Notes from meeting with High School Librarians Natalie Koehler and Sally Markowicz, December 12, 2006 (Haas Librarians attending: RG, VK, JI, XG)
**Natalie’s message to us: how can we improve our “relevance,” what can we do to better collaborate with teachers to improve the information literacy of our students/seniors.**
• Natalie: they feel they are “on the outside,” they want more time that students are in the library, “let us speak for just a few minutes.”
• Teachers have misconceptions about using web resources
• RG: constantly working against preconceived notions re: web/research. Both high school and university librarians are working against this.
• We need to “teach the teachers” how to use the technology
• Natalie: In English classes, we used to have a guaranteed research project that ensured that student would do research, would come to library. We’ve lost that now (these projects pre-dates her, she’s only been there over a year).
• All students used to come as freshmen for an orientation.
• Now, only a health class, that all students required to take, where students are assigned a research project (double check this). Natalie helped to design that project.
• Their issues are similar to our issues.
• Natalie/Sally: rarely will teacher require them to look in a book.
• SM: Teacher—“use 1 internet source”
• VK: library is marginalized from about grade 4 on, at least in Bethel school system
• NK: In Danbury at middle school level, students given “fake” projects (ask her about this)
• VK: Is there a broader conversation K-8 on these issues? Like in the case of math and reading, where does the gap occur?
• Danbury schools now bringing back Big6, for a while considered this only appropriate for elementary school. (she was interested to know that JI was instructing teachers about it at university level). Is a viable high school research model—NK interested in bringing it into Danbury high school library instruction/curriculum.
• RG: Gave a hierarchy of student research competency/comfort with research tools:
- 10-15% - advanced, now how to navigate, find their own information, honors students
- 50% middle
- 30% don’t want to be there (squeak through at both h.s. and univ. level)
• SM: what’s going wrong in middle school
• At WCSU, we get most of our local students from Danbury and Bethel.
• VK asks NK/SM: Do you have a tiered approach? No.
• SM: Emphasis at Abbott Tech on differentiated learning. Time management skills etc. are incorporated into language lab instruction (not in context, so doesn’t work)
• NK: At Danbury H.S., study skills are taught if student ID’d in need of support. Reading teachers address these skills.
• NK: Teachers vary as far as how strict they are re: “3 works cited.”
• NK: In some disciplines NCLB leaves no time for a research project
• NK: Many teachers do not know about iCONN or the benefits of making use of resources in the classroom or in classroom assignments.
• SM: At Abbott Tech, only 11 computers in entire school.
• NK: At DHS, computers can be found in labs in each academic area.
• NK: A new concept whereby libraries travel to the classroom to provide instruction
• NK: At DHS Library/Media Center, 7 librarians and one paraprofessional.
• SM: solo librarian, plus one hour a day of clerical help.
• VK: Is inquiry-based learning being practiced/promoted/incorporated into the curriculum of the schools?
• NK: In order to be certified, teachers must develop a BEST lesson plan
- Has to be an inquiry-based model
- Too hard, not practical once they get into the real world of the classroom.
- Danbury H.S. now—all NEASC all the time!
• RG: Described new CSU chancellor’s emphasis on K-16 education, and the importance of articulation agreements. Mentioned Gen Ed Committee’s definition of “The Educated Person” as a good model/ideal to work toward, regardless of specific grade level.
• NK: How did you, as university librarians, make inroads re: collaboration with teaching faculty?
• RG: Describe ERes? as an important outreach tool, starting point for collaboration
• VK: General Education Committee, which she chairs, has developed a general education program. Gen Ed course instructors can choose from a menu of options, how that course will fulfill gen ed requirements. Can choose to incorporate information literacy/library research component, critical thinking/reading component, Writing, ethics, oral presentation skills, etc.
• When a teaching faculty member chooses to incorporate an information literacy/library research component, he/she can also choose how the component will be incorporated. Can do this on their own, or can collaborate with a librarian to make this happen.
• Through the library liaison program, subject librarians can partner with and support teaching faculty in their efforts to increase library research/information literacy skills. In each case, teaching faculty member and/or librarian will determine the shape this will take.
• JI: information literacy important for success after high school and college (mentions book Information Literacy and Workplace Performance, Tom Goad, Quorum Books, 2002, available through CONSULS)
Discussion re: Workshop Time, Place and Content
• Meeting with be casual in nature, focusing on sharing.
• Natalie expects that about 10 h.s. librarians will attend.
• VK: we can teach using the website
• What are the key points, most important points we make in b.i.s.
• How do we each teach information literacy?
Rough schedule:
9-10:30 (15 minute break) 10:45-12:15 (break for lunch) 1:00-2:00 End