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. 

Social Studies Concepts: An Analysis of the NAEP and States’ Standards

Social Studies Concepts: An Analysis of the NAEP and States’ Standards

Binh Tran

Lord, Kathleen M., Andrea M. Noel, and Bridgette Slevin. "Social Studies Concepts: An Analysis of the NAEP and States’ Standards." Journal of Research in Childhood Education 30.3 (2016): 389-405. Web.

Summary

In response to the apparent achievement gap in 4^th grade Social Studies results on the National Assessment of Educational Progress tests, Lord, Noel and Slevin conducted the following study. The researchers examined the state standards of nine different states and compared them to the contents of the NAEP to determine whether or not what students were being taught were actually being addressed in the NAEP. Focus was placed upon three “global concepts” (conflict, movement, discovery) to see how standards in these states were shaped. Findings revealed that the concepts were each covered inconsistently across each of the nine states examined. Much of the time, concepts were covered in standards largely along lines of direct effect on the state’s history, if it was covered at all. Many of the mission critical concepts assessed on the NAEP are covered during the 4^th grade; the exact year they are first introduced to students. Lord, Noel, and Slevin recommend that contents and concepts be split up and introduced as early as 3^rd grade in order to better improve student performance and close achievement gaps.

Evaluation

This paper features a very impressive and extensive review of data collected regarding its topic. Writing style tends to be fairly easy to follow and isn’t too bogged down by excessive jargon common to most academic papers. The greater theme that this paper touches on is something that most people struggle with understanding: education does not simply emerge from a vacuum. It is a path that must be carefully charted with a clear understanding the topography of the area covered, as well as the larger goals and concepts that must be used to hold everything together. Assessments are not simply something that should be used to end a lesson, but rather a encapsulation of the process of learning itself.

The Common Core Frequently Asked Questions

Duffy, Leah

CA- Common Core States Standards

The Common Core FAQ. (2014, May 27). Retrieved May 20, 2016, from http://www.npr.org/sections/ed/2014/05/27/307755798/the-common-core-faq 

 

Summary/ Evaluation

 

NPR's educational arm compiles 25 FAQ about the Common Core to try to debunk some of the misconceptions surrounding the standards and clarify what it is for the common person.  The questions cover everything from who developed the Common Core State Standards; to how it effects testing, teaching, math, etc.; to who stands to financially gain from the Common Core.  

 

There is a lot of good information compiled into a single resource for anyone interested in understanding Common Core better.  I liked the general use of easy language that is designed for non teachers.  This is a great starting point for any novices to education that want a foundation understanding of Common Core before they jump further into the standards.

Common core and common good: Educational standards and the future of libraries.

Chandler, Rachel

CA-Effects of Common Core

Dickinson, G. K., Kimmel, S. C., & Doll, C. A. (2015). Common core and common good: Educational standards and the future of libraries. Library Quarterly, 85(3), 225-243. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com.libaccess.sjlibrary.org/login.aspx?direct=true&db=ehh&AN=108281894&site=ehost-live

Summary:

This article looks at how Common Core will impact school libraries.  It starts off with background information on Common Core and how came to be.  It also quickly goes over the opinions of people for and against CCSS.  The researchers looked at schools in Virginia (has not adopted Common Core) and North Carolina (has adopted Common Core).  They ask librarians in both states how the implantation of common core will impact school libraries in the future.  The major consensus by librarians in both states is that the future is going to require greater collaboration on the part of librarians and teachers to make sure that students are prepared for college and the workplace.  In other words, libraries are not going anywhere. 

Review:

I found this article to be very informative in that it looks at a lot of different aspects of Common Core.  I found that background information on Common Core and why Common Core was developed in the first place to be very helpful information as to understanding Common Core better.  I also thought it was very interesting to see how school librarians thought that libraries would actually flourish under CCSS.  

Repackaging Research: Rigor and Relevance for 21st-Century Learners

Nadine Loza
Jaeger, P. (2014). Repackaging Research: rigor and relevance for 21^st-century learners. School Library Monthly (1)31 pp. 5-7.

Summary: Jaeger begins her article with a quote from Zora Neale Hurston, “Research is formalized curiosity. It is poling and prying with a purpose.”  Jaeger is Coordinator of Libraries in Washington state.  Her article calls upon teacher librarians to take the wise words of Hurston to heart.  She advocates that teacher librarians take the lead at their school to “just say no” to research packets that do not require deep, rigorous thinking.  Jaeger tells her librarians and classroom teachers, “if your assignment is answerable on Google, it is void of higher-lever learning”.  To prove her point, she discusses key standards in the Common Core that compels teachers to create research projects that provide students with rigorous questioning and deeper learning.

Evaluation: Jaeger call to teacher librarians is valid and necessary.  Both teachers and teacher librarians should turn to the Common Core standards to revise their lessons.  The new standards call on teachers to create lesson that fully engage students in their learning.  Today’s students are rooted in technology and social media.  Educators must adapt to what students know.  The Common Core standards are a good starting place to help educators understand what will be required for our students to be college and career ready.

Writing Instruction...in the Shadow of CCSS

Deligencia, Nick

CA-Effects of Common Core

Sundeen Todd H. (2015). Writing Instruction for Adolescents in the Shadow of the Common Core State Standards. Journal of Adolescent & Adult Literacy, 59(2), 197–206. doi: 10.1002/jaal.444

Summary:

CCSS requires more writing and for varied purposes.  Writing is a valuable skill for employment and beyond, and the process of writing requires higher order thinking skills.  This makes writing good for short- and long- term learning.  Unfortunately, only about 25% of students write at or beyond proficient levels, and although there is an increased call to improve student writing skills, it is typically not on the forefront of education reform efforts.  For example, researchers have determined that CCSS “does not include a focus on teacher feedback for older students” and uncovered a lack of specific strategies for planning, drafting, revising, and editing.

Additionally, a distinction can/should be made between writing and composition.  Typical writing assignments in secondary schools include short answer responses, worksheets, and summaries.  There are few (usually 1 or 2 per year) assignments that are longer than about a page (such as a “five paragraph essay”).  Compositions are longer expressions of persuasion, argumentation, synthesis or evaluation.

Evaluation:

Highly recommend the “Take Action” section, moderately recommend the entire article

As is typical for this journal, there is real value in the “Take Action” of the feature articles.  The author provides five suggestions for those answering the challenge in their schools: (1) provide composition preparation strategies, (2) provide ample practice opportunities, (3) increase peer collaboration as part of the process, (4) use rubrics as part of the instructional phase, not just the evaluation phase, and (5) support struggling readers with “self-regulated strategies development” (SRSD).  A link to kc.vanderbilt.edu/projectwrite gives more information and materials about SRSD.

Teacher Librarians are asked to fill many roles within their schools, and model lessons that support writing and composition are common among them.  While this article focuses on an ELA perspective, it provides sufficient description of elements of a comprehensive writing program that can help a TL coordinate a school’s efforts to improve student learning.

Clusters in Common Core

     Clusters or text sets are used in Common Core practices to engage and build on learning concepts. The idea is that students and adults are given multiple materials on the same subject to review in order to support student creativity and develop a complete perspective. When readers see that knowledge is not fixed, that there is no single way to represent an idea, a literary theme, a historical event, or a scientific concept, they see the role of the author in new and exciting ways (Aronson, Capiello, Zarnowski, 2012). The way students can synthesize information from clusters is obviously beneficial. As a graduate student, this approach to learning is practiced habitually. Developmentally, I’m concerned that too much information in a cluster may be misused or overstimulating for a young student. When I’m given one uninterrupted task, I can sit down and complete the project from beginning to end. If these students begin, and are given more, and then a little more, and are then asked to end, and take away a “Big Think”, I believe it’s important for educators to repeat, and check-in often to determine if a student has grasped the first concept before cross-referencing with other topics. I would like to see clusters happening in our education system, but I would like to see lessons that present one material for one subject as well. I think it’s possible for both types of lessons to have value in a student’s education. This type of instruction is perfect for a teacher librarian to facilitate. With appropriate support and guidance, cluster lessons can easily surpass initial expectations. The article fails to share how long a cluster lesson lasts. For younger students, it seems a cluster lesson should take longer, which would mean less subjects are covered in a school year given the amount of time students have for education.

 References:

Clustering and the Common Core

By Marc Aronson, Mary Ann Cappiello, and Myra Zarnowski on December 2, 2012

http://www.slj.com/2012/12/standards/common-core/clustering-and-the-common-core

The Common Core

Bullard, Sherrie

CA

Krashen, S. s. (2014). THE COMMON CORE. (cover story). Knowledge Quest, 42(3), 36-45.

Summary:

The author argues that the Common Core State Standards (CCSS) will not benefit students and ignore the issue of poverty which is the real problem in American education. He claims that the CCSS will only profit a small group of the elite and turn schools into test-prep centers. He debunks the evidence in support of the argument for the adoption of CCSS which is low international test scores and explains why controlling poverty would boost the performance of American students.

Evaluation:

Although I don't agree with the author one hundred percent, I do think that CCSS are more of a problem than a solution.

Everything You Need To Know About Common Core: Diane Ravitch

http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/01/18/everything-you-need-to-know-about-common-core-ravitch/

CA-Assessment Strategies
CA-Common Core Assessments

CA-Effects of Common Core

Summary

 “Everything You Need to Know About Common Core”, is a transcript of a speech given by Diane Ravitch that discussed how the Common Core came to be and what the implications of the Common Core are. Ravitch reviews the implications of No Child Left Behind and then moves into Race to the Top, both linking teacher performance to test scores. This leads to her discussion about Common Core and the lack of field testing, the power of the testing corporations and the creation of a test-based meritocracy. Ravitch also offers suggestions that would improve Common Core.

Opinion

This was the first thing I read for class this semester. It has become one of the most important things I have ever read, not only for my career, but more importantly for my children.  I think that Ravitch make an excellent argument against the Common Core, and our failing education system. No other nation tests their children the way we do. It is not effective as a tool to test student knowledge or teaching skills. The idea that a generation of children will be taught based on un-editable, untested standards is frightening.  Not everything about Common Core is bad; and I would have liked for Ravitch to discuss some of the positive ideas in Common core like the inclusion of 21^st Century skills. 

Connected Principals

Shawn Pomatto

CA

Marschhausen, J. (2014). Connected principals: All the children are above average.  Retrieved from http://connectedprincipals.com/archives/10378

You hear it all the time in education that "all children are above average!" This article will refute that ideology and embrace the fact that we are all different.  Federal and state mandated testing share the common theme of expectations where all children will be above average.  Although every child we teach is indeed unique, there is by no means a classroom whose students are all above average.  What we must instil, instead of trying forcing students to score in the above average percentile on tests, is foster their creativity, passion, and desire, and let students use their talents uniquely.  The diversity we experience in our schools allows for this type of reasoning to have success.  The argument for those promoting diversity is that standardized testing promotes that there is a certain standard that all students should reach.  When in reality, that standard has many interpretations amongst each individual student.  The rigidity within standardized educational practices is supplanted with an organic learning experience of passion and opportunity.  This diversity in our learning experience will only enhance the diversity of our community when students become active members of society.  Many skill sets are necessary for a productive society to sustain itself.  By promoting individualism and fostering multiple skills and styles within students, we will to a better job setting our students up for success in the future.

This article does a great job of understanding the differences amongst us all.   We can still achieve academic success and the acquisition of knowledge through embracing and expanding on those unique qualities we all possess.  There is no standard to be taught or learned.  The only standard is that students will put forth their best effort and they will have intellectual freedom to show how they can demonstrate their acquisition of the base fundamental knowledge of the assignment.  This learning experience will resonate within the students for their entire life.  Thus, the application of their learning will be a real life experience of relevant learning.

What to Expect From Librarians in the 21st Century

Fleming, Giovanna

SandlianSmith, P. (2013, December 16). What to expect from libraries in the 21st Century. Retrieved

          May 4, 2014, from Youtube website: https://www.youtube.com/watch?v=fa6ERdxyYdo

CO- Collaboration

ET- Common Core

IL- 21st Century Library

CA- New methods

Summary:

          This video featuring Pam Sandlian Smith is amazing.  She explains with emotion and grace the importance of having libraries as community hubs, learning places, “idea stores”. (Sandlian Smith, P.,2013) Librarians treat everyone with respect and allow them to have a special place to dream and be inspired.

 

Yes, watch this if you get a chance before you do anything else today!  Libraries have been "common core" for years. Many of us know already the other "c's" librarians bring to the table: community, connections, and cornerstone.

These are the type of libraries, everyone should want to have in our communities.  Our librarians are worth their weight in gold.  It would be "absolutely" wonderful to have more weekly hours in the library on a regular basis.  Let's not keep it a dream, it should be a reality for every student.  I keep hearing teachers saying, "Librarians are a gift."  I believe librarians are a necessity. How wonderful would it be to have a lounging area, a creative area, a research area?

Libraries have been common core for years, the four "c's" come easily, but, we also believe in another few "c's". They are "community, connections, and cornerstones".  We inspire, collaboratively, and build communities. Our libraries should be research centers, safe learning school community hubs with color printers connected to the library computers, lounge areas, as well as creative areas. Pam refers to the London Libraries in the video.  London is now calling their libraries, “idea stores”.  Let’s go shop for ideas. (SandlianSmith, P.,2013) How incredible is that?

I believe our librarians are worth their weight in gold.  Staff members around my sites are constantly saying, "librarians are a gift." Of course, absolutely!!!  I believe and say to them, "librarians are a necessity."  At times, it is exhausting but, we do take time to reflect. We evolve, we become better and we inspire others to do the same.  

"why do we need libraries"...."who else is going to do this?"  (SandlianSmith, P.,2013)I realize the focus of the video is of public librarians but, school librarians are created from the same cloth.

Evaluation:  

 

          This video brought me to tears and later, gave me goosebumps.  It’s emotional and inspirational. Would I recommend this video to others? ABSOLUTELY, “who else is going to do it?”.(SandlianSmith, P.,2013)

Inquiry Learning Vs. Standardized Content

Jessica Benson

CA

IL

Markham, T. (2013). Inquiry Learning Vs. Standardized Content: Can They Coexist? Mind/Shift. KQED. Retrieved from

http://blogs.kqed.org/mindshift/2013/05/inquiry-learning-vs-standardized-content-can-they-coexist

Summary

Markham argues that sooner or later “inquiry-standards will take precedence over content-based standards,” with the learning process at the forefront. This new method of teaching and learning seems to be at odds with a standards-based curriculum. Markham offers suggestions for integrating 21^st century skills into the curriculum, a start toward effective project based learning and inquiry based education.

Evaluation

Intentional instruction and team learning form the basis of Markham's article. The question remains, however: How do educators shift into PBL and deep inquiry while addressing the standards and testing? Markham points out some of the major obstacles, but I do wish the article delved deeper into setting a balance between inquiry and content. The problems and opportunities of the shift to inquiry-based learning only begin at the practical, implementation level. 

Jolene Nechiporenko

ET, CA

Shananhan, T. (2013).  Common core ate my baby.  Educational Leadership, 70(4), 10-16.



Debunking myths about the common core state standards.

In his article, The Common Core at My Baby, Timothy Shananhan tackles some common fearful myths surrounding the common core state standards.

#1     New standards prohibit teachers from setting purposes for reading or discussing prior
 knowledge.

Shananhan tells us that "preparation should be brief and should focus on providing students with the tools they need t make sense of the text on their own."

#2     Teachers are no longer required to teach phonological awareness, phonics, or fluency.

"...the new standards require as much early emphasis on decoding and fluency as in the recent past, and claims to the contrary are no more than myths, not breaking from NCLB. 

#3     English teachers can no longer teach literature in literature classes.

"Clearly, the new standards involve more than just reading novels, stories, poems, and plays and interpreting literary devices."  Students will need to do more reading in informational texts such as science or history.
  
#4     Teachers must teach students at frustration levels.

The CCSS "indicate specific levels of text difficulty that students must be able to handle by the end of each school year.  These levels are considerably higher than current levels."

#5     Most schools are already teaching to the new standards.

"Writing instruction will need to focus more on writing about the ideas in texts and less on just putting personal thoughts into words.  At the same time, reading will involve more critical analysis and synthesis of information from multiple texts."

Shananhan explains that we can either shift our practices now or we can wait to our communities find out how 'well' we're really doing. (2013)

Jolene Nechiporenko

CA

Gewertz, C. (2013).  A common core for everyone. Education Week. 33(10), S4-S6.



The Common Core Challenge for Special Educators


Catherine Gewertz discuses the common core and how it will be an additional challenge for already challenged students, especially when it comes to standardized testing.  She discusses the well intended principle of universal testing and the overall stress put on educators.

"...accommodations might not be enough for some students who are used to assistive technologies that might not dovetail well with the consortium tests.  Advocates for special-needs students worry that those children's test performances could be compromised if they're not allowed to use the support they're accustomed to."

"Rhetoric around teaching the common core often points to the standards' promise for those students most in need of deeper, more rigorous study.  But for some educators, conversations about how to fulfill that promise have stalled at a frustrating abstract level."

Common Core from the Outside Looking In

Engelbrecht, Shannon.

CA

McCracken, B. (2014, January). Common Core from the Outside Looking In. Knowledge Quest. pp. 8-9.

Summary: BJ McCracken, guest editor for the January-February issue of Knowledge Quest themed "Beyond the Core", wrote the introduction to kickoff a consideration of the new common core standards from multiple points of view, especially teacher librarians. 

Evaluation: While this is just the introduction to an excellent issue of Knowledge Quest, McCracken challenges thinking on several subjects in just a few pages. She rejects the accepted dismissal of high-stakes testing by asking how it could be useful as formative assessments. She reminds us of the thinking behind the common core, to require critical thinking and problem solving skills development.  This introduction sets a tone of open-minded exploration into the unknown rather than the facile suspiciousness that has all to often characterized the shift away from the previously clearly inadequate standards.  

Standards: Who, What, Where, and Why

Jolene Nechiporenko

ET, CA

McClure, p. (2005). Where standards com from. Theory into practice, 4(1),4-10.
     doi:  10.1207/s15430421tip4401_2



Have you ever wondered where educational standards come from?  If so, start by reading this article in which the author does a nice job of simplifying and explaining the history and current development of standards. 

She explains that common standards are "rooted in the struggle for equal education."  Keep in mind that several different factors can contribute to inequality: socioeconomic conditions, minorities, etc.

In the early 1990s an achievement gas was recognized and addressed by a congressionally mandated study that suggested "There was a clear difference in standards, expectations, and curriculum" between states and schools.

in 1993 federal grants were given to state departments to develop curriculum and/or content standards.

In 1995 brought about the reform of professional development and teaching.  "The inequalities in the delivery of funding of educational and the achievement gasp between school and among groups of students could not be seriously addressed without setting uniform guidelines and regulations for the teaching profession.

McClure also mentions the implementation of Title 1 programs.

CA- Using the CCSS to Meet the Needs of Diverse Learners

Jessica Benson

Curriculum and Accountability 

Halladay, J. & Moses, L. (2013). Using the Common Core Standards to Meet the Needs of Diverse Learners: Challenges and Opportunities. The NERA Journal, 49(1), 33-44.

Summary

Creation of the CCSS has sparked examination of existing practices and a chance to explore alternate routes to the desired outcomes. Because the CCSS focus on outcomes rather than methods, educators have the opportunity to create the curriculum that best suits their ability and knowledge, as well as student learning styles. There are also major challenges: “How can a single set of standards meet the needs of a large, diverse population of students?” This article focuses primarily on reading in the English Language Arts Standards for K-5 in regards to ESL students and others who struggle to meet the the new standard. Text complexity is one issue the authors bring up, reminding teachers that beginning and struggling readers “will still need to spend time with accessible texts to facilitate skill development”.

Evaluation

The authors identify challenges and opportunities for educators implementing the new ELA Standards, and offer practical implications and suggestions for classroom practice. The focus on providing motivational supports as well as individualized instruction and connections to student experience shows how the CCSS can allow educators to create meaningful literacy learning opportunities. Instructional suggestions for literacy with the two groups mentioned provide the reader with clear examples of learning strategies.

While there are still many gaps in the research about reader traits and text characteristics, adoption of the CCSS creates an important opportunity for attention in this area. 

Ravitch and the Common Core

Anusasananan, Chalida

CA

Strauss, V. (2014, January 18). Everything you need to know about the Common 
     Core--Ravitch. Retrieved February 17, 2014, from 
     http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/01/18/      everything-you-need-to-know-about-common-core-ravitch/ 

Diane Ravitch contextualizes the origins of the Common Core standards and discusses her major objections to them which include: 1) they were not created by educators but rather the testing industry, 2) they were not field-tested to see if the standards widened the achievement gap; in fact, only 30% of students pass and 3) they are not malleable; there is no way for educators to adjust the standards and no revision committee.  Ravitch is well-versed in education and this speech is even a turn from her book The Death and Life of the Great American School System (2011).  

While the Common Core is the reality now in public schools, Ravitch reminds us how they are flawed and gives us fodder for thought in this testing-crazed world.  For librarians, her speech is a push for us to offer and advocated for authentic research opportunities and real learning experiences to young people.

Where is Creativity in Common Core?

Besich, Lauren 

Ohler, J. (2013). The Uncommon Core. Educational Leadership, 70(5), 42-46. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=85177950&site=ehost-live

CA- Effects of Common Core

IL- Media Literacy

Summary: Jason Ohler advocates creativity in the classroom. and laments its absence from the Common Core State Standards.  He believes that artistic skill should be adopted as the 4^th R, and integrated into the standards, not just considered a content area.  Through teaching the grammar of new media, and explicitly teaching how to innovate, students will build critical thinking and creativity skills together, something that is naturally done anyway.  When students become innovators to not only solve problems, but to find problems, they will be better prepared to face the 21^st century—something high test scores don’t necessarily do.

Evaluation: I think Ohler brings up some good points about creativity and innovation’s absence from the Common Core State Standards.  From a library perspective, the teacher librarian can be the voice to encourage creativity and innovation through collaborating with teachers.  When libraries are transformed into learning commons, more innovation, creativity, and critical thinking can take place.  What possibilities emerge when a learning commons creates a makerspace where students and teachers gather to create using various technologies from pliers and wrenches, to 3D printers?  The learning commons is the perfect place to facilitate innovation.    

Inquiry's path to deep learning

Greene, Shannon

ET

Stripling, B. (2008) Inquiry-based teaching and learning—The role of the Library Media Specialist. School Library Media Activities Monthly XXV (1). Retrieved from http://www.teachingbooks.net/content/InquiringMindsWantToKnow-Stripling.pdf

Summary: This article emphasizes the importance of inquiry in a constructivist view of learning. The author defines the difference between inquiry and information literacy and illustrates the additional domains required to bring inquiry into the realm of information literacy: attitudes, responsibilities and reflection. Descriptions of the importance of inquiry are followed by an exploration of the necessary skills and how inquiry “differs across content areas” including science and math; history and social science; and language arts and literature. Finally, the role of the library media specialist in support of inquiry based learning is outlined and specific strategies are enumerated for collaboration, teaching, collection development and leadership/professional development.

Evaluation: The emphasis on reflection as part of the inquiry model is especially appropriate for our discussions of integrating the “Big Think”ubiquitously into lesson planning. I also appreciated the author’s detailed description of inquiry in different content areas. Her inferences are well reasoned and provide a convenient summary of the distinctive methodologies employed in the different fields of learning