MC SCHOOL LIBRARY

Elizabeth Gartley7 January 2015

Resources and Services:Middle and High School

PART I RESOURCES

MC SCHOOL LIBRARY RESOURCES

Print & ebooksNonfiction Books

Picture BooksEBSCO Host

Spanish Language BooksDominican Resources

Web ResourcesReference

Series BooksGraphic Novels

Middle & YA Fiction

Maps and PostersTeacher ResourcesDVDs

For Students For Teachers

ESBCO Host

PROFESSIONAL RESOURCES

MAPS

DVDs

FOLLETT DESTINY

Destiny Quest

mcschool.follettdestiny.com

eBOOKS

wbb50006.follettshelf.com

BryteWave K—12

THE CASE FOR COMIC BOOKS

Professional organizations including

ALA, AASL, and NCTE have recognized

the role of comics and graphic novels

in promoting literacy.

Studies have shown that comic book

reading is just as effective for reading

comprehension and vocabulary growth.

On average, comic book readers read

more than non-comic readers.

Sources:Getting to Know Graphic Novels, Knowledge Quest, 41(3).The Power of Reading: Insights from the Research by Stephen KrashenThe Case for Graphic Novels in Education by Jesse Karp in American Libraries, July/August 2011.

“While most of my classmates were struggling with See Spot Run, I was reading Superman. I knew what indestructible meant (and could spell it).”

THE CASE FOR COMIC BOOKS

Jim Shooter, former editor-in-chief of Marvel

THE CASE FOR COMIC BOOKS

PART II SERVICES

THE MISSION OF THE SCHOOL LIBRARYis to prepare students to be effective and ethical users and creators of information and to nurture students as lifelong learners.

This mission is achieved through...

SCHOOL LIBRARY

PROGRAM

Access to information

Instruction

Teacher collaboration

Professional development

Tech

Reading promotion

Why do we have students “do” research?

INFORMATION LITERACYis knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner.

AASL Standards for the 21st-Century Learner

Learners use skills, resources, & tools to:1: Inquire, think critically, and gain knowledge2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.3: Share knowledge and participate ethically and productively as members of our democratic society.4: Pursue personal and aesthetic growth.

Photo credit: Sara Oremland, 2013. Art credit: Senior Leann Skallerud, 2013.

Barbara Stripling, 2008

Cycle of Inquiry

Connect

Speculate

Investigate

Frame

Express

Reflect

CONNECT

Access prior knowledge, “Pre-search,” make personal connections

• Read an article• Read a story• Make annotations• Watch a video• Share personal

experiences• Brainstorm ideas• Discuss a new topic

in class

Image: Tawna Robinson

SPECULATE, INVESTIGATE, and FRAME

ACTIONS

Take notes Brainstorm possibilities

Make predictions

Identify information resources

Draw conclusions Pose a hypothesis

Organize information Define the problem Create an outline

Brainstorm keywords Develop a thesis statement

Develop a researchquestion

Evaluate resources Examine data Design an experiment

SPECULATE, INVESTIGATE, and FRAME

SPECULATE INVESTIGATE FRAME

Make predictions Take notes Organize information

Pose a hypothesis Brainstorm keywords Create an outline

Develop a research question

Identify information resources

Develop a thesis statement

Brainstorm Evaluate resources Examine data

Define the problem Design an experiment Draw conclusions

EXPRESS

• Teach a lesson• Give a presentation• Make a brochure• Organize a

demonstration• Create a visual display• Make charts, graphs, or

an infographic• Design a website• Create visual art

Express new knowledge, share ideas, apply new understandings

Flickr: KOMUnews

REFLECT

Reflect on new learning, reflect on learning process

• Ask new questions• Self-assess work• Journal• Identify new areas

of inquiry• Prepare for new

learning

Flickr: erink_photography (Erin Kohlenberg)

QUESTIONS?

THANK YOU