During any session, to follow along and participate with the presentation, go to joinpd.com and enter the session code.
After finishing my MLIS and my NBCT, I finally have time to become more involved with the California School Library Association (CSLA). In my enthusiasm I submitted two proposals and volunteered to become a section area rep (come to the Meet & Greet on Saturday afternoon!). I am also honored to be the recipient of the CSLA Technology Award (with $1000 to buy books from Mackin!).
Here the sessions where I will be presenting with links to resources for follow up or ICYMI. All presentations have links embedded to documents and resources, though links to subscription databases and student work my not work due to log-ins and privacy.
Friday, February 8, 1:45-2:45, session N4, Finders Keepers? Copyright, fair use & citation as Gateway to Information, Pebble Beach B
Technology puts more resources than ever at our fingertips. How do we teach our students how to choose and use that information ethically? This session focuses on using tools embedded in search engines or databases to identify non-text resources licensed for reuse and to support the habit of citing sources. Moreover, this session will address how to scaffold critical thinking and ethical use of information by unchaining instruction in citation from formats like MLA and APA. Finally, this simple lesson is a gateway to building collaborative relationships with teachers in all disciplines.
Saturday, February 9, 9:30-10:30 session R2, Tech Talk: Winning Tech Integration with Dr. Lesley Farmer, Pebble Beach A
How are CSLA’s award-winning tech-savvy teacher librarians integrating technology? This session shares their insights. CSLA’s Committee on Standards Integration will also show emerging education tech resources to integrate
Sunday, February 10, 9:15-10:15, session EE16, Redefine research curriculum: TL & Teacher collaboration to Embed, Congressional
— co-presenting with Dr. Susan Norton, English Teacher, Verdugo Hills High School
This session presents a research unit for 9th grade English created collaboratively to create a model for how we can redefine research instruction. Our goal is to shift how the faculty at our school teaches research from the traditional product driven research paper to process drive lessons that develop skills and critical thinking. We built a unit that explicitly teaches and assess skills from question and query creation through observations of how strategy choices change results to presentation and reflection. Our strategies were designed using the TRAILS test results, the Inquiry Search Process (ISP) model created by Carol Kuhlthau, and the Question Formulation Technique from the Right Question Institute. In this session we will also address our roles as teacher and teacher librarian in the collaborative design of this unit.
Much of this unit grew out of an article I wrote for Knowledge Quest
, (“Search Strategy Instruction: Shifting From Baby Bird Syndrome to Curious Cat Critical Thinking,” Knowledge Quest
, 44.4 (Mar/Apr 2016): 48-53.) and the research I did to write that article. I developed this unit in order to find ways to teach and assess the steps of the Inquiry Search Process. The article by Dr. Leslie Maniotes and Carol C. Kuhlthau was the most inspiring for my journey leading to this unit. I was able to manifest these ideas with Dr. Susan Norton’s support, collaboration, and ability to synthesize skills into a portfolio presentation (and her patience to work through this unit over and over with me). Here are the references for the initial article to provide the theoretical foundations for what we are presenting.
Abilock, Debbie. 2015. “Addition Friction: How to Design Deliberate Thinking into the Research Process.” Library Media Connection 33 (4): 33. EbscoHost.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. 2014: Common Core State Standards Initiative.
Fuselier, Linda and Belle Nelson. 2011. “A Test of the Efficacy of an Information Literacy Lesson in an Introductory Biology Laboratory Course with a Strong Science-Writing Component.” Science & Technology Libraries 30 (1): 58-75.
Katz, Irvin R. 2007. “ETS Research Finds College Students Fall Short in Demonstrating ICT Literacy: National Policy Council to Create National Standards.” College & Research Libraries News 68 (1): 35-37.
Kuhlthau, C. 1990. “The Information Search Process: From Theory to Practice.” Journal of Education for Library and Information Science 31 (1): 75.
Landrum, R. E., & Muench, D. M. (1994). Assessing students’ library skills and knowledge: The library research strategies questionnaire. Psychological Reports, 75(3, Pt 2), 1619-1628.
Leslie, Ian. “Google Makes Us all Dumber: The Neuroscience of Search Engines.” Salon.com, last modified October 12, 2015, http://www.salon.com/2014/10/12/google_makes_us_all_dumber_the_neuroscience_of_search_engines/.
Macgregor, John and Raymond G. Mcinnis. 1977. “Integrating Classroom Instruction and Library Research: The Cognitive Functions of Bibliographic Network Structures.” Journal of Higher Education 48 (1): 38.
Maniotes, Leslie K. and Carol C. Kuhlthau. 2014. “Making the Shift: From Traditional Research Assignments to Guiding Inquiry Learning.” Knowledge Quest 43 (2): 17.
Tenopir, Carol. 2001. “Why I Still Teach Dialog.” Library Journal 126 (8): 35-36.