2015 Deeply Embedded...

Resources ** Appy Hour

Are you tired of “drive-by” collaboration? Do you get the sense that even if you are teaching all the time, your instruction is not ever fully and systematically embedded into school-wide instructional goals? Do you wish library resources were more seamlessly integrated into classroom instruction? Join us this summer for two days of hands-on, participant-centered learning as we share concrete, immediately implementable strategies and a practical plan to deeply embed library instruction and resources into the curricular goals of your building.

Participants will receive a certificate for 15 hours of Continuing Education 

Presenters:

J’aimé Pfeiffer is currently the School Library System Coordinator for WSWHE BOCES; formerly the SLS Director for Capital Region BOCES. She had 22 years of experience (7 teaching Social Studies, 15 as a librarian) in schools before going into administration. As a librarian, she had articles published in Library Media Connection, and wrote Dewey Need to Get Organized? Time Management and Organization for School Librarians (Linworth Publishing). As School Library System Director, she has presented to both librarians and faculty on Common Core, Inquiry, various technologies and, most recently, the NYS Social Studies Framework.

Olga Nesi is a Library Coordinator for the New York City Department of Education. She was a middle school teacher for seven years and a middle school librarian for eeven years. In addition to having written articles for School Library Journal , School Library Monthly and Knowledge Quest, she wrote Getting Beyond “Interesting” - Teaching Students the Vocabulary of Appeal to Discuss Their Reading and contributed the chapter entitled "What is the “Core” of the Common Core State Standards?" to the title Inquiry and the Common Core: Librarians and Teachers Designing Teaching for Learning (both published by Libraries Unlimited).

In a very distant life, she managed bookstores in Manhattan.

Join us as we:

* Unpack” a Common Core writing task into its component information literacy skills.

* Explore the Empire State Information Fluency Continuum (//ESIFC)// and Barbara Stripling’s Model of Inquiry

* Use backwards design and the (ESIFC) assessments to clearly illustrate which skills need to be taught and how to plan on teaching them.

* Carefully plan instruction by setting up a sample Process Portfolio Cover Sheet to keep track of the systematic teaching of all the skills necessary to achieve the Common Core writing and reading task.

* Sort selected ESIFC assessments into the Phases of Inquiry (as defined in Barbara Stripling’s Model of Inquiry).

* Learn how to work with teachers to select text for both content and skills using rubrics for quantitative and qualitative evaluations, as well as reader and task.

* Evaluate text for level of complexity and specific instructional uses.

Come and learn how to create a plan to deeply embed library instruction and resources across grades and content areas in your building.

Note to administrators:

The Institute will focus on practical and immediately implementable strategies to integrate information literacy skills throughout instruction to meet the requirements of all of the Common Core Writing and Reading Standards. Additionally, the Common Core requirement that teachers integrate informational text into classroom instruction demands that librarians be able to not only suggest materials, but also determine the complexity of and specific instructional uses for the materials they are recommending. Both these goals will be met via hands-on activities and the sharing of concrete strategies for achieving both.

The 2015 NYLA/SSL Institute centers around the idea that "You Can’t Say “No” to Drive-by Collaboration Until you Have a Plan: Strategies to Deeply Embed Library Instruction and Resources into School-Wide Instructional Goals", and seeks to train librarians in how to assist teacher colleagues in systematically meeting the requirements of the Common Core writing and reading standards using complex information text and specific instructional strategies. Participants will leave with an implementable plan as well as a clear understanding of the role they can play in de-mystifying the Common Core State Standards by translating them into classroom instruction using the Empire State Information Fluency Continuum to its greatest potential. 

AGENDA:

DAY 1 – MONDAY, AUGUST 3rd 9:00am-5:00pm

You Can’t Say “No” to Drive-by Collaboration Until you Have a Plan - AM

Olga Nesi will share with participants how Process Portfolio Cover Sheets (PPCS) were implemented in her school following a visit from the Superintendent during which ELA teachers were asked to provide proof of having systematically taught all the skills necessary for students to achieve a particular writing task. These cover sheets are a practical and immediately implementable way to keep track of “evidence of instruction.”

Engaging Students with Informational (“Seed”) Text – PM

J’aimé Pfeiffer will have participants delve more deeply into components of helping teachers select quality and rigorous text that address both content and literacy skills. Through modeling close reading and examination of an article, and table discussions on how to translate these skills into the “real world” of their own schools, attendees will leave with tools to work with teachers in selecting core and supplemental materials for classroom use.

Evening Learning – “Appy Hour” (our newly designed Tech Smackdown program) 7-10 PM

DAY 2 – TUESDAY, AUGUST 4th 8:00am-12:00pm

Using the ESIFC to Determine Specific Instructional Uses for Text.

As librarians, we are used to (and adept at) recommending any number of texts for use in covering content. We can add infinite value to our suggestions by simultaneously being able to recommend what information literacy skills any given text is best suited to teaching. Using a selection of ESIFC assessments and an assortment of texts, Olga Nesi shares two strategies for determining specific instructional uses for texts.

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