various sources can be used to evaluate performance in these areas and inform future practice. Research shows strong library programs positively impact student achievement as measured by standardized test scores.
This interactive session offers a deep dive into School Librarians’ OER curation practices, based on findings from a national study led by ISKME and funded by the Institute of Museum and Library Services. The session presents a new framework to guide OER curation practice that was developed through the study, and discusses research-based strategies for supporting School Librarians as OER curators in districts and in schools.
This document discusses using data from the AASL Planning Guide and the "School Libraries Count!" survey to advocate for school library programs. It recommends drawing connections between the Planning Guide assessment results and personalized reports from the "School Libraries Count!" survey. Sample data is provided comparing a school's hours spent planning with teachers and budget for information resources to state and national averages. The document provides guidance on sharing assessment results with stakeholders to clarify strengths and areas for improvement in the library program.
The document describes the development of a library curriculum by the Parkway School District library team. They created student-focused "I Can" statements aligned to standards and expanded them into "Library Media Expectations". The curriculum has four strands - Find, Use, Share, Enjoy and Grow information. It is organized by grade level in an online guide. The team evaluated how the library program was evolving and used guidance from professional organizations to develop the curriculum to better support student learning.
Evidence-Based Practice for School LibrariesElizabeth512
This document discusses strategies for school librarians to measure the impact of school libraries on student learning outcomes through evidence-based practice. It recommends that school librarians develop the capacity to collect and articulate needs based on both formal research evidence and local evidence gathered in their own schools. Various tools and methods are presented for school librarians to gather, analyze, and report both quantitative and qualitative evidence on the contributions of the school library to student learning. These include measures of student writing skills, search behaviors, feedback surveys, classroom observations, and case studies featuring students' own voices.
The document provides directions for a library media teacher credential candidate to organize evidence from their coursework and field experiences into an electronic portfolio template addressing California state standards for the credential. It lists representative assignments that could provide evidence for each standard and includes a template for the candidate to describe their selected evidence, reflections, and how it demonstrates their competence in meeting each standard.
SPARC Webcast: Libraries Leading the Way on Open Educational ResourcesNicole Allen
This webcast features three librarians who have been leading OER projects on their campuses. Each will provide an overview of the project, discuss the impact achieved for students, and provide practical tips and advice for other campuses exploring OER initiatives.
Marilyn Billings, Scholarly Communication & Special Initiatives Librarian, University of Massachusetts Amherst Libraries. Marilyn coordinates the Open Education Initiative, which has saved students more than $750,000 since 2011 by working with faculty to identify low-cost and free alternatives to expensive textbooks.
Kristi Jensen, Program Development Lead, eLearning Support Initiative, University of Minnesota Libraries. The University of Minnesota has emerged as a national leader through its Open Textbook Library, which is a searchable catalog of more than 100 open textbooks. The Libraries also partnered with other entities on campus for their Digital Course Pack project, which has helped streamline the course pack process and make materials more affordable for students.
Shan Sutton, Associate University Librarian for Research and Scholarly Communication, Oregon State University Libraries. The OSU libraries are partnering with the OSU Press for a pilot program to develop open access textbooks by OSU faculty members. The program issued an RFP in the fall, and recently announced four winning proposals that will be published in 2014-2015.
Library Media Specialists: Importance, Opportunities and Challengesprimeviewseo1
Discover the crucial role that Library Media Specialists play in promoting literacy and digital fluency among students. Learn about the opportunities...
The communication plan outlines guidelines for communicating within the roles of the school librarian. As an instructional partner and teacher, the librarian will communicate through newsletters, presentations, shared resources and calendars to collaborate with teachers on lessons. They will provide resources and assessments to students. As an information specialist and leader, the librarian will send technology updates and copyright information to teachers. They will teach information literacy to students and highlight resources. The librarian will also communicate library achievements to stakeholders through presentations and the school cable channel. Tools like websites, surveys and shared drives will facilitate communication within these roles.
Why you need to know your school librariancorrado2003
This document discusses the roles and benefits of school librarians and collaboration between librarians and teachers. It begins by explaining how school librarians have evolved from "shushing" figures of the past to instructional partners and resources for the entire school community. The document then outlines the American Association of School Librarians' standards for 21st century learning. It describes tools and services librarians provide students and teachers, including resources, instruction, and professional development. The final sections discuss benefits and challenges of collaboration, providing examples of effective partnerships between librarians and other educators.
This document is an informational brief from the New York Comprehensive Center that summarizes research on the positive impact of school libraries on student achievement. The brief finds that school libraries support student growth in literacy, technology skills, and access to resources, which leads to higher test scores and graduation rates. Specifically, the brief concludes that school libraries help improve teacher effectiveness, develop early literacy skills, support at-risk students, align curriculum to standards, and are correlated with higher assessment results. Maintaining strong school library programs can drive consistent student achievement gains.
Collaborating in the development of learning literaciesSEDA
The document discusses collaborating across professional groups to integrate learning literacies for staff, students, and policies. It begins with learning outcomes and introduces three case studies on staff development at City University, student development through the University of Manchester's "My Learning Essentials" program, and policy development at Queen Mary University of London. Participants then engage in a world cafe discussion on the topics before reflecting. The goal is for developers across fields to work together to facilitate integrated development of various literacies and embed them within curricula. Challenges include differing perceptions of literacies and ensuring approaches are sustainable and reach all students.
This document discusses e-resources and information literacy. It describes Libraries Thriving, a nonprofit organization dedicated to building a positive future for libraries. It discusses several studies on challenges students face with research in the digital age. Common frustrations include overwhelming information, lack of context, unfiltered search results, and not finding citable sources. The document also discusses the value of librarian and faculty collaboration, technology trends, and provides examples of initiatives at different institutions to improve student learning and use of e-resources.
Leading Learning to Transform School Libraries, abqla2015abqlaConference
This document discusses transforming school libraries into library learning commons. It defines a library learning commons as a whole-school approach that makes the physical and virtual library the collaborative hub for inquiry-based, future-oriented learning. The library learning commons is designed to nurture skills like critical thinking, creativity, literacy, and technology competencies. It advocates that all students deserve access to excellent school libraries led by teacher-librarians and positioned to drive school improvement. The document presents standards and growth indicators to help schools transition libraries and measure progress in areas like instructional leadership, literacy, and designing learning spaces.
Mod 1 the role of the teacher librarian and the schooltlspecial
UBC LLED 469: Role of the TL and the School Library Program
Module 1 presentation introduces students to the capacity of the teacher-librarian to support classroom teachers designing resource-based inquiry learning.
The document provides a sample information literacy curriculum framework for K-12 schools. It includes a sample mission statement, belief statements, and 3 standards for information literacy. Standard 1 addresses promoting reading literacy. Standard 2 contains the core components of information literacy - accessing, evaluating, using, creating, and communicating information. Standard 3 includes developing skills like respecting diverse ideas, using information responsibly, and collaborating with others. The framework is intended as a starting point that teachers and librarians can adapt to their local standards and integrate into classroom instruction.
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Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
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Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
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AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
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• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Front Desk Management in the Odoo 17 ERPCeline George
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2. The School Environment
● Guideline #1: The school library information
specialist works to integrate current learning
standards into the entire school
environment.
● Writing Standards: Develop writing to
inform on a topic, express ideas, and share
knowledge.
http://www.isbe.state.il.us/common_core/pls/level1/pdf/ela-standards.pdf
3. March is Reading Madness
16 classes chose a book to
“compete” in the reading
bracket. Students made
projects to convince other
students to vote for their
book. Every week, students
voted on the books in pairs,
until only one book, the
winner, was left--Because of
Winn-Dixie.
https://sylvesterlibrary.wordpress.com/2014/03/0
6/book-wars-bracket-week-1/
4. Technology
Guideline #2: The school
library information specialist
explores new technologies
and actively models the use
of those technologies for
learning.
http://cdn2.hubspot.net/hub/80068/file-225061725-
jpg/images/mobile_devices_2.jpg
5. Technology
Common Core Standard:
Research to build and present knowledge: Gather relevant
information from multiple print and digital sources, assess
the credibility and accuracy of each source, and integrate
the information while avoiding plagiarism.
http://www.isbe.state.il.us/common_core/pls/level1/pdf/ela-
standards.pdf
6. Britannica Kids
● Research in a safe, reliable
environment
o Age 0riented
o Quick links
● Daily activities
● Age appropriate news from
around the world
● Additional online resources
for Parents
http://kids.britannica.com/
7. Leadership
Guidelines #3: The school
library information
specialist is actively
involved on school- and
district-wide committees
as a curricular leader and
participates in
professional organizations.
8. School Committees
● Reading Committee
o Establishing relationship with teachers on the
reading committee help the success of programs like
March is Book Madness.
o Reading Committee promotes literacy beyond the
library.
● Technology Committee
o Keeping up with technology teachers are reading
creates school wide cohesiveness, and vice versa.
9. Professional Organizations
● ALA: AASL, ALSC, YALSA
o American Association of School Libraries,
Association of Library Service to Children, Young
Adult Library Service Association
o These organizations provide the opportunity to share
insights and ideas with a wider library community.
o Opportunities for grants, professional development,
advocacy.
10. Collaboration
Guidelines #4: The school library media
program is promoted through the school library
information specialist’s role as a teacher of
teachers, thus creating a collaborative,
participatory learning environment for students
in the school.
11. Collaboration
Integration of knowledge and ideas: Integrate
and evaluate content presented in diverse
media and formats, including visually and
quantitatively, as well as in words.
http://www.isbe.state.il.us/common_core/pls/level1/pdf/ela-
standards.pdf
12. Collaboration
Example of collaboration with teachers:
● Building strong, cooperative relationships
● Communicate to them about what resources they need
the library to have for their lessons
● Presentations in classrooms (reading, how to use the
library for research, etc.)
● Uses teamwork with the teachers to promote student
learning