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Authentic learning can only take place in the context of rich curriculum; it’s about encountering big ideas, raising and answering questions, and making sense of evidence. Join Mary Ann Cappiello and Myra Zarnowski as they launch their 2013-14 “On Common Core” column focusing on strategies for integrating content, standards, and children’s and young adult literature into an inquiry-based curriculum.
The very language of the Common Core State Standards calls for librarians’ key skills: research; equipping students to access, evaluate, and synthesize information; and strengthening literacy. Paige Jaeger, a coordinator of school library services in Saratoga Springs, NY argues that librarians can build a strong case for a seventh shift in the CCSS: research.
The Common Core State Standards place strong emphasis on vocabulary, and librarians are in a prime position to actively support this shift. This month’s “On Common Core” column shares how, including selecting read-alouds with robust language, helping students find engaging (and challenging) nonfiction books that match their interests, carefully choosing titles for reading lists, and initiating independent reading incentives.
Education buzzwords—whole language, multiple intelligences—come and go, but 45 states chose to adopt the Common Core Learning Standards. The questions educators now face are what types of instruction help students develop these skills? And how do librarians insert themselves into these critical discussions?
Many people hold on to the belief that nonfiction writing is “just the facts,” often synonymous with formulaic, dull writing. Nothing could be further from the truth. Writers for young people model both substance and style, and can serve as mentors to their readers.
Knowing the research behind text complexity is critical to understanding the Common Core’s call for more complexity, and how reading for pleasure fits in.
In 2007. “ the superintendent came to me when he was cutting the budget and asked me why he should keep me and the library,” said Karen Smith-Cox. “He was not joking.” Her story is not unfamiliar, but the outcome provides insight for all libraries.
“As I researched support to keep the librarian and the program, I stumbled upon a first draft of I-SAIL,” added Smith-Cox, a K–8 Teacher/Librarian at the Arthur/Lovington (IL) School District. “I read it and knew [...]
“Talking takes time” note the authors, but allowing students time for conversations about the texts they are reading is essential.
With one smart step at a time, Christine Poser, a middle-school librarian at Myra S. Barnes I.S. 24 on Staten Island, NY, is helping her school move on the new standards.
In his latest Consider the Source column, Marc Aronson uses the recent presidential election as a jumping off point to discuss the different ways that American history is viewed.
Now, more than ever before, collaboration between public and school librarians is critical. As we strive to be at the center of the implementation of the Common Core State Standards (CCSS) in our schools, strong relationships with our local public librarians can make all the difference in the world and provide us, our students, and our school colleagues with tremendous advantages.
While public and school libraries differ, our common patron base of children gives both groups fertile ground [...]
One of the most common complaints about state or local curriculum standards is that they focus on covering a range of topics while sacrificing depth of understanding. Chances are you’ve heard your colleagues bemoan that these standards are “a mile long and an inch deep.” Are the Common Core State Standards any different?
I grew up on the ’60’s outside New York, where there were racial riots and free love. The Beatles boomed from boxes and people sang about clouds, vanity, and love. Today we are largely beyond racial riots, love is cheap, and music still booms in ear pieces playing tunes of confusion, vanity, and love. Transformation has occurred, but there are timeless elements. Information is one—valuable and priceless, but packaged differently today than it was 25, 50, or 100 [...]
Complexity is a watchword of the Common Core State Standards. The clearly stated expectation is that students will be able to read increasingly complex texts as they move up through the grades. Aside from that, students will be required to complete more complex thinking tasks involving those same texts.
As the mom of a now-first-grader, my parenting world is colliding with my professional world. Last year, I eagerly brought my daughter to kindergarten geared not to be one of “those” meddling parents, micromanaging the teachers and hovering over projects. However, I soon realized it was going to be very difficult to keep my professional experiences and opinions to myself when it came to the Common Core. Then again, should I?
The Common Core State Standards (CCSS) ask students to research to build and present knowledge. For years, this knowledge was shared in written form—reports, essays, projects, and concluding paragraphs. Then came technology. The written format was then superseded by interviews, moviemaker clips, wikis, blogs, Animoto flashy packaged images, Vokis, Crazytalk movies, PowerPoints, Museum Boxes, Prezi’s, and more. We have mapped knowledge, created knowledge products, and delivered other educational messages with engaging technology and Web tools.
This is the worst time to be a school librarian and the best time to be one. Our profession is under daily threat of extinction, yet the implementation of the Common Core Standards affords incredible opportunity to make the strongest case for the importance of librarians and libraries in schools. Together we must commit to gaining a deep understanding of these new standards and determine to be at the fore of the Common Core conversations taking place in our buildings. We are uniquely suited for this because the Common Core Standards dovetail elegantly with inquiry, and we know inquiry.
