NCTE 2014 Extending Reach: Teacher and Librarian Partnerships Witte Latham Gross

Extending  Our  Reach:    Librarian/Teacher  Partnerships  To  Ensure  Student  A<ainment  of  21st  Century  Skills  

Shelbie  Wi)e,  School  of  Teacher  Educa4on  Melissa  Gross,  Library  and  Informa4on  Studies  Don  Latham,  Library  and  Informa4on  Studies  

 Na#onal  Council  of  Teachers  of  English  2014  Conference  

Overview  

•  Preparing  Teachers  and  Librarians  to  Teach  21st  Century  Skills  Project  

•  Partnership  for  21st  Century  Skills  •  Preliminary  Findings  

2  

Preparing  Teachers  and  Librarians  To  Teach  21st  Century  Skills  Project  

•  A  collabora4on  between  the  School  of  Library  and  Informa4on  Studies  and  the  School  of  Teacher  Educa4on  at  FSU,  funded  by  CRC  Planning  Grant  

•  Assess  the  extent  to  which  we  are  preparing  our  students  to  foster  21st  Century  Skills  among  students  

•  Create  a  synergy  between  educa4onal  and  library  ini4a4ves  by  bringing  teachers  and  librarians  together  to  orient  them  to  partner  in  the  goal  of  ensuring  that  students  are  able  to  achieve  the  skills  outlined  in  the  21st  Century  Skills  framework.  

3  

 Partnership  for  21st  Century  Skills  

4  

Research  QuesGons  1.  What  are  the  informa4on  literacy  skill  levels  of  students  

gradua4ng  from  the  Master’s  program  in  Library  and  Informa4on  Studies  (LIS)  and  of  preservice  teachers  in  the  College  of  Educa4on  at  X  University?  

2.  Where  in  the  LIS  curriculum  and  the  Educa4on  curriculum  are  21st  Century  Skills  currently  taught?  

3.  What  do  faculty  in  LIS  and  Educa4on  say  about  how  21st  Century  Skills  could  best  be  incorporated  into  their  respec4ve  curricula?  

4.  What  do  faculty  in  LIS  and  Educa4on  say  about  how  teacher/librarian  partnerships  could  best  be  fostered?  

5  

Methods  

•  Assessment  of  gradua4ng  students’  informa4on  literacy  skills  

•  Curriculum  maps  •  In-­‐depth  interviews  with  faculty  focused  on  the  incorpora4on  of  21st  Century  Skills  and  librarian/teacher  collabora4on  into  the  curricula  for  public,  school,  and  academic  librarianship  and  K-­‐12  educa4on.  

6  

Syllabi  Mapping  Analysis  of  all  syllabi  in  SLIS  and  secondary  cer4fica4on  programs  coded  against  the  21st  Century  Skills  framework  • Secondary  educa4on  cer4fica4on  programs  

–  English  educa4on  –  Science  and  mathema4cs  –  Social  studies  

• Library  and  Informa4on  Studies  programs  –  Core  courses  –  School  Library  courses  

7  

0   5   10   15   20   25   30   35   40   45   50  

21st  Century  Themes  Global  Awareness  

Financial,  Economic,  Business  &  Entrepreneurial  Literacy    Civic  Literacy    

Health  Literacy    Environmental  Literacy  

LRNINNO  Think  Crea4vely    

Work  Crea4vely  with  Others    Reason  Effec4vely    

Uses  Systems  Thinking  Make  Judgments  and  Decisions    

Solve  Problems  Communicate  Clearly  

Collaborate  with  Others  INFOMEDIA  

Access  and  Evaluate  Informa4on  Use  and  Manage  Informa4on    

Analyze  Media  Create  Media  Products  

Apply  Technology  Effec4vely  LIFECAREER  

Adapt  to  Change  Be  Flexible*  

Manage  Goals  and  Time  Be  Self-­‐directed  Learners  

Interact  Effec4vely  with  Others  Work  Effec4vely  in  Diverse  Teams  

Manage  Projects  Produce  Results  

Guide  and  Lead  Others  Be  Responsible  to  Others  

Not  Applicable  

Applicable  

Health  Literacy  

Applicable  6%  

Not  Applicable  94%  

Health  Literacy    

Be  Responsible  to  Others  

Applicable  72%  

Not  Applicable  28%  

Be  Responsible  to  Others  

Global  Awareness  

Applicable  66%  

Not  Applicable  34%  

Global  Awareness  

5  5  

3  3  

4  0  

1  6  6  6  6  6  6  6  6  

5  6  6  6  

5  4  

6  6  6  6  6  6  6  

5  5  5  

6  5  

6  

1  1  

3  3  

2  6  

5  0  0  0  0  0  0  0  0  

1  0  0  0  

1  2  

0  0  0  0  0  0  0  

1  1  1  

0  1  

0  

0   1   2   3   4   5   6   7  

SLIS  Core:  All  Standards  by  Theme  

Applicable  

Not  Applicable  

0%   10%   20%   30%   40%   50%   60%   70%   80%   90%   100%  

13  5  5  

0  1  

0  0  

13  12  

13  13  

11  13  

11  13  

10  13  

12  10  

7  11  

13  13  

9  9  

13  12  

13  11  

10  12  

13  11  11  

0  8  8  

13  12  

13  13  

0  2  

0  0  

2  0  

2  0  

3  0  

1  3  

6  2  

0  0  

4  4  

0  1  

0  2  

3  1  

0  2  2  

English:  All  Standards  By  Theme  

Applicable  

Not  Applicable  

Interviews  with  Faculty  

12  faculty  were  interviewed  –  6  in  School  of  Teacher  Educa4on  (represen4ng  core,  

math,  science,  social  science,  English)  –  6  in  School  of  LIS  (represen4ng  core  and  school  media)  

Previous  experience  –  All  Educa4on  faculty  had  been  former  middle/high  school  

teachers;  none  had  been  librarians.  –  One  LIS  faculty  had  been  a  former  teacher;  one  a  

subs4tute  teacher;  two  school  librarians;  one  a  children’s  public  librarian;  and  one  a  corporate  and  academic  librarian.  

14  

Best  strategies  to  ensure  21st  C  Skills  are  being  taught  to  pre-­‐service  teachers  &  librarians  

•  In  classes,  ideally  across  the  curriculum  –  Individual  &  group  ac4vi4es  –  Instructors  modeling  21st  C  Skills  

•  A  class  that  enrolls  both  Educa4on  and  LIS  students  •  Field  experiences  

–  Internships  –  Service  learning  projects  

•  Professional  development  

15  

Faculty  experience  collabora4ng  with    teachers  and/or  librarians  

Previous  experience  with  collabora4on:  –  Varied  widely  –  Some  teachers  described  the  school  library  as  a  place  for  deten4on,  faculty  

mee4ngs,  student  group  work—but  not  as  a  resource  for  research  –  Former  teachers  and  former  librarians  recalled  collabora4ng  on  developing  

assignments  and/or  collec4ons  –  In  general,  collabora4on  was  described  as  “challenging”  

Experience  with  collabora4on  in  current  posi4on:  –  Both  Educa4on  &  LIS  faculty  work  with  their  library  liaison  –  Types  of  collabora4on:      

•  Developing  assignments,  presen4ng  workshops  to  students,  invi4ng  guest  speakers  to  classes  

•  Librarians  assist  faculty  with  research—mostly  loca4ng  sources  •  Faculty  in  LIS  collaborate  with  librarians  on  grant  proposals  

16  

Where  teacher/librarian  collabora4on  is  taught  in  the  curriculum  

In  LIS:  –  Primarily  in  School  Collec4on  Development  and  Instruc4onal  Role  of  the  Informa4on  Professional  

–  Collabora4on,  more  broadly  defined,  is  taught  in  Founda4ons,  Marke4ng,  Management  courses.  

In  Educa4on:  –  Various  courses  require  students  to  use  the  library  to  complete  assignments  &  also  discuss  the  importance  of  resources  for  K-­‐12  students.  

–  Very  few  specific  examples  were  provided.  

17  

Where  teacher/librarian  collabora4on  could  be  taught  in  the  curriculum  

In  LIS:  –  Perhaps  a  course  could  be  developed  that  both  Educa4on  and  LIS  students  could  take  together.  

In  Educa4on:  – Methods  course  –  Introduc4on  to  Educa4on  –  Introduc4on  to  Technology  – Wri4ng  &  reading  courses  –  Through  experiences  in  the  Educa4on  resource  center  

18  

Best  strategies  for  teaching  teacher/librarian  collabora4on  

•  Simulated  assignments  •  Field  experiences  •  Professional  models  (best  prac4ces)  •  A  class  that  Educa4on  &  LIS  students  take  together  

•  Guest  speakers:    Educa4on  faculty  talk  to  LIS  students;  LIS  faculty  talk  to  Educa4on  students  

19  

Challenges  in  achieving    teacher/librarian  collabora4on  

•  Usual  challenges  of  collabora4on:    territoriality,  iden4fying  strengths,  defining  roles  

•  Informa4on/Media/Technology  skills  are  “the  bridges  between  the  silos  of  core  subject  courses  [in  K-­‐12],  but  it’s  hard  to  measure  the  strength  of  those  bridges.”  

•  “There’s  no  reward  for  risk-­‐taking  in  schools;  it’s  all  about  improving  test  scores.    This  s4fles  crea4vity  and  maybe  collabora4on  too.”  

•  Pre-­‐service  teachers  are  undergraduate  students;  pre-­‐service  librarians  are  graduate  students.  

•  Defining  21st  C  Skills:    more  than  one  interviewee  asked,  “What  are  21st  C  Skills?”  •  From  an  Educa4on  faculty  member:    “We  don’t  teach  our  students  how  to  work  

with  school  psychologists  or  guidance  counselors  either.”  •  From  an  LIS  faculty  member:    “What’s  the  dis4nc4on  between  providing  [library]  

services  to  a  sub-­‐group  of  users  and  collabora4ng  with  them?”  

20  

References  American  Associa4on  of  School  Librarians.  (2007).  Standards  for  the  21st  Century    

Learner.    Available  at:    h)p://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm  

Associa4on  of  College  and  Research  Libraries.  (2000).  Informa#on  Literacy  Competency  Standards  for  Higher  Educa#on.    Available  at:  h)p://www.ala.org/ala/mgrps/divs/acrl/standards/informa4onliteracycompetency.cfm  

Kent  State  University.  (2011).  Standardized  Assessment  of  Informa4on  Literacy  Skills  (SAILS).  Available  at:  h)ps://www.projectsails.org/    

Na4onal  Council  of  Teachers  of  English.  (2008).  21st  Century  Curriculum  Assessment  Framework.    Available  at:  h)p://www.ncte.org/posi4ons/statements/21stcenqramework  

Partnership  for  21st  Century  Skills.    (2009).  Framework  for  21st  Century  Learning.    Available  at:  h)p://www.p21.org/index.php?op4on=com_content&task=view&id=254&Itemid=120  

Latham  &  Gross  /  CAIS  2010   21  

Acknowledgments  

 We  would  like  to  thank:  –  FSU  for  funding  this  work  through  a  Planning  Grant.  –  Our  facul4es  for  suppor4ng  and  par4cipa4ng  in  the  project  

–  Our  graduate  research  assistants  Michael  Ferrarro,  Jonathan  Hollister,  Rebecca  Kuitems  

Latham  &  Gross  /  CAIS  2010   22  

Thank  you!  

 Shelbie  Wi)e  

swi)[email protected]  Melissa  Gross  

[email protected]  Don  Latham                  

[email protected]    

23