Common Core, Uncommon Change
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The document discusses the role of school librarians in supporting the Common Core State Standards. It argues that librarians are uniquely positioned to help schools implement the three key shifts of the Common Core: 1) building knowledge through nonfiction, 2) reading and writing grounded in evidence from texts, and 3) regular practice with complex texts. However, budget cuts have reduced librarian positions. For schools to succeed with the Common Core, librarians need to take a central role in helping students and teachers understand and work with the new standards.
Common Core, Uncommon Change
- 1. Kansas and the Common Core Missing Just One Key Ingredient
- 2. You
- 3. Let Me Explain • Me: worked in kids books for 25 years as editor, publisher, author • Ph.D. in American History • Passionate love for nonfiction • Teach in MLIS program at Rutgers • Common Core training
- 5. School Librarians in Trouble • A survey by New Jersey School Boards Association found more than 90 percent of school districts faced staff layoffs in 2010 due to state aid cuts, among them a wide range of district positions including school librarians, considered teachers under state law. There were 1,580 certified school librarians, also known as media specialists, in the state in 2011, down from 1,850 five years ago, according to Mike Yaple, spokesman for the New Jersey School Boards Association.
- 6. Principals Don’t Understand • Barbara Stripling, incoming president of ALA: “Principals don’t understand what a librarian brings to the position that an aide or parent volunteer cannot. If libraries are kept open by volunteers, then they become little more than warehouses.”
- 7. A Challenging Time • Budget cuts • Effectiveness evaluations • Internet – “who needs a library?” • Tablets – “who need a librarian?” • Challenges and protests – “that book is inappropriate for my child”; “we don’t believe in…”
- 8. And Here Comes CC • New standards • Higher standards • Same kids • Same principals • Same parents
- 9. That Is the Paradox
- 10. You Need to • Be at the center of Knowing the Standards • Be at the center of Implementing Them
- 11. Flash
- 12. To Review • Rationale for CC – you all know, and if you don’t, Kansas has excellent site to help • Nature of CC – see above • Specifically -- http://www.achievethecore.org/files/6213/6 880/2802/2-pager_update_05.16.13.pdf
- 13. 3 shifts 1. Building knowledge through content- rich nonfiction 2. Reading, writing, and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language
- 14. Three %s • 50% • 55% • 70%
- 15. What Does This Mean to You?
- 16. 1 • Building knowledge • Content-rich • Nonfiction
- 18. How Do You
- 19. Indeed, What Exactly is • Knowledge?
- 20. Is Pluto a Planet?
- 21. Did a Comet End the Age of Dinosaurs?
- 22. Do You Believe the Pigs’ Story?
- 23. Knowledge = No Ledge • It is not AN answer, it is a process of knowing, a way of finding, and comparing answers
- 24. That Is Your Training • Look back at my examples: down to earliest elementary school story time and up through any every subject, you have the chance to train young people in how to build knowledge.
- 25. “Content-Rich”
- 26. The OPPOSITE OF • “Good for reports”
- 27. Old Need: Quick, Fast and In a Hurry • 5 key facts • Paragraph to paraphrase • Argument and 3-5 supporting statements
- 28. Are the Materials You Select and Share • Stop signs – here it is, all you need, tied up neatly with a bow • Or • Keys to the journey – here are the tools to begin your quest, you will discover the answers in the process of seeking to find them
- 29. New Need • Depth • Connection • Links • Opportunity to extend and expand thinking
- 31. Who in the school • Is trained to identify “content rich” materials? • Materials that connect? • Materials that build? • Materials that require and reward reading and re-reading?
- 32. Nonfiction • Excuse my French • What the #*!!? Is “nonfiction”? • What else in life is defined by what it is not?
- 33. Is This Right?
- 35. Who Ever Said • “Read to enjoy” was different from “read to learn”? • Nonfiction could not have “character, setting, problem, solution”? • Nonfiction can be “read in any order”? • And I just argued that knowledge is not truth, it is a process of seeking truth.
- 36. Nonfiction Is Confusion • Dewey confusion: Poetry, Myth, Plays, Folklore • Teacher confusion: textbooks; “you have to read a novel” • Parent confusion: “I didn’t read nonfiction as a child”
- 37. Yet • Nonfiction now central in every grade • 50, 55, 70, hike
- 39. Who In the School • Knows, should know, or can know what makes for excellence in nonfiction? Which authors? Which books? Which traits in books? • Traits handout • How many children’s nonfiction awards can you name? Circulate every list – show the school who knows.
- 40. To Accomplish Goal 1 • The very first shift, your skills and knowledge are absolutely central. • Your skills and knowledge.
- 41. You Cannot Be
- 42. No
- 43. Your Job
- 44. Teachers Do Not Need
- 45. Teachers Do Need
- 46. Remember the %s? • How can the teachers, the admins, the supervisors even know who is reading what unless you are all talking? • Begin the conversations • Convene the meetings • Circ the doodle polls • Create the Google Group • Suggest materials • Offer lesson plans (engageny; achievethecore)
- 47. Make Sure • Everyone from the parents to the district superintendent knows who in the school has a great sense of where to find materials that “build knowledge through content-rich nonfiction.” • Reinforce that with constant updates and new information.
- 48. 2 • Reading, writing, speaking based on evidence in the text.
- 50. Who In the School • Is trained to identify the sources used in a book, article, database, site, song, movie, manual…?
- 51. I Do Not Mean
- 52. I Do Mean • Compare • Contrast • Cluster (*More on this in our workshops) • The great footnote treasure hunt
- 53. Why? • Did the author say this and not that? • Take this approach and not that? • Did the author cite this number when that author used this one?
- 54. No Source
- 55. Clusters Reveal • Nonfiction as choices • Choices reveal point of view • Point of view is evidence selected • Evidence selected can be dissected
- 56. BUT • This is NOT the same as saying “it is all relative” • In fact it is the opposite.
- 57. Think of Shopping • When you compare one shirt against another • Do you say “it is all relative, one shirt is as good as another”? • Or do you say, “this has these qualities at that price, versus that one which features these advantages at that price”?
- 58. Your Job • GET TO KNOW YOUR NONFICTION
- 59. Does • The book tell you where it gets its information? • Citation is only step one – does the author tell you what s/he thinks of the source used? • Does the author describe his/her research journey?
- 60. Research Journeys • Teachingbooks.net • Author sites • Author notes
- 61. Train Students to Read • Within, around, beyond what the book claims –
- 62. Every Day in Every Way • They should ask: • “How Do You Know That?” (make a handout of a “how do you know that” post- it which they can affix to a book) • Your library should be bursting with prompts to get them challenging, questioning, examining sources
- 63. 3 • Regular Practice with Complex Text and Its Academic Language
- 65. Who In the School • Knows which books can challenge readers, and reward their effort? • Interest trumps age – we all know the military fan, the hobbyist, the Jane Austen lover, the math kid who reads adult books • How can we build that spiral up for every interest, every level, every reader?
- 66. You • Can surround your library with opportunities to discover new words, terms, phrases, definitions? • Even on the windows
- 67. Your Library Should Be • Ablaze with clusters of materials competing to explain something • Aflame with words and definitions • Garlanded with reading ladders bringing students to ever more challenging/rewarding texts • Alive with Common Core excitement
- 68. Kansas and Common Core Needs
Editor's Notes
- #10: Your job is on the line, yet the standards will only work if you are at the center of making that happen
- #12: The skills you already have are perfectly aligned to the CC
- #14: INFO TEXT 50-70 PERCENT
- #19: Build
- #43: Stubbed toe syndrome: I tried, they didn’t listen, so I won’t try again
- #45: A rack of books by Dewey number – that is the warehouse model Barbara Stripling mentioned
- #46: How do these books (materials) connect, link up, build content-rich information – they need your depth, insight, training, not your ability to pile books
- #52: The Wikipedia warning, that is about as useful telling you that “contents may have shifted in flight” – hardly even worth mentioning next to the real risks and challenges
- #55: No matter how huge says everything that can be said about any nonfiction subject
- #60: Example one: A penguin is Example two: A penguin is, according to expert X who spent y time studying; but expert Y has a new theory that there are two kinds of penguins… Example three: In spending X time at a research station, I learned that according to the team of scientists I worked with a penguin is.