Module+2

These are the things that stood out to me in our assigned readings for 2.1:

-"The degree to which students can read and understand text in all formats (e.g., picture, video, print) and all contexts is a key indicator of success in school and life." -"To become independent learniers, students must gain not only the skills but also the disposition to use those skills, along with an understanding of their own responsibilities and self-assessment strategies." -"Multiple literacies, including digital, visual, textual, and technological, have now joined information literacy as crucial skills for this century." -"Students need to develop skills in sharing knowledge and learning with others, both in face-to-face situations and through technology." -"School librarians collaborate with others to provide instruction, learning strategies, and practice in using the essential learning skills needed in the 21st century." //**Standards for the 21st Century Learner**//. Chicago: American Association for School Librarians, 2007. Retrieved from [].
 * //__Standards for the 21st Century Learner:__//**

//__Standards for the 21st-Century Learner in Action:__// -"The focus of these standards is on the learner, but implicit within every standard and indicator is the necessity of a strong school library media program that offers a highly-qualified school library media specialist, equitable access to up-to-date resources, dynamic instruction, and a culture that nurtures reading and learning throughout the school." -"The standards provide a framework for academic and personal learning in today's information powered world." -"SLMSs are in an ideal position in each school to address the needs and to develop the abilities and attitudes of the whole child, not just the student's academic performance on specified content." -"These indicators delineate actions that students might take to demonstrate their competencies in Skills, Dispositions, Responsibilities, and Self-Assessment Strategies." -"At the apex of the learning taxonomy is the pursuit of personal and aesthetic growth-the motivation and skills to learn on one's own to satisfy internal needs and interests (Standard 4)." -"Dispositions are the learning behaviors, attitudes, and habits of mind that transform a learner from one who is //able// to learn to one who actually //does// learn." -"The goal of any educational system is to enable students to emerge as responsible and productive members of society." -" Learners must be able to look at their own work to determine its quality, discover gaps in their own thinking, ask questions to lead to further investigation, find areas that need revision or rethinking, recognize their new understandings, and determine when they need to ask for help." -"Dispositions, responsibilities, and self-assessment strategies must be devleoped through an iterative teaching process conducted over time and through many experiences." -"SLMSs will want to offer direct instruction on a targeted skill, but then scaffold the learning experience so that students are challenged to perform the skill with guidance and then on their own." -"The social nature of learning-the reality that all learning is co-created-may be particularly valuable for differentiating instruction." -"Integrating all learning modalities(reading, writing, speaking, listening, viewing, and representing) is also helpful for students with different learning needs."** Standards for the 21st-Century Learner in Action. Chicago: American Association for School Librarians, 2009.
 * -"...the American Association of School LIbrarians has developed learning standards that expand the definition of information literacy to include multiple literacies, including digital, visual, textual, and technological, that are crucial for all learners to acquire to be successful in our information-rich society."

-"Educators at every grade level must serve as partners with parents and take responsibility for inviting young people into the "literacy club" (Smith 1998)." -"Educators must design lessons that stimulate readers' curiosity and help them make connections and find relevance between school-based and community-based literacy." -"What is reading? Simply put, reading is making meaning from print and from visual information. But reading is not simple. Reading is an active process that requires a great deal of practice and skill." -"Zimmermann and Hutchins (2003) identify seven reading comprehension strategies: 1. Activating or building background knowledge 2. Using sensory images 3. Questioning 4. Making predictions and inferences 5. Determining main ideas 6. Using fix-up options 7. Synthesizing -"...backward planning... conceptual framework requires that educators first select learning objectives (based on curriculum standards)." -"Next they determine and describe the learning taskes and the criteria on which student work will be assessed as well as a tool with which to assess it." -"Collaborative planning must always begin with learning objectives as well as criteria and tools for assessing student outcomes." -"Notemaking implies that learners record information in their own words; note taking implies that learners have copied verbatim from texts." -"...using think-aloud strategies...makes the invisible cognitive processes of reading "visible" to students." -"The goal of teaching reading comprehension strategies is to give readers the tools they need to be effective readers and independent learners."
 * //__Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact:__//**
 * Moreillon, Judi. //Collaborative Strategies for Teaching Reading Comprehension Maximizing Your Impact//. New York: American Library Association, 2007.**

//__Teaching the Inquiry Process to 21st Century Learners:__// -"...the fact that students are learning a process of gathering evidence to solve problems or answer questions that they an use throughout life, as oppesed to finding and regurgitating a set of facts they will never need again." -"Integrated learning is also possible because the inquiry process can take one project through all of the major content areas." -"Encourage student to write open-ended questionss by having the write who, what, when, where, why or how questions." -"We know that students avoit print material like cockroaches avoid light, but we can lure them back into the stacks by incorporating electronic materials into the collection." -"To progress in the inquiry process, teacher-librarians will have to get their students to buy into the concept of organizing their notes." -"Teacher-librarians can assist students who have to make oral presentations by directing them to Web sites containing tip sheets and suggestions for making oral presentations."** Carnesi, S., & DiGiorgio, K. (2009, March). Teaching the Inquiry Process to 21st Century Learners. //Library Media Connection//, //27//(5), 32-36. Retrieved August 17, 2009, from Academic Search Complete database.
 * -"Unlike the static, set-in-stone research project, the inquiry process is an interactive cycle used to teach research in any content area."

-"Effective, collaborative instructional planning begins with educators determining what skills and strategies need to be taught." -"things to consider would include curriculum standards that need to be taught and mastered." -"Effective educators begin with the end firmly in mind."
 * //__Lesson Planning 101 PowerPoint:__//**
 * Moreillon, Judi. //Lesson Planning 101 PowerPoint Presentation//.**

//__Research-Based Instructional Strategies PowerPoint:__// -"Summarizing and Notemaking" -I found the examples in this PowerPoint presentation very useful and applicable immediately in my current classroom situation.** Moreillon, Judi. //Research-Based Instructional Strategies PowerPoint Presentation.//
 * -"Identifying similarities and differences"