Moderator Mary Ann Cappiello leads the author panel “Nonfiction at the Forefront of the Common Core,” at the School Library Journal Leadership Summit.

Among other mandates, the Common Core State Standards (CC) require students to “gather relevant information from multiple print and digital sources” and “assess the credibility and accuracy of each source.”

At the School Library Journal Leadership Summit held October 26-27, four authors of children’s nonfiction—Deborah Hopkinson, Barbara Kerley, Steve Sheinkin, and Sally M. Walker—came together to share their views on what they do, how it relates to these requirements, and how they, as authors, address CC principles while conducting research for their books.

Moderator Mary Ann Cappiello of Lesley University led the author panel, “Nonfiction at the Forefront of the Common Core,” an October 26 discussion about the development of content, the use of primary and secondary sources, the balance of perspective, and writing style as it relates to the standards.

Authors from the Nonfiction panel sign books for attendees.

The authors opened by discussing the content of their books as it relates to current events, from the U.S. election to a dysfunctional Congress to the possibility of Iran developing nuclear weapons. Sheinkin discussed the relevance that his book Bomb: The Race to Build—and Steal—the World’s Most Dangerous Weapon (Roaring Brook, 2012), a National Book Award finalist, has for today’s kids regarding the specter of Iran’s developing nuclear weapons. Barbara Kerley noted that her book, Those Rebels, John & Tom (Scholastic, 2012), which focuses on the relationship between John Adams and Thomas Jefferson, shows that although Congress has often disagreed, historically, it can still function for the good of the people.

Sheinkin characterized his research as “nerdy detective work,” while Kerley said that her exploration of primary resources made her characters come alive. Who knew that John Adams was a “foodie”, or that Thomas Jefferson was a shopaholic?

Kerley also addressed how she and the book’s illustrator, Edwin Fotheringham, worked to present a balanced perspective—an issue relating to CC’s mandate that students  “assess how point of view… shapes the content and style of a text.” Fotheringham revealed Adams and Jefferson’s differences visually: Jefferson is shown as well dressed, while Adams wears tattered clothes, and the two men are portrayed standing back-to-back to emphasize that they disagreed. Kerley showed how the men differed through straightforward description, such as, “John liked to talk” and “Tom was shy, and dreaded speaking in front of crowds.”

Walker, author of Their Skeletons Speak: Kennewick Man and the Paleoamerican World (Carolrhoda, 2012) explained that her research revealed conflicting archaeological conclusions as to whether a spear wound caused the death of a man, based on 9,000-year-old remains. Newer technology and research indicated that he recovered from the wound, while older research findings differed.

Authors Deborah Hopkinson and Barbara Kerley display their books.

Hopkinson, author of Annie and Helen (Schwartz & Wade, 2012), about Helen Keller and Annie Sullivan, used Sullivan’s letters as a primary source of her research. However, it was her choice of verse to tell Sullivan and Keller’s story that participants honed in on in relation to the Common Core. The Craft and Structure specifications of CC ask students to “interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.”  Hopkinson’s reason for choosing verse? “I live in language,” she said.  “Read like a writer and write and a reader.”

After the presentation, summit attendees were encouraged to become more savvy regarding the Common Core. Krista Brakhage, a media specialist at Poudre High School in Fort Collins, CO, tweeted afterward:  “Note to self: Buy more non-fiction historical/scientific picture books for my high school ELA students.”

Walker had a message to relay to student researchers: “Librarians are your new best friends.”

The nationally-known principal also addresses the “elephant in the room” topic of why his school doesn’t have a librarian.

Just follow a high school student around for a day, says Chris Lehmann, founding principal of Philadelphia’s Science Leadership Academy (SLA), and you’ll see why most teens think “School stinks.” Lehmann, who delivered the October 27 keynote at School Library Journal’s 2012 Leadership Summit, isn’t surprised by these negative sentiments. He believes that outdated educational practices and decisions based on “reductive learning measurements,” or “cheap data,” are a failure of imagination and aren’t creating schools that engage learners.

The innovative educator rejects what he sees as an outdated “19th-century factory model” of school operations in favor of a new “citizenry model.” Lehmann challenged attendees to consider the number of times they’ve heard the mantra that teachers must strive to educate 21st-century workers. “Compliant workers aren’t going to solve the problems of the future; we need to educate people who can think, question, challenge, and solve,” he says.

So what makes SLA different, and what does the “citizenry model” look like?  It’s all about the student. “We learn best when it matters to us,” remarked Lehmann, who insists education must be student- and inquiry-driven, community-based, collaborative, and passionate. “High school is real life, not preparation for real life,” and students should be learning and exploring in ways that makes sense to them. “If we train kids to be workers, that’s what we’ll get. If we train them to be citizens, we’ll get workers and husbands and wives, parents and citizens.” Our purpose, he believes, should be to teach students “how to learn…how to live…to be better than they are today.”

Lehmann insists that kids need adults, so SLA teachers typically assume a mentor role, which means encouraging students to pursue what interests them. In lieu of report cards and benchmark tests, students create “artifacts of their learning.” The results? Engaging, personal projects that teachers could never have dreamed up or designed.

The educator worries that while “schools belong to our democratic tradition,” “public education is less valued now” than at any other moment in the past century. “The money we spend on kids is totally dependent on their parents’ incomes,” he stated, noting that [the urban] SLA receives approximately $6,000 per student compared to a nearby suburban community, which spends $22,000 per capita. Citing Philadelphia’s recent billion-dollar budget cut (from an initial budget of3.3 billion), Lehmann commented, “you don’t get there without a pretty high body count.”  SLA has no librarian, and students learn languages via a Rosetta Stone program.

His parting advice for the audience? “Reclaim schools from those who consider us managers.” “Unlearn to learn.” “Dream Bigger.” “Breakdown barriers.” “Include all stakeholders.” “Have fun.” And finally: “Be humbled by our task: we teach kids.”

As to the “elephant in the room,” Lehmann talks about the lack of a librarian at SLA at the beginning of his talk:

SLJ Summit 2012: Chris Lehmann keynote from School Library Journal on Vimeo.

Upper Merion High School Librarian Sharon Nardelli assists ninth-graders with research. Photos by Stuart Goldenberg

Story update October 26, 10:11 AM.

Access to a full-time school librarian increases student test scores, closes the achievement gap, and improves writing skills, according to a new study of Pennsylvania public schools conducted by the Colorado-based RSL Research Group.

The results of the first comprehensive study of Pennsylvania school libraries in a decade was presented at an October 25 press conference, kicking off School Library Journal’s annual Leadership Summit.

Garnet Valley Elementary School Librarian Tracy Nelson reviews research techniques with a pair of 5th-grade students.

The research, focusing on students in grades 3 to 11, was also the first to examine student writing, according to a press release. Outcomes were analyzed in relation to five factors: staffing, collections, digital resources and technology infrastructure, library access, and funding.

Debra Kachel, Pennsylvania School Librarians Association Legislative Chairperson, advised librarians to take the necessary steps to further the cause, making themselves visible to administrators, the chamber of commerce, the teacher’s union, school board members, and the community at large. “It’s time to stop talking to ourselves,” she said, and instead “create champions” by reaching out to state legislators in the Senate and the House of Representatives. Dr. Mary Kay Biagini, who analyzed the data, reminded those present to utilize the language that principals will listen to: “Here’s empirical evidence that you can use. Every administrator is looking to raise those scores.”

In this struggle to get heard by school and government, persistence is key. When denied the opportunity to present the study’s finding and the project’s goals at a three separate associations of school administrators, school board and curriculum organizations, the group’s head researcher, Dr. Keith Currey Lance, suggested that PSLA be present at the event as an exhibitor, which gave them access to a large group of administrators.

Also at the press conference, Eileen Kern, PSLA’s current president, said that the state’s urban school districts are the most lacking in resources and staff. Out of the 458 school buildings in those cities, only 135 of them are equipped with a librarian. “It’s about equitable access. We have to answer to the students. They are our future and we can’t leave them behind.”

Unity within the profession and with parents and teachers was also an element emphasized by the partnership. Ludy Soderman, director of the Multilingual Family Support Office in the Philadelphia school district, stirringly stated, speaking to librarians: “You are too polite. This is too urgent. The numbers will continue to decline and the kids will continue to fall through the cracks. Time to get into the streets. We need parents’ involvement. Let’s not wait months to dialogue. We have to raise our voice together.”

Sandra Selzno from the Education Law Center, concluded the briefing with a startling observation: In the state of Pennsylvania, “access to libraries is mandated in private schools and prisons—but not in our public schools.”

The findings were part of a year-long project led by the Education Law Center, the Health Sciences Library Consortium, and the Pennsylvania School Librarians Association. The collaboration was established when dire budget cuts made to Pennsylvania’s school funding in 2007 spurred several organizations to form a coalition that addressed the issue. At the briefing, Selzno encouraged school media specialists to seek out and create non-traditional partnerships.

Hempfield School District Library Department Supervisor Cathi Furman assists a pair of Hempfield High School seniors with a writing assignment.

Some key points from the study:

“Students who have access to a full-time, certified librarian scored higher on the PSSA Reading Test than those students who do not have such access. This finding is true for all students, regardless of their socioeconomic, racial/ethnic, and/or disability status.”

“For several student groups that tend to experience achievement gaps—economically disadvantaged, Hispanic, Black, and those with IEPs (Individualized Education Programs)—Reading and Writing results are markedly better when those students attend a school with a librarian and library support staff, according to the research. In fact, they benefit more proportionally than the general student population.”

“Nearly twice as many high school students who have access to a full-time, certified librarian scored Advanced on the PSSA Writing test as those students without access to a full-time, certified librarian, according to the report.”

“Considering all students, those students with access to a full-time, certified librarian are almost three times as likely to have “Advanced” scores on the PSSA Writing Test as those students without access to a full-time, certified librarian.”

More information can be found at the project website.

Space are meaningless without meaningful connections with adults and peers in libraries. #engchat

October 22, 2012 7:55 pm via HootSuiteReplyRetweetFavorite

@meenoorami

Meenoo Rami

Moran, Superintendent of the Albemarle County Public Schools in Charlottesville, VA, and Socol, a special education technology scholar at Michigan State University’s College of Education in East Lansing, emphasized that it’s crucial to the survival of librarians that they keep up with today’s technology driven world.

But how imperative are ebooks? Many tweeters cautioned against wholeheartedly embracing this technology. Middle school librarian Deven Black (@devenkblack) reminded participants that access to ebooks in poorer schools is limited. Jenn Cook (@cookout70), an associate Professor of English and Education at Rhode Island College, warned that abandoning physical books may make libraries less inclusive: “Just like when millionaires talk about poverty, when we assume that ‘change’ means going digital/virtual, we leave many behind.”

Similarly, Buffy Hamilton (@buffyjhamilton), a high school teacher in Canton, GA, and blogger at The Unquiet Library, urged restraint among librarians who view electronic materials as “a one size fits all solution.” Though ebook distributors like OverDrive may seem to hold all the answers, she noted, not all libraries can afford them, and their content may not be essential or interesting to students.

Participants agreed that librarians must maintain traditional skills—such as readers’ advisory—but also be savvy to new trends in order to stay relevant. Becky Fisher (@BeckyFisher73), an educator in Charlottesville, VA, tweeted that “Contemporary librarians have to understand contemporary means of accessing and making information!” and encouraged them not to fear sites like Wikipedia. Going back to basics, librarian Kathy Kaldenberg (@scsdmedia) stressed the importance of encouraging a love of literature: “Hands down. The most effective thing we do at our library is read the books and give personal recommendations.”

Librarians aired frustration that administrators on tight budgets do not always accept evidence showing that libraries improve student learning. Julie Goldberg (@juliegoldberg), a librarian in Rockland County, cited a three-year study conducted by the Center for International Scholarship in School Libraries (CISSL) at Rutgers University showing that school libraries have a positive effect on student achievement  but lamented that “many decision-makers are unaware.” Hamilton tweeted, “many librarians are attempting to lead change but meet tremendous resistance from admin and faculty.”

Participants agreed that libraries should be warm and innovative environments, but opinions differed over whether they should also maintain quiet spaces. Shannon DeSantis (@shdesant), a library science graduate student at Syracuse University, tweeted that “the days of the shush library should be over. We want our space to be collaborative and welcoming!” On the other hand, Fisher spoke for many participants when she described her ideal space: “We are looking at providing cozy, quiet, curl up with a book spaces as well as noisy, collaborative, make things happen ones.”

Though participants had many diverse ideas about what future libraries must look like in terms of space and technology concerns, the belief that librarians are vital to the success of a school was a constant. Meenoo Rami (@meenoorami), founder and moderator of Engchat, underscored that what students need most is committed librarians: “Space are meaningless without meaningful connections with adults and peers in libraries.” Participants who want to continue the conversation can use the Twitter hashtag #sljsummit to follow Socol and Moran’s thoughts about the evolution of libraries at the Leadership Summit.

This list of tools and resources from SLJ staff, bloggers, and contributors will enrich your understanding of the national initiative to implement new standards of language arts, information literacy, and mathematics for grades K–12.

SLJ 3-Part Webcast Series: On Common Core

We kicked off a 3-part free webcast series last week on the on how the new Common Core education standards are impacting your library, your school, and your students. You still have time to register for the next session, Librarians, the Secret Weapon, being held on November 20. In these three (3) one-hour webcasts, library, literacy, and education experts from across the country will explore how to effectively implement this nationwide initiative.

All Aboard!: Implementing Common Core offers school librarians an opportunity to take the lead.
By Rebecca Hill

Understanding the Common Core State Standards : A review of John Kendall’s book, a primer on CCSS
By Alicia Eames

CCSS and us: a video Q&A with John Kendall
By Joyce Valenza

Librarian Creates Guide to the Common Core Standards 
By SLJ Staff

Editorials by SLJ  Editor-in-Chief, Rebecca T. Miller on Librarians and the Common Core

‘I Can Help You With That’: Providing solutions puts librarians at the center of Common Core | SLJ June 2012 Editorial

What Creativity Looks Like: Put a Bunch of Librarians in a Room, and Great Ideas Fly | Editorial
Entries from SLJ’s “On Common Core” column by various experts in the education and library fields

By Olga Nesi
The New Standards Dovetail Elegantly with Inquiry, and We Know Inquiry
The Question of Text Complexity: Reader and task trump traditional measures

By Paige Jaeger
Is a Picture Worth $2,500?: Understanding Facts Visually

By Melissa Jacobs-Israel
A Sticker Won’t Do the Job: We need appealing nonfiction that will engage students and build rigor
Making the Parent Connection

By Mary Ann Cappiello, Myra Zarnowski, and Marc Aronson
Cultivating Collaboration
Creating Community

Installments from Christopher Harris’s “The Next Big Thing” column

The End of Nonfiction: Common Core standards force us to rethink categorization
A Librarian’s Tricks for Finding Those ‘Complex Texts’ Cited in the Common Core
We Could Be Heroes: Research plus tech skills are a hot commodity
A Video Hosting Solution for Schools

Related entries from “Consider the Source” blog by author and educator Marc Aronson

The Problem with Common Core’s ‘Appendix B’
The Reign in Spain
The issues and questions raised by Common Core come up abroad as well.
Convergence
Discusses a set of books that looks at one moment in history from three different angles.
Shuffling Off to Buffalo
The role of the librarian in teaching students about “guided inquiry.”

Tools profiled in Joyce Valenza’s column, “Neverending Search”

New from AASL: Best Websites for Teaching and Learning
New Google Education Search Hub
You’re gonna want to share ShareMyLesson

Informational texts, novels, ideas, and websites that align with the Common Core

The Wild World of Steve Jenkins | An Author Study
By Barbara Auerbach

On the Radar—Top Picks from the Editors at Junior Library Guild: New Science Nonfiction Supports Common Core
By Deborah B. Ford

To Infinity and Beyond | New Sci-Fi Titles for Teens
By Joyce Adams Burner

Underneath the glitz of spaceships, extraterrestrials, and techno bling, these young adult sci-fi novels feature complex characters exploring the question of what it means to be human. Incorporate them into social studies, technology, and literature classes, and blast off into discussions touching on politics, culture, science, the environment. The possibilities are limitless!

Afghan Days, Afghan Dreams
By Daryl Grabarek

The resources are ideal for teachers looking to educate students about Afghanistan while also embracing the Common Core State Standards (CCSS).

Kno Launches K–12 E-Textbooks, Geared Toward Parents, Home Use
By Kathy Ishizuka

Education software outfit Kno has partnered with publisher Houghton Mifflin Harcourt to offer interactive textbooks for K–12 students. The digital titles, which align with Common Core subjects, are available for $9.99 or less for a one-year rental.

At the Core: Audiobooks Promote Critical Reading Habits | Listen In
By Sharon Grover and Lizette Hannegan

Finding a Voice | Writers’ Guides
By Vicki Reutter
These three guides make the often daunting task of writing a little easier by instructing students how to write in a variety of genres, including journalism, poetry, humor, and more.

Libraries, Ebooks and Beyond: Library “Makers” Share How It’s Done
By The Digital Shift

Searching for some great ways to get kids hooked on creating digital content? Attendees at the October 17 Digital Shift event got some great tips from Wes Fryer, Melissa Techman, Liz Castro and Erin Daly, all participants in a panel on “Makers in the Library.”

Get Kids Designing with Student-Created Games | The Gaming Life
By Brian Mayer
A program that gives students a new avenue to display mastery-level understanding of the curriculum while incorporating 21st-century skills as well as the Common Core Standards.

What Is the Future of Reference?
By Henrietta Thornton-Verma

Christopher Harris, of New York’s Genesee Valley Educational Partnership, and Wendy Stephens, of New Market, Alabama’s Buckhorn High School led a spirited discussion of the merits of print vs. digital learning, the impact of those Common Core guidelines on publishers’ plans, and other timely and vexing topics.

News Bites: Support Common Core with a New Nonfiction Program from Scholastic
By Phyllis Levy Mandell

Wii Learn: Surprise elementary grade students with a fun way to learn math
By Matthew C. Winner and Meghan Hearn

Viewing the video game console through the eyes of an educator opens up a world of mathematical applications through which students can master concepts, teachers can align with the Common Core Standards, and classrooms can reflect students’ experiences and interests.

Common Core in the news:

Romney Doesn’t Support Fed Dollars for Common Core
By Rocco Staino

Study: Teacher Support for Common Core Standards Growing; Public Awareness Still Lags
By Debra Lau Whelan

Kentucky First to Adopt Common Core State Standards Initiative
By Lauren Barack