Amy Lunsford (Woodfin Elementary, Buncombe County Schools) addresses Western Carolina 2014 Teaching Fellows, 2/2/12.
University Teaching Fellows Seminars
NC college Teaching Fellows program representatives have responded positively to an on-campus presentation designed to introduce/enforce the positive role of the school librarian as a collaborative partner. The Advocacy committee has created a scaffold/outline so that a member(s) can develop a presentation that meets the objectives of the initiative and fulfills the expectations of the college. This project is designed to provide members within close proximity of the colleges an opportunity to reach out and advocate for school libraries with our university colleagues. Travel expenses within a 100 mile roundtrip will be reimbursed. The initiative will begin with programs at the following universities : NCA&T, Queens, Appalachian State, East Carolina, Lenoir-Rhyne, Campbell, Western Carolina. Members with an interest in participating should contact Advocacy chair, Tammy Young at tammy.young@bcsemail.org.
Scaffold:
I. Pre-activity designed to identify common knowledge of libraries and school librarians. Ask the participants to list words/phrases related to school librarians and/or libraries.
(This could be done as a large group, small group or individual activity. The purpose is to focus the students on their impression of libraries and librarians. Depending on the size of the group, it could be beneficial to have the group(s) prioritize and organize the ideas based on their perceptions as a teacher. Place the major topics in some relationship to the central idea (library/librarian). Allow the discussion to include connections with arrows, question marks, etc in order for the group to determine what they know (or think they know about libraries).
II. Introduce yourself and your experience as an educator/school librarian.
III. Use the following image from Impact:Guidelines for North Carolina Media and Technology Programs to identify the three major areas of library media specialist: Teaching and learning, information access and delivery and program administration. Depending on the size of the group, it could be beneficial to have the group(s) prioritize and organize the ideas they generated in the pre-activity based on these three areas. Allow the discussion to include connections with arrows, question marks, etc in order for the group to determine what they know (or think they know about libraries).
IV. Introduce the NC Standards for Information/Computer skills instruction with examples from your teaching experience. This “show and tell” should provide students with examples of the three levels of collaboration as identified in IMPACT. Level 1: Integration - Resources provided to support the classroom. Level 2: Cooperative Activities - Lessons support classroom objectives as students are scheduled for instruction. Level 3: Co-planning - Cross-curricular lessons and units are planned, delivered and evaluated jointly. Depending on the time allowed, try to limit the number of examples you describe. Keep in mind multi-disciplinary, grade and ability level examples will have the most benefit for the majority of college students.
V. Use the pre-activity for participants to expand on their learning from the presentation. Add words to the original cards/word strips/etc.
NC college Teaching Fellows program representatives have responded positively to an on-campus presentation designed to introduce/enforce the positive role of the school librarian as a collaborative partner. The Advocacy committee has created a scaffold/outline so that a member(s) can develop a presentation that meets the objectives of the initiative and fulfills the expectations of the college. This project is designed to provide members within close proximity of the colleges an opportunity to reach out and advocate for school libraries with our university colleagues. Travel expenses within a 100 mile roundtrip will be reimbursed. The initiative will begin with programs at the following universities : NCA&T, Queens, Appalachian State, East Carolina, Lenoir-Rhyne, Campbell, Western Carolina. Members with an interest in participating should contact Advocacy chair, Tammy Young at tammy.young@bcsemail.org.
Scaffold:
I. Pre-activity designed to identify common knowledge of libraries and school librarians. Ask the participants to list words/phrases related to school librarians and/or libraries.
(This could be done as a large group, small group or individual activity. The purpose is to focus the students on their impression of libraries and librarians. Depending on the size of the group, it could be beneficial to have the group(s) prioritize and organize the ideas based on their perceptions as a teacher. Place the major topics in some relationship to the central idea (library/librarian). Allow the discussion to include connections with arrows, question marks, etc in order for the group to determine what they know (or think they know about libraries).
II. Introduce yourself and your experience as an educator/school librarian.
III. Use the following image from Impact:Guidelines for North Carolina Media and Technology Programs to identify the three major areas of library media specialist: Teaching and learning, information access and delivery and program administration. Depending on the size of the group, it could be beneficial to have the group(s) prioritize and organize the ideas they generated in the pre-activity based on these three areas. Allow the discussion to include connections with arrows, question marks, etc in order for the group to determine what they know (or think they know about libraries).
IV. Introduce the NC Standards for Information/Computer skills instruction with examples from your teaching experience. This “show and tell” should provide students with examples of the three levels of collaboration as identified in IMPACT. Level 1: Integration - Resources provided to support the classroom. Level 2: Cooperative Activities - Lessons support classroom objectives as students are scheduled for instruction. Level 3: Co-planning - Cross-curricular lessons and units are planned, delivered and evaluated jointly. Depending on the time allowed, try to limit the number of examples you describe. Keep in mind multi-disciplinary, grade and ability level examples will have the most benefit for the majority of college students.
V. Use the pre-activity for participants to expand on their learning from the presentation. Add words to the original cards/word strips/etc.
Contact Us | ©2011 North Carolina School Library Media Association
Website created and maintained by the NCSLMA Executive Board
NCSLMA - 514 Daniels St., #130 Raleigh, NC 27605
Website created and maintained by the NCSLMA Executive Board
NCSLMA - 514 Daniels St., #130 Raleigh, NC 27605
