Reading+Notes+Module+2_3

•  • AASL. 2009. //Empowering Learners: Guidelines for School Library Media Programs.// Chicago, IL: ALA.

"The SLMS partners with the classroom teacher in the creation, implementation, and assessment of inquiry-driven curricular unit that effectively teach multiple literacies as well as content and research skills." Using inquiry to help teach content area subject material allows students to learn the content as well as develop literacy and research skills in the SLMC. "Instructional design must address a variety of learning styles, giving every student a chance to find his or her strengths. The SLMS and classroom teacher collaborates in developing challenging and engaging tasks designed to accommodate varied learning styles and address learning difficulties." The SLMS must be aware of teaching techniques and learning strategies, along with content area standards and objectives.

American Association of School Librarians. //Standards for the 21st-Century Learner in Action//. Chicago: American Library Association, 2009. Print.

"Respect copyright/intellectual property rights of creator and producers." SLMS must teach students how to honor copyright and others' property. "Seek divergent perspectives during information gathering and assessment." Students must be able to locate and synthesize diverse viewpoints. "Follow ethical and legal guidelines in gathering and using information." Students must cite sources appropriately. "Contribute to the exchange of ideas within the learning community." All students should be able to offer ideas in the context of the learning environment. "Use information technology responsibly." Technology should be utilized in a manner appropriate to the learning environment and educational contexts. "Connect understanding to the real world." Learning needs to have real world applications for students. "Consider diverse and global perspectives in drawing conclusions." Students should look at ideas from various perspectives and make sure the perspectives are reliable. "Use valid information and reasoned conclusions to make ethical decisions." Students need to be able to determine if the source and information they have found is valid. "Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community." Students should take into account all perspectives on a topic. "Respect the differing interests and experiences of others, and seek a variety of viewpoints." "Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern." "Create products that apply to authentic, real-world contexts." Students should be able to make connections with their learning. "Contribute to the exchange of ideas within and beyond the learning community." Students should be able to offer ideas outside of the school setting. "Use information and knowledge in the service of democratic values." "Respect the principles of intellectual freedom." Students should understand that everyone has the right to acquire information from all viewpoints. "Participate in the social exchange of ideas, both electronically and in person." "Recognize that resources are created for a variety of purposes." Students need to be able to distinguish between sources of information that are for entertainment, opinion pieces, and those that are scholarly. "Seek opportunities for pursuing personal and aesthetic growth." "Practice safe and ethical behavior in personal electronic communication and interaction."

Schomberg, Janie, Becky McCabe, and Lisa Fink. 2003. "TAG Team: Collaborate to Teach, Assess and Grow." //Teacher Librarian// 31, no. 1: 8-11. //Education Research Complete//, EBSCO//host// (accessed October 11, 2009).

"We determined five necessary phases and steps in our collaborative process: planning, instruction, information gathering, product and assessment." In order for these steps to work, all involved in the learning community must take action and have a role in the process.