Common Core and School Librarians: An Interview With Joyce Karon

Frey, Jennifer

CA

Kramer, P. K. (2011). Common Core and School Librarians: An Interview with Joyce Karon. School Library Monthly, 28(1), 8-10.

Summary:

      This interview explains what common core standards are and how they affect education. The person being interviewed, Joyce Karon, is a former school librarian and advocate for school libraries. She answers questions about the common core and simplifies what it means to teachers, students and librarians. She addresses how they are different from other standards and what school librarians need to know about them. The article also mentions the AASL Crosswalk of the Common Core Standards (http://www.ala.org/aasl/standards/crosswalk), I looked up the website and found some really useful information there for school librarians.

Evaluation/Opinion:

       In my reading plan I had decided I wanted to learn more about school standards. I am not a teacher myself or have any background in teaching so I found this article helpful since it simplified this area I wanted to become more familiar with. For someone with little to no prior knowledge who wishes to see how the Common Core Standards also affect school librarians this article is helpful. I liked the interview format, it made it easy to read and broke it up. I also liked how it encourages school librarians to step up to the plate and start collaborating and learn more about the standards and what they can do to help implement them. 

CA-Formative and Summative Assessments

Rebecca Robinowitz

CA

Marsha Lovette PhD, director of Carnegie Mellon University and Psychology professor (2009) What is the difference between formative and summative assessment? Retrieved from: http://www.cmu.edu/teaching/assessment/basics/formative-summative.html

Summary

According to Marsha Lovette PhD, director of Carnegie Mellon University and Psychology professor (2009), summative assessment appears to be in contrast with formative assessment. Formative assessment evaluates student development and progress and summative assessment evaluates a learner’s knowledge of an instructional unit by comparing it against some standard or benchmark. Examples of summative assessments include a midterm exam, final project, paper, or standardized tests. Summative assessments provide education stakeholders tangible information about future curriculum needs. However, summative needs can be used in a formative way if it is used to guide educator efforts and activities in subsequent course.

Common Core and New Adoption: Race to the Top

Shibrie Wilson

ET- New Trends
ET- Restructuring
ET-Standards-based Education
CA- Who Decides
CA-Common Cores Assessments

Cappiello, M. A. (2014). When Racing to the Top Slows Us Down- On Common Core. School Library Journal. Retrieved from http://www.slj.com/2014/10/opinion/on-common-core/when-racing-to-the-top-slows-us-down-on-common-core/

Summary: Mary Cappiello has had the opportunity to network with different persons from teachers to librarians all in different states and able to learn more about Common Core State Standards (CCSS). Common Core State Standards continues to be in the forefront of educational debates. Many have perception that supporting CCSS one supports standardized testing. Cappiello stated "being against them suggests a belief in a top-down government and/or a corporate takeover of education, plus a massive mandate for more testing." Race to the Top (RttT) is a different implementation of educational curriculum. It seems as though Common Core State Standards is the problem its Race to the Top in which enforces excessive testing and specifically tracks achievement by numbers. Schools that have adopted Race to the Top funding are only focused on test scores of students and not the experience and their intellectual growth, everything is based around numbers. Not only are students under pressure with RttT but teachers as well because their performance is dependent on test scores. 

Reflection: I have heard more negative things associated with Common Core State Standards than positive. Now I see that not only is CCSS becoming an issue but Race to the Top. Numbers, numbers, numbers that seems be all legislators care about. Maybe it is because they are trying to compete with other students globally but I am sure there is another way to go about this. I do not believe standardized test should solely determine a students performance throughout their educational career. Curriculums such ad these presented are taking the joy out of being an educator. 

School Libraries and maker spaces

Shibrie Wilson

IL- Creative Thinking
ET- Standards-based Education
CA- Common Core Assessments
IL- Media Literacy

 Bell, J. (2015, May 12). School Librarians Push for More 'Maker Spaces' Retrieved May 19, 2016, from http://www.edweek.org/ew/articles/2015/05/13/school-librarians-push-for-more-maker-spaces.html

Summary: Term "maker space" has been added to vernacular of 21st century school libraries. These spaces allow student to interact and research different things in which some schools do not have part of their curriculum's. With the large push of STEAM- science, technology, engineering, arts, and mathematics has encouraged the integration of a "maker space." There are arguments as to whether the spaces are valuable, but scientist have not conducted quantitative research to provide this type of information. Issue with integrating make spaces into schools is that some districts are formal and have not adopted this type of ideology. Districts with such mindset are concerned with creating a space in which prepares students for standardized test and providing materials in which meet curriculum for each subject area. This poses a problem for administrators and librarians when defending reason as to why maker spaces are vital in school libraries. Common researchers are developing data in which provides information as to how student are developing skills that new standards require, specifically that of problem solving and critical thinking. The largest problem some librarians have faced, especially librarian in blog is that of time. Time is crucial and there is not enough for students to develop, construct, and create a large final project.

Reflection: Enjoyed reading this article considering that this is revolving discussion in libraries. How are maker spaces vital and what type of change is being implemented from this innovative idea. A problem that I see posed are those who have a traditional concept as to what library services involves, and will not want to branch out. Maker spaces in school libraries can allow collaborative opportunities for science and math teachers, opposed to typical usage from language arts and social studies teachers.

Students as Global Citizens: Educating a New Generation

Monteiro, Sarah

Montiel-Overall, P. (2012). STUDENTS AS GLOBAL CITIZENS: EDUCATING A NEW GENERATION. Library Media Connection, 31(3), 8-10.

Summary:

Patricia Montiel-Overall’s article is essentially making a call to teachers and librarians to help develop global citizens. She begins by discussing the global issues that our students need to be aware of. She feels that students should understand and be conscious of globalization, how the health of our ecology is not separated by borders but intertwined across the plant, how technology has connected us and can even be distributed unfairly, and how policies are not reflecting current global situations.

She goes on to explain how the Common Core State Standards are “opening doors” to developing global citizens. The Standards call for international benchmarks that will teach students how to be aware of the world around them and teach them to find solutions to global problems. Librarians and teachers are in a unique position where they are the ones who will be providing our children with these lessons. The standards are in place, but now it is up to the teachers’ and librarians’ willingness to accept these standards to help create a “new generation of global citizens.”

Review:

I completely agree with most of what Patricia Montiel-Overall had to say. Teachers and librarians are on the frontline of changing our way of thinking as humans. We are the ones who will be influencing our future generations about the global world, our impact on it, and how to make it better for everyone. The CCSS benchmarks do clearly state that we are trying to create better people, but I really do not believe that the actual standards and ridiculous requirements that are being put on teachers and librarians are helping us do so. The insane education “reform” we call CCSS and the testing that goes along with it is, in my opinion, doing the exact opposite of what its benchmarks claim to be doing. What teachers and librarians are going through with the new standards and teaching to the test in public schools is as far away from educating global citizens as possible. We are creating test taking machines, robots who only know what it takes to write the formulaic essay that is demanded by the CCSS and its assessments. Monteil-Overall says, “new educational standards are a starting point for forward-thinking and rigorous action” could not be further than the truth. If we were just relying on the standards but allowed teachers and librarians to put implement them they way they see fit, that statement could be true, but the CCSS standards are assessed using impractical, inaccurate, and unfair testing that completely negates the positive global citizenship we truly mean to teach our students. Sorry for the angry rant! Like I said in the beginning, I believe is everything she had to say about being global citizens. Seeing the CCSS part just upset me because I feel she was inaccurate with that.

CA-Common Core Assessments

Experts Lay Out a Vision for Future Assessments

Leslie Fox

CA

Gewertz, C. (2010). Experts lay out a vision for future assessments. Education Week. Retrieved 

from: http://www.edweek.org/ew/articles/2010/02/23/23assessment.h29.htmltkn=YWSFjb7lP0Ul6RKoCAcO2bcgAdhvfr8s6u2D&cmp=clpedweek&rint=1

Summary:

This article reflects the discussion of assessment changes by policy makers and educators.  A vision for a new way of assessing that calls for more analytical thinking and problem solving rather than rote memorization and would function as both summative and formative assessment. The panel was led by by Linda Darling-Hammond of Stanford University.

Evaluation:

This article is helpful in better understanding how summative and formative assessments relate to the bigger picture and Common Core standards, which are discussed as "inadequate" yet "essential." Gewertz asserts that the future vision is to move away from multiple-choice tests toward "deeper, more analytical questions and projects that ask student to solve and discuss complex problems." Other topics touched on are the need for instructor preparedness and professional development, the price tag of improving assessment, and the idea that improved assessments play a better role in informing learning. 

An Idiot's Guide to the Common Core

Samnath, Kayla 

CA-Common Core Assessments

Fastman, B. (2013, August 15). An Idiot's Guide to the Common Core. Retrieved March/April, 2016, from http://www.independent.com/news/2013/aug/15/idiots-guide-common-core/

Summary: 

            Author Brandon Fastman explains what exactly common core is, and how it effects schools curriculum. The article was written in 2013, when the common core standards were first initiated. It became apparent that kids in the US were falling behind “on global education benchmarks, college, and career readiness” (Fastman, 2013). This disparity caused both the National Governors Association and the Council of Chief State School Officers to collaborate on finding a solution. Together, these groups created the Common Core standards. Fastman (2013) explains that common core “sets goals for K-12 classrooms that emphasize depth over breadth”. Rather than classrooms focusing on the correct answers, they focus on how students reached the answer. Common core puts an emphasis on deep thinking. Due to this emphasis, the teacher-student relationship can vastly improve. Instead of an instructor being an authority figure, they are viewed as a mentor and learning partner (Fastman, 2013).  According to Fastman (2013), the biggest changes will be seen in English and Math. In regards to English, there will be more nonfiction texts and literary texts. The author then goes into how texts should be “read in conjunction with historical documents… and there will be more emphasis on students reading and writing in other subjects” (Fastman, 2013). The hopes are that common core will teach problem solving skills, and show the real world applicability of subjects. In the subject of Math, common core will make real world connections to show how the math is used every day.

            Despite the high hopes of this new curriculum, there are still proponents who criticize this new system. Studies show that “poor minority children fare far worse in school than kids from white middle-and upper-class backgrounds… the U.S. is the most stratified…the U.S. reported a higher percentage of poor and ill-educated children than its peer nations” (Fastman, 2013).  Some teachers fear that common core will alienate the students who are learning English as a second language. More reading and more writing presents a major challenge for these students. Another problem with common core is standardized testing. The standardized testing is supposed to be well balanced, and a fair evaluation of student competencies. The tests will also be done on computers, which will not only boost technological skills, but allows students to test more efficiently.

Review: 

            Brandon Fastman’s 2013 article is extremely useful for individuals who are novices to teaching and educational theory. Fastman explains how and why common core standards were created. He does a great job explaining how the standards will change current curriculum. Although the implementation of these new changes seems as though it is a daunting challenge, others view it as a welcomed change. Fastman also explains the supporters and challenges of common core. The issues Fastman discusses are very serious, and should be considered heavily during this process of change in the school systems. Economic differences can have large impacts on students and schools. There are also many issues with this new curriculum for students who are learning English as a second language. With a heavier emphasis on reading and writing, and the introduction of more texts, these students might fall behind.

            Fastman explains the concepts of common core in an easy to understand manner. He explores different aspects, both good and bad, of common core standards. I would recommend this article for anyone who is just beginning their research into educational theories and educational assessments.

           

California Public School Library Standards

      While exploring possible subjects for our blog reading, I stumbled upon qualitative gold!  The report, “Model School Library Standards for California Public Schools Kindergarten Through Grade Twelve” , located on the California Department of Education website reveals an inside look in the health and condition of California school libraries, but even more interesting; a review of California’s adopted school library standards. This adoption is dated back to two thousand and ten, but is still relevant and still needs a great deal of implementation. It is my hope for California, that grants are on the way to establish these standards in public schools across California. Four standards are outlined in the report, each standard classified by grade level. Standard 1 reviews how students access information. Including how to locate and use the library and the tools and resources available within the library. Standard 2, Students evaluate information. Standard 3, students use information. The student will organize, synthesize, create, and communicate information. Standard 4. Students integrate information literacy skills into all areas of learning (CDE, 2010). After reviewing the standards, it’s encouraging to know that the CDE values library services and is educated on current library practices and expectations. The report also stresses that schools that offer quality library programs demonstrate a direct correlation with improved academic scores. This report is a fantastic resource for librarians and MLIS students.

References

   http://www.cde.ca.gov/be/st/ss/documents/librarystandards.pdf

Model School Library Standards for California Public Schools Kindergarten Through Grade Twelve.

Adopted by the California State Board of Education September 2010

Rock Star Lesson Design for Common Core and 1:1

Megan Westcoat

CA

Corippo, J., & Cue Inc. (2015, April 13). Rock Star Lesson Design for Common Core and 1:1. Retrieved November 14, 2015, from https://www.youtube.com/watch?v=qAWzEwHb4vw

Traditionally this blog talks about text articles we have found helpful in our learning journeys.  However, it is also a class about stretching our definitions of learning and teaching, and that both of those things can take place anywhere, at anytime, and presumably over any type of medium.  So while it is not an article, this is instead a YouTube video of a presentation made at CUE RockStar’s 2015 National Conference.  Jon is the Director of Academic Innovation for CUE.  According to its website,   “CUE inspires innovative learners by fostering community, personalizing learning, infusing technology, developing leadership, and advocating educational opportunities for all. “ 

  It is funny to say I was inspired to learn more about Mr Corippo after meeting him because I didn’t even formally meet him.  He happened to be having a discussion with some teachers in a library where I was just shelving books.  But I found myself slow-moving amongst the stacks because I wanted to over-hear more and more about what they were talking about.  And Mr Corippo, especially in real life, is a person who makes me, at least, want to be a better educator. 

  This presentation that I tracked down after that library encounter is about Lesson Planning and as it says in the YouTube description: “Rock Star Lesson Design means a healthy dose of PBL, SAMR, App Smashing, EdTech, OER, and more. Ideally all at once! “   While not calling them by the names, per se, he touches on a variety of models in the Birds Unit books by Dr. Loertscher.

   The video is an hour long so it’s not a quick fix, but he delves into all kind of things, including the idea that our lessons are about the concept not the content which means we can make their lesson accessible.  He wants them to think, “This is fun, I can do this, what are we doing tomorrow?”   He advocates for immediate assessment instead of taking home piles of work.  The more we do something, we go from knowing to understanding and that in the grand scheme of things,  forces us to consider our classes and assessments.  As he says, “It doesn’t matter what their math scores are if they never take math again.” 

  His lesson ideas are not one-hundred percent constructivist, but his message is clearly applicable to what we are learning here, including that our lessons must be transformative.  We are honing skills that can be used at another place or time and even out of context that demonstrate a deep understanding of the material.

One my lasting take aways is the implied connotation that a student already knowing how to do something is inherently bad. After all, it as educators our job is to teach them new things.  But Corippo flips it on the views and asks,  “Is there a better thing to say than ‘I know how to do this?’”  Before watching him I would have said “no” but just that 30 seconds made me consider the empowerment a student feels when knowing how to address a problem, that students should be building upon things they already know and that by knowing something already means they can do it fast and add something possibly more complex to it at a later date.