De Rego, Tania

CO

Wilson, M. M. (2012). Boom town or bust? Knowledge Quest, 40(4), 10-13.  Retrieved from http://web.a.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid=ff683839-0931-4670-a428-c98977e2f719%40sessionmgr4008&vid=21&hid=4107

Describes example of librarian and a 3rd grade classroom teacher collaborating on a Gold Rush unit. Together, they used backward instructional design, starting with SLO's, final products, assessments, activities, and due dates.  The lesson started in the classroom with explicit instruction and textbook readings.  Then, librarian helped students create graphic organizer of info using demo with Microsoft Word followed by independent practice.  Students responded to question prompts on library wiki and librarian provided list of resources to help answer prompts.  Students presented posters as a 45 minute sales pitch to other 3rd grade classroom, received anonymous feedback, then reflected on how they would improve speeches next time.

Useful article for visualizing how to collaborate with a classroom teacher.

De Rego, Tania

CA

Stripling, B. K., & Harada, V. H. (2012).   Designing learning experiences for deeper understanding.  School Library Monthly, 29(3), 5-13.  Retrieved from http://web.a.ebscohost.com.libaccess.sjlibrary.org/ehost/pdfviewer/pdfviewer?sid=632edacc-6b07-46b1-ad42-f145cd468a6c%40sessionmgr4007&vid=45&hid=4106 

Suggests collaboration with teachers to develop units based on C.L.E.A.R. G.O.A.L.S.  Gives example of a collaboration session with a teacher and the development of a unit together that covers both 21st Century Standards (AASL) and Common Core Standards.  

Useful article for picturing what a collaboration session with a classroom teacher would look like and also how to build a lesson.

The Flexible "Curriculum" of the Library Learning Commons

Amanda Rude

CO, CA

Loertscher, D. V. (2016). The flexible "curriculum" of the library learning commons Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=113222022&site=ehost-live&scope=site

The article is a proposal for a flexible curriculum that Teacher Librarians can offer for consideration in planning with content area teachers.  The hope is that the proposed LIIITE model will be utilized not only for creating dynamic lessons but also as a demonstration and justification  of the importance of a TL in a LLC setting.  Pretty important model in these days of budget cuts, library closures and layoffs.

The Challenge and an Invitation - Kohn - 2009

Jeselyn Templin

CA

Kohn, A. (2009). The challenge and an invitation. Knowledge Quest, 38(2), 12-13.

Summary: Kohn likens the techniques of standardized testing to the concept of reading being "more than decoding." The article explains that many school programs decontextualize their materials and only teach to the test, instead of putting curriculum into a real-world context that students will be able to retain and use later in life.

Evaluation: I would have liked this article to be longer than two pages because I feel Kohn has a lot of valuable insight on the subject. Well-researched and interesting. The article explains why standardized testing is not effective as a basis for widespread education in a succinct way that anyone can understand.

U.S. Department of Education's #GoOpen Movement

Sannwald, Suzanne
CA

U.S. Department of Education. (2015, October 29). U.S. Department of Education launches campaign to encourage schools to #GoOpen with educational resources. Retrieved from http://www.ed.gov/news/press-releases/us-department-education-launches-campaign-encourage-schools-goopen-educational-resources

Summary: This press release from the U.S. Department of Education announces a new campaign: #GoOpen that aims to expand educational access to openly licensed materials. The move builds upon other trends of open government, but with an emphasis on empowering educators in particular to be able to “find, adapt, create, and share resources” on their own, while respecting copyright. More information about #GoOpen is available at:http://tech.ed.gov/open-education/

Evaluation: This news story is one that I am close to since my school district is one of the ten cohort districts that will be taking on the challenge to “replace at least one textbook with openly licensed educational resources within the next year.” Information regarding this has not been distributed widely within my district, but I was aware that our Superintendent and Director of Instructional Technology traveled last week to Washington D.C. Also, there was recently a form sent to teachers to solicit interest in participating as part of the Open Educational Resources (OER) movement. I submitted interest, but have not yet heard an update. After reading more about this project, though, I have now written to my district Teacher Librarian colleagues to encourage them to also become familiar with the initiative. I think that this is a critical opportunity for TLs to collaborate as partners in curriculum development, and I have added this as an agenda item to our next district Library Council meeting so that we may inquire with the Director of Instructional Technology regarding ways we may be able to contribute and participate.

Information Superheroes.

Young, Alice

CA-Open Curriculum

CA-Written Curriculum

Information Superheroes.
Frey, S. (2013). Information Superheroes. Knowledge Quest, 41(5), 52-55.

The article discusses responsibilities of school librarians with regard to the implementation of the Common Core State Standards (CCSS) U.S. education initiative. She acknowledges position statement published by the American Association of School Librarians (AASL) on CCSS. She emphasizes necessity of collaborahting with teachers in aligning CCSS into their skill instruction. She also offers tips for promoting informational texts to faculty members creatively.

The author propose that school librarians ought to make the most of their schedule by dedicating to the opportunities to help all staff members. By mastering the CCSS to assist colleagues, school librarians can provide students the education students need to be college and career ready. This article gives a positive overview of the role for school librarians, considering the knowledge of resources they have in hand, it is appropriate for school librarians to disperse their expertise into the educational arena.

Tapping Into the Skills of School Librarians

Young, Alice

CA-Written Curriculum
CA-Assessment Strategies

Tapping Into the Skills of School Librarians.
Church, A. (2013). Tapping Into the Skills of School Librarians. Principal Leadership, 14(3), 44-46.

The article focuses on the role of school librarians in evaluating the teacher's effectiveness. It states that librarians have knowledge about various areas other than library including information literacy, media literacy and digital literacy. It further presents various scenarios that can be used for analyzing the performance of librarians including formal observation, self-evaluation and portfolio.

This article presents a good breakdown of how school librarians skills set can offer an influence in curriculum. School librarians usually have a background in instructional design with specialization in library and information science. In fact, school librarian’s prospectus consists of 21st century standards, which involve critical skills, dispositions, responsibilities, and self-assessment strategies that integrate with classroom content. They are expert in information literacy, media literacy, and digital literacy skills – all of which may guide and ensure college and career readiness for the student population.

Kemper, Haley

CA

Lewis, K., & Loertscher, D. V. (2014). The Possible Is Now. Teacher Librarian, 43(3), 48-52.
(Found on the King Library's LISTA Database)


Article Summary:
This article, printed in Teacher Librarian, and authored by our very own Dr. Loertscher and Kathryn R. Lewis takes a look at how teacher librarians can, and should, be at the center of Common Core teaching throughout all schools. They begin the article by stating that the time is "now" for librarians and libraries to be the common learning spaces for all school levels. Libraries are where students research, read, write, discover new information and technology, and use technology to look at new texts and other information platforms. Within the article, Loertscher and Lewis propose a set of ten initiatives aimed at transforming the library into a school's central resource for CCSS. Alongside these ten initiative, the authors demonstrate examples of how the librarian can work with classroom teachers to better teach students the CCSS. These examples are a wonderful tool that can be used by classroom teachers and school librarians across the United States. 

Evaluation: 
For those unfamiliar with some of the Common Core Standards (like myself), this article provides wonderful information regarding some of the key standards, as well as learning opportunities for teachers, librarians, and students alike. While we have discussed and learned the importance of the library being a meeting grounds and learning center/learning commons, this article outlines ways to go about making it happen, as well as providing constructive ways of collaborating with classroom teachers. 

School Librarians as Teacher Leaders

Young, Alice

CA-Who Decides
CA-Written Curriculum

School Librarians as Teacher Leaders.
Church, A. R. (2011). School Librarians as Teacher Leaders. Delta Kappa Gamma Bulletin, 77(3), 10-12.

School librarians of the 21st century have much to offer. The 21st-century school librarian serves as teacher, instructional partner, information specialist, program administrator, and leader within the school. The author suggests that today's school librarian, as an active member of the school's instructional staff, is a leader for teaching and learning and provides concrete examples of library leadership in action. The author suggests that today’s school librarian, as an active member of the school’s instructional staff, is a leader for teaching and learning and provides concrete examples of library leadership in action.

As teacher, the school librarian leads by teaching students to become information literate, to be able to access, evaluate, and use information. As an instructional partner, the school librarian takes the initiative to collaborate with classroom teachers to provide authentic learning experiences for students. The librarian models teamwork, is proactive, and co-plans, co-teaches, and co-evaluates student work with classroom teacher colleagues. As information specialists, the school librarian leads in the effective integration and use of information technology. As program administrator, the school librarian leads by providing a stimulating learning environment both in the physical library space and virtually. As leader, the school librarian is an instructional leader of the school community, serving on various committees. The author provides very useful descriptions for the school librarian contribution, participation, and the roles they may offer overall. The author’s outline offers a structure pathway on understanding the value of the school librarian.

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.

3 Big Shifts That Our Schools Need to Make

Shannon Greene

CA

S McLeod. (2013, October 23). 3 big shifts, 8 building blocks, and some guiding questions.
[Web log comment]. Retrieved fromhttp://dangerouslyirrelevant.org/

http://dangerouslyirrelevant.org/resources/3-big-shifts-8-building-blocks-and-some-guiding-questions

Summary: A summary of concrete changes in emphasis that schools could make now to positively impact the learning environment. The 3 big shifts are from low-level thinking to high-level thinking, from analog to digital, and from teacher-directed to student-directed. The 8 building blocks contain subjects such as project- and inquiry-based learning environment; authentic, real-world work; and online communities of interest that supplement and augment more-traditional learning communities.

Evaluation: Excellent and succinct, this article, particularly the 3 big shifts and 8 building blocks, includes many of the subjects discussed in the curriculum of 250 Instructional Design class. The guiding questions would be useful for both professional development and strategic planning discussions as well as daily curriculum planning guides.

Who Decides?

Parker, Linda

CA

Sadker, D. M., & Zittleman, K. R. (2007). Teachers, schools, and society: A brief

     introduction to education. (p. 354-358). Boston, MA: McGraw-Hill. 

     Retrieved May 5, 2013, from

     http://www.education.com/reference/article/Ref_Who_What_Shape/

   

     This article provides an excellent overview of the number of entities that shape, mold, and choose curricula for our schools.  The list of those involved include:

• Teachers
• Parent/Community Groups
• Students
• Administrators
• State Government
• Local Government
• Colleges and Universities
• Standardized Tests
• Education Commissions and Committees
• Professional Organizations
• Special Interest Groups
• Publishers
• Federal Government

     These groups have competing interests for trying to decide what is taught to our children in the classroom.    The authors mention in the article, "Anyone from the president of the United States to a single parent, can impact what is taught in your classroom."  All the more reason to stay abreast of what's happening at the local, regional, and national level because it will have a bearing upon us.

Remixing Melville

Amy Truter

CA
ET

Schwartz, K. (2013) Remixing Melville: Moby Dick meets the digital generation. MindShift. Retrieved from http://blogs.kqed.org/mindshift/2013/03/remixing-melville-moby-dick-meets-the-digital-generation/

Henry Jenkins and Erin Reilly are working hard to create curriculum that teaches high school students Moby Dick on their terms. Inspired by Ricardo Pitts-Wiley, who taught Moby Dick to a group of incarcerated youth and had them reinterpret the novel to relate to their own lives, Jenkins and Reilly developed and tested a curriculum that uses "remixing, reinterpretation, and multimedia elements." The goal is to make the learning experience more meaningful to students by making it more participatory and creative, using immediate assessments that are part of the learning process.

I really love the idea of being taught literature in this fashion. I may have read everything assigned in high school, but I know I was not the norm. I think teenagers could really benefit from this type of curriculum and teachers who are open to the idea of trying something new and daring. I would definitely be interested to know more about their teaching methods and how you teach teenagers Moby Dick without necessarily forcing them to slog through the whole thing.

Can Repetitive Exercises Actually Feed the Creative Process?

Jessica Jones

CA

Korbey, H. (2013, Febuary 22). Can repetitive exercises actually feed the creative process? MindShift. Retrieved from http://blogs.kqed.org/mindshift/2013/03/teachers-students-digital-games-whats-the-right mix/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29

Summary: Repetitive exercises, commonly called “drill and kill” exercises, are known for killing any interest that a student might have in a subject, but there is a debate within the educational world that perhaps these exercise may be able to promote creativity. Korbey shows the different sides of the “drill and kill” argument by interviewing educators, from pro-repetitive exercises and Teach Like a Champion author Doug Lemov to anti-repetitive exercises arts and literacy educator Kurt Wootton. Lemov, as quoted by Korbey (2013), explains that, “creativity is play within a system of rules, and you can only play with the rules once you understand the system” (para. 16), which means that students must have memorized the rules through repetitive exercises before they can use creativity with a concept. Wootton, however, believes that “brining in the creative process shows students ‘the whole game’ and gives them a reason to go back and get better at specific skills that require rote practice” (Korbey, 2013, para. 11). Wootton’s beliefs stem from the scientific standpoint that John Kounios, Professor of Psychology at Drexel University, brings into the article. Kounios points out that often after people have mastered a subject, they have a more rigid, or locked in, way of thinking about it which makes it harder to use creativity with the subject (para. 8). Korbey’s presentation leaves the impression that it is possible for repetitive exercises to lead to creativity, as long as there is a balance of “drill and kill” exercises and engagement in creative play during the learning process.

Evaluation: After having read this article, I can see how the use of “drill and kill” exercises can be beneficial but not on their own as Lemov believes. There needs to be a balance between creative play and repetitive exercise for students to learn the content of the lesson but not lose their interest in it. At the end of the article, Korbey points out that the British government offers a poetry contest where they want the poem delivered “by heart” instead of by rote, which I believe sums up the importance of creativity and engagement in lessons. Although it is possible for students to memorize facts and recite them or write them down, it is more important for them to feel connected to them so that they will not lose that information as they age. 

Backwards Planning and More for Inclusion of Special Ed Students in General Ed Classrooms

Michelle Windell

ET

Spaulding, L. , & Flannagan, J. (2012). Dis2ect. Teaching Exceptional Children, 44(6), 6-14.

This article elucidates the DIS2ECT framework for inclusion of special needs students in a general education science curriculum.

D = Design. the design model for lessons is backwards planning, which involves 4 steps: 1. Know your learners; 2. Identify curricular agenda; 3. Design assessment framework; 4. Create learning activities.

I = Individualization. Provide students text at their reading levels, prepare for students’ problem areas (deductive reasoning given as an example), and prepare scaffolding and strategies for them.

S1 = Scaffolding. Provide bridges to understanding, guided inquiry, based on prior knowledge.

S2 = Strategies. Instruct students in a variety of approaches to solving problems.

E = Experiential Learning. Hands-on, discovery-based learning promotes excitement and deeper understanding than reading alone, and gives context for later reading.

C = Cooperative Learning. Students working together in partnership or small groups, sometimes with mutually dependent roles to fill, allows for new learning opportunities and also for social growth.

T = Teamwork. This refers to team efforts in teaching, between general and special education teachers. We apply the idea in this course to the collaboration between the teacher librarian and the classroom teacher.

Additionally, this article includes an example lesson plan for an 8th grade physical science lesson to illustrate the points. I really liked this article for its demystification of the trend for full inclusion of special ed students in general ed classrooms, and how it might be accomplished successfully.

The History of Curriculum in America, Part II (C)

Greene, K. (2009, Apr. 4). The History of Curriculum in America, Part II (C) [Video file]. Retrieved from http://www.youtube.com/watch?v=_szKWOgxJVc

 

Chole' Tiscornia
12/5/12

Summary:

 (1980’s to 2000’s) In this final series on the History of Curriculum in America, Greene identifies key points in our history that continue to dictate our nation’s public school curriculum. Starting in the 1980’s, we left off with a return to the basics due to reports of failing SAT scores. Different educational practices started to emerge like homeschool programming for everyone; introduction of phonics for reading comprehension, and a damaging article entitled A Nation at Risk which scared the entire country. At this time, the nation was in the throes of a terrible economic recession, and people were once again blaming the education system.

 

In the 1990’s Milwaukee was the first district in the country to offer school vouchers for parents to choose what schools they wanted their children to attend. It did not take long for this idea to spread throughout other states as well. Charter schools also popped up, with the first one in Minnesota. The geographical location of the states is important as Greene points out that throughout our nation’s history, much of the educational reform, standards, and practices, originated in the North East. Education reformists had now moved to the mid-west. However, in 1993, Massachusetts passed the Massachusetts Education Reform Act which started common curriculum and statewide assessments. Other states of course followed. Scripted curriculum took over state and district teaching standards and textbook publishers along with anyone else related to textbooks and materials started to become the drivers of the curriculum. In 1998, the Higher Education Act is amended.

 In 2001, the No Child Left Behind Act (NCLB) revisited the war on poverty. It is another attempt to get teachers to work in poorer neighborhoods. It holds schools accountable for student achievement levels, and delivers penalties for schools that do not make adequate yearly progress. For the first time in our nation’s history, the U.S. Department of Education, which was originated to share best practices, give out grants, and help schools get ahead, was turned into the education police force.  Many states resisted, but are still bound by a system of reward and punishment.

Evaluation:

I feel the last video in the series more or less further solidified the political nature of our education system as it is today. However, the video highlights the many avenues people, schools, districts, and states have taken in response to the negative reports and attitudes that are now a part of our education conscience. In the last 25 years or so, public schools seem to be playing dodge ball against reformists with a monetary agenda (homeschooling, phonics, etc.), sales people who have benefitted from standards in curriculum and testing (textbook publishers, printers, writers, computer sales, etc.), and a nation that cannot make up its mind if it wants to educate children to become responsible members of our democratic society, or so they can help us be number one in innovation, technology, military capabilities, etc. Although I do believe changes are necessary in the way we teach students because of the advancement and availability of helpful technology – and the way students have adapted their learning towards it – I do not feel education has failed us. This video lecture series on the History of Curriculum in America, even in its brevity, points to a fickle society that makes decisions and implements policies for short-term gain, on impulse to popular sentiments, without considering the long-term impact and its subsequent consequences.

History of Curriculum in America, part II (C) 

The History of Curriculum in America, Part II (B)

Greene, K. (2009, Apr. 4). The History of Curriculum in America, Part II (B) [Video file]. Retrieved from http://www.youtube.com/watch?v=C6qAzQ95hGQ

Chole' Tiscornia

12/5/12

 

(1940’s - 1970’s) In this third video in the series of four, Greene starts us off in the 1940’s. This is also the time of WWII. There were a lot of school drop-outs; the depression was still in full swing, too. More women started to move into more advanced coursework. Additionally, the GI Bill allowed for even more people to go on to college. This meant more teachers! Soon after, we experienced a post-war baby-boom. Even more teachers were needed, as well as materials. Education started to cost more as a result. Also along this time people were developing shared languages as TV brought more people together. Next came the Red Scare and that meant that teachers had to be very careful what they said in class, and strict standards were once again enforced to balance on the tightrope. Questioning was not encouraged. Also in 1957, SPUTNIK was launched and Americans became worried they were falling behind so a return to the basics was implemented so we could develop more rocket scientists.

The 60’s brought more of the same as the Space Race was in full swing. However, JFK became President and along with him and his wife, they brought Arts into society and schools followed. Art started to become cool again. It was okay to explore, invent, be different, and question. Dick and Jane finally got a black friend. Also in the 60’s came the Cuban Missile Crisis and Cuban families began migrating to Miami. Laws were signed by LBJ such as The Elementary and Secondary Education Act (ESEA) as a way to fight a war on poverty which was growing faster. This act meant to bring teachers to low-income schools. Another act, The Higher Education Act of 1965 increased federal funding to higher education, provided scholarships, and student loans. It also established a National Teachers Corps.

The 70’s brought unintentional segregation that was met with mandatory bussing to better integrate children in schools. This started the White Flight – when many whites moved out to the suburbs where busing was not an issue, and if they did stay in the cities – into private schools.

For a while, teachers were teaching the metric system, but it did not work as our culture does not use it, and even teachers didn’t understand it. In 1977 a report came out showing that the nation had declining SAT Scores. This led the curricula back to the basics once again. The metric system went out the door and an emphasis was increased once again on the survival subject, the three R’s.

Evaluation:

This third video lecture in the series started to make the history of curriculum in American schools make more sense. I’ve always wondered why I learned some subjects, while my children have been taught others. I have a better sense of why this happens – reports – studies – economic worries – national security concerns – etc. Not enough of the impetus in changes to our system is about the system itself. It’s like being a math major in college and people want you to have excellent writing skills. It is not a problem with the schools or the intelligence of the student; it is just what they have concentrated on. When people use the phrase, our schools are failing our children, I feel these statements are based on selective samplings and not a true indication of how far a child might have come in their learning process – which should be celebrated, not denigrated.

History of Curriculum in America, Part II (B)

History of Curriculum in America, Part II (A)

Greene, K. (2010, July 21). History of Curriculum in America, Part II_Movie A [Video file]. Retrieved from http://www.youtube.com/watch?v=kN63cUkeLzQ&feature=relmfu.

Chole’ Tiscornia 12/05/12

Summary:

(1919-1930's) Picking up from where Greene leaves off in History of Curriculum, Part I, (see my previous post), Greene reminds us that when soldiers came home from WWI they had a new sense of being an American and had stories to share. New interest groups like Irish Americans, Italian Americans, and others wanted a place in history, too. Also about this time, high school counselors started talking kids out of finishing high school since it was really for college bound students. They were encouraged to look at other alternatives because the schools had too many students who were not performing well.

The 1920’s brought us the Scopes Monkey Trials where evolutionary theory was ejected from school classrooms and creationism, which is true to the Puritan mantra, would still be taught. In 1926, the first SAT was initiated. It was used initially as a means to give out scholarships, but was quickly picked up to make predictions about students’ abilities to succeed in college. In 1928, Dewy became an international face of education. He was and is considered the Father of Pragmatism, but really he was working off the work of William James. Pragmatism relates to the mind as being an instrument for realizing purpose. Ideas are plastic and adaptable conceptual tools of one’s mind. Dewey believed in exploring, problem solving, and involvement with purpose. Ideas like thinking rather than memorizing, and learning by doing were part of his theories. School is not separate from the world, but part of it. He also was anti-authoritarian, where knowledge was delivered, rather than understood. Other terms like experiential education, outcomes based education, and education as a purpose for each individual regardless of their college intentions are linked to Dewey.

 

The 1930’s brought the Great Depression and the population became even more mobile as they headed West and other places looking for jobs. The WPA brought artists and storytellers into schools. An important student of what was then considered our failing schools was something called The 8 Year Study, where the first charter schools were started and evaluated. At this time, the Dick and Jane Basal Readers emerged. Whole word reading, and standards meant to keep the country cohesive were beginning to emerge.

 

Evaluation:

My thoughts on this part are similar to my previous evaluation on the first video of the series. It was interesting to learn just when and why certain ideas emerged and what prompted changes in curricula. Understanding what is going on in the country help me to better understand where we are at today.

 

History of Curriculum, Part II (A)

The History of Curriculum in America, Part I

Greene, K. (2009, June 5). History of Curriculum in America, Part 1 [Video file]. Retrieved from       http://www.youtube.com/watch?v=Tx_VFbQznco

Chole' Tiscornia

12/5/12

Summary:

 

This is the first of a four video presentation on the History of Curriculum in America. Starting in the 18^th century Greene sets the stage for the inception of what we currently refer to as our education system. The New England colonies were organized by Puritans, which meant that the whole purpose of education was to learn to read so students could be taught religious beliefs and avoid cultural decline in the savage land. This is truly a great opening and hook. The first American schools were of groups of families with money, basically. Education was not a right so much as it was a responsibility. Early curriculum was set around survival studies, which we commonly refer to also as reading, writing, and arithmetic, or the three R’s. For extra money, students could learn other subjects.

 

From there, Greene takes us through important decades in education reform. The 1830’s brought Horace Mann and Henry Barnard, who redefined the common school. State’s started licensing teachers, and standardized curricula and methods began. The 1830’s brought about immigration where many settlers moved west, so standards were a way to ensure those leaving the New England area would continue to conform to the Puritan purpose. Soon, the Department of Education was established with the purpose of sharing best practices, give out grants, and help schools get ahead, but also to share the Anglo-Saxon frame of mind. Other changes occurred including acts that solidified the goal of high schools as a stepping stone to college, and the committee of ten (men) who ensured the curriculum was based on the survival courses, void of arts, sports, or vocational classes.

In 1909, progressive voices helped curricula change from memorization to something of tangible value. John Dewey, who felt that students learn by doing, was followed by the Carnegie units, a standard of acceptable instruction still used today. Additionally, the progressives welcomed the Cardinal Units of Secondary Education, 1919, because subjects included were health, vocation, and civic education, among others. Also at this time, after WWI, a sense of solidarity among Americans began to immerge and dances, drama, and sports were added to build cohesion.  

Evaluation:

Although these videos are snapshots of the history of education, they never-the-less informed me in a straight-forward, comprehensible way. I know there is more to the story, and I need to question what parts of history are left out of the lesson, but I believe the points, dates, and influential people are accurate. Greene’s sifting of all the components that started our educational journey to arrive at her hypothesis is a fun adventure.   

 History of Curriculum in America, Part I

Increasing Literacy in the High School Library

Ringwood, Jessica

Long, Deborah. (2007). Increasing literacy in the high school library. Teacher Librarian: 35(1), 13-17.

Summary: This article outlines the problems teachers face in teaching information literacy.  Many teachers at the high school level are not trained to teach reading skills, so they do not cover it, fear it or ignore them.  When the teachers struggle with this, a natural partnership to help them should be working with the school’s librarian.  This article promotes the use of “reciprocal teaching”.  Their method involved collaboration with Social Studies, English, Media Center, Business tech and Literacy coach.  They created a template on their website for students to use similar to how a KBC could function.

Evaluation: Unfortunately the methods endorsed by reciprocal teaching are not explained or explored in this article, so it requires more research by any librarian interested in learning about it.  What was nice about the article is it posed an example of how multiple disciplines could work together on a common project.  So it gives future librarians an idea of what kinds of projects they can be a part of.  They emphasized and embraced collaboration, but not co-teaching (all teachers in the room working equally and not switching off responsibilities) as we have been asked to view it in Library 250.