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Literacy & The Common Core

Capacities of the literate individual (Common Core, Introduction, 7)

They demonstrate independence.
They build strong content knowledge.
They respond to the varying demands of audience, task, purpose, and discipline.
They comprehend as well as critique
They value evidence.
They use technology and digital media strategically and capably.
They come to understand other perspectives and cultures.

Power up Try It!
How does the school media specialist already contribute to each of these six characteristics of a literate individual.
What do you do specifically?

The good news is that we're already "on target". We just need more power to move to the next level.

Literacy and the Common Core

A primary focus of the Common Core is literacy in all its forms.

The popular novel Pride and Prejudice and Zombies can be read on paper or as an interactive eBook and has an iPhone/iPad app that follows the story and enhances the fun. Learn more by watching the App Trailer.

When the standards movement began a decade ago, I worked on a project in New York to determine where students were deficient in each content area. I wasn't surprised to find that most of the problems were associated with general literacy skills that crossed subject areas.

We found that students had a tough time identifying the main idea in a body of text regardless of whether it was a science textbook, article at a website, or a math story problem. They also had trouble sequencing information, following instructions, and making predictions.

We found that students were effective at answering simple questions and summarizing facts. For instance, they could write a report about the 1906 San Francisco earthquake

Today the same kind of activity might be enhanced with a multimedia poster-making tools like Glogster: example 1, example 2, example 3.The ability to embed text, photos, maps, audio, and video is wonderful, however it still doesn’t get to the root of the problem. Students are simply summarizing. They aren’t getting to the higher levels of thinking.

What about an activity that asks students to make a comparison? Compare a disaster than happened in the past with one that occurred recently. How do disasters impact society differently depending on when and where they occur? You could start with an infographic showing the recent earthquake in Japan.

Or, start with a video or images from the historical eruptions of Mount Vesuvious in Italy?

Whether categorizing invertebrates, comparing characters in a novel, or conducting an in-depth investigation of a social issue, students need skills in observing, questioning, applying prior knowledge, evaluating information, making calculations, organizing ideas, drawing inferences, and reflecting on the process of thinking.

These generic inquiry skills provide the foundation for historical investigations and scientific thinking yet are often overlooked when it comes to direct instruction. We just assume that students know how to ask relevant questions, describe relationships, and find meaning in texts. Unfortunately, this isn't the case.

The Common Core standards and AASL standards are the keys to bridging content area understanding with key literacy skills. Go to Thinkfinity for links to the major content area organizations.

Inquiry is the process of formulating questions, organizing ideas, exploring and evaluating information, analyzing and synthesizing data, and communicating findings and conclusions. It's the type of activity that children and adults do every day when they read a map while on vacation or calculate costs when shopping.

Unfortunately, not everyone is well-prepared to deal with the demands of a fast-paced, technology-rich world containing endless opportunities, choices, perspectives, and conflicts.

So.. what do we do?

Our job is to help students understand the process of inquiry, access and use information in all its forms. and effectively communicate their findings.

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Standards

How does this work in today's curriculum with different teachers focusing on particular disciplines?

Explore the websites associated with the many content area educational organizations for ideas. Search for inquiry, research projects, or related terms to find lots of ideas. You can find many of these at Thinkfinity.

The Common Core State Standards adopted by most states provides an easy way to think about the integration of literacy, research, and media skills across the curriculum. According to these standards,

"To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today's curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section" (ELA, p. 4)

For instance in history, it's called "Historical Thinking". Students use historical thinking to analyze, interpret, and draw conclusions from historical events. Students are asked to conduct historical research, evaluate primary and secondary sources, compare points of view, and construct timelines.

Along with the Common Core, two other groups have focused on standards associated with inquiry.

First, the Standards for the 21st Century Learner from the American Association of School Librarians provide a more detailed look at each aspect of the inquiry process.

Inquiry, think critically, and gain knowledge.
Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
Share knowledge and participate ethically and productively as members of our democratic society.
Pursue personal and aesthetic growth.

Students are asked to "follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life".

The National Educational Technology Standards for Students from the International Society for Technology in Education focus on higher-order thinking skills and digital citizenship and include five areas:

Demonstrate creativity and innovation
Communicate and collaborate
Conduct research and use information
Think critically, solve problems, and make decisions
Use technology effectively and productively

Power up Let's take a quick look at the Common Core Standards. Look for items that connect with Standards for the 21st Century Learner from the American Association of School Librarians.

By the way, the Google's URL shortener works great!

The Role of Media Specialists in Standards Support

What's the role of the media specialist in supporting standards? The key is collaboration!

By combining data about "how students are progressing" and the wealth of resources available through the school library media center along with a comprehensive information literacy program, the school library media specialist plays an essential role in promoting student achievement. The key to success is building partnerships with teachers and administrators to address the changing needs of learners.

Consider all the places where you could find quality information about student performance and the learning environment. While standardized tests provide one source of information, the school library media specialist has access to other evidence that can assist in making data-driven decisions about teaching, learning, and the school library media center.

Identify Performance Gaps. What specific performance gaps can be identified using standardized test data?

Data About Students

Compare Alternative Assessments. How are multiple measures used to get a broad picture of student performance? Are these alternative measures effective in bridging standards and standardized test items?

Do rubrics match the standards and standardized test questions?
Do checklists accurately reflect the rigor of standardized test items?
Do scored discussions adequately assess student understandings?

Analyze Use of the Collection. Is the collection being used effectively to address the learning needs and performance gaps of students?

Are third graders reading biographies?
Are fourth graders using your nonfiction history collection effectively?
Are freshman reading books from the science collection?
Are juniors reading using the Opposing Viewpoints electronic database?

Assess Student Information Fluency. Are students able to apply information skills across the curriculum to address their learning needs?

Are students able to analyze, synthesize, and evaluate information, distinguish fact from opinion, and sequence events?

Examine Individual Differences. Can performance gaps be associated with specific learning styles, background experiences, or other data that can help focus revised instruction? How can we reach all children, not just the low or middle group?

What correlations should be considered? For example, why do boys or girls do better or worse in some areas?

Data About Learning Environment

Map the Collection. What resources do we have? Learn more about collection mapping at SLMS at eduscapes.com.

We have many fiction (The Watsons Go to Birmingham - 1963) and nonfiction (A Dream of Freedom) resources on the Civil Rights movement of the 1960s/70s, but very little on the Vietnam War era for middle school students. We need to look at the curriculum and the test data before we jump into the purchase of additional materials in this area.

Connect Collection and Curriculum Mapping. How does the collection reflect the needs of the curriculum?

Not just "more" nonfiction. We need nonfiction at the 4-6 reading level or nonfiction to help students draw conclusions.
Students need to understand the sequence of the Vietnam War, the politics and who was involved. They also need to be able to analyze primary source documents and materials from the period. Suggested resources: 10,000 Days of Thunder, Eyewitness: Vietnam War, Veteran's History Project.

Integrate Information Resources and Technologies. How are resources and technologies being integrated into learning experiences?

Students need to see the world through the eyes of others. They can use the Internet as a tool for learning about people who experienced the Vietnam War Era. They can use video technology to record oral histories.

Infuse Information Skills. How are information skills woven throughout the curriculum?

Overlap information skills with Social Studies and Language Arts connected with the Vietnam War. For example, students need to be able to make comparisons, distinguish fact from opinion, and draw conclusions. They need to be able to create oral histories including asking good questions, conducting an interview, and interpreting the results.

Address Performance Gaps. How can the teaching and learning environment be enriched to address performance gaps?

There's not much time to study the Vietnam War. Consider a project that compares other wars with more recent wars (Current Army Photos) and involves oral histories student collect.
Many quality visuals are available. Consider a focus on "Teaching With Documents: Photographs."

It's time to think differently about fiction, nonfiction, and literacy.

Power up Try It!
Are you using data to support your curriculum decisions?

Or, are you using hunches and traditions as your guide?

A Dozen Ways to Power Up

Try a dozen innovative ways to address these "big impact" literacy problems!

1 - Identify main idea

Pick out the important events in fiction and nonfiction.
Examine book covers. Discuss why a particular image might be used. Ask students to select a photograph that represents the main idea in a scientific discovery or historical event. Explain why you think it represents the main idea and why it should be used on the cover of a book on this topic.
Use book covers from Scientists in the Field Series. Create a student starter such as Scientists in the Field Series (PPT). Use the Scientist Empty (PPT) document. Use the Trash project (PPT) as an example.
More Ideas for Main Idea

2- Identify relationships and make connections

Connect to other books by the same author, connect content areas, content to other authors.
Compare characters from different books
Use Inspiration to show connections
Use literature circles to address different reading levels
Themes and Literature Circles from eduscapes.com
Inspiration - comparison chart
Search for images that can be used for demonstrations using Google images and the worlds timeline, life cycle, etc.
More ideas for Identify Relationships

3 - Sequence events

Order the events in fiction and nonfiction using visuals, timelines, graphic organizers, and lists. Retell a story.
Write a new story with the same plot and different characters or setting. For example, change the time period.
Timeliner software
For online options, go to Tiki-Toki or use one of the many other choices including Capzles, Dipity,ReadWriteThink, OurStory, TimeGlider, TimeToast, or XTimeline.
More Ideas for Sequence and Order

4 - Identify details

Look for details by examining events in stories, dialog between characters, illustrations, and word clues.
Look for details in three different visuals (i.e., paintings, photographs, portraits) of the same person, place, thing, or event. Compare the details.
Listen for details in audio recordings. Check out the NPR podcast directory or Science NetLinks.

5 - Distinguish fact from opinion

Develop simple reviews and resources - Fact and Opinion for Grade 2
Develop activities around hoaxes and fake sites
- Google Fake Sites
- Teacher Tap: Evaluation - lots of hoax sites

6 - Identify cause and effect

Use templates in Kidspiration to develop basic chain of events.
Do a Google Image Search for "cause and effect history" for visual examples.

7 - Compare and contrast viewpoints

Compare interpretations of key events through different eyes
- How did the Civil War impact us in Savannah, GA?
- What did people talk about during the Civil War?
- What were the perspectives of specific people? Why did they have these views?
- What information do newspaper editorials and other primary resources provide about different perspectives?
- Dinner Party - Savannah

8 - Defend a position

Ask students to defend the resources they select including websites, videos, books, and other information resources. Ask them to write about why they selected some resources and rejected others.
Write It Essay from Scholastic: Persuasive Essay
Go a Google search for free essays. Ask students to evaluate these.

9 - Identify the problem and solution

Describe, act out, or diagram the problem faced by the character, famous person, scientist, historian, etc..
Describe, act out, or diagram the solution chosen, then describe alternative solutions, other endings, or other opportunities that could have been considered.
Use the video recorder on your still video camera to recorder short, alternative solutions to a problem. For example, short different examples of static electricity.

10 - Make predictions

Predict the story line based on the title, cover, pictures, and description of a book.
Use a blog to predict what will happen in the next chapter of the book. Ask one student to synthesize the postings and compare them with the actual chapter.
Looking for ideas? Go to Scholastic and do a search for "predict".
Combine your topic with a literature area such as mystery prediction.
Check out the mystery unit and teacher examples.
Find teachers to follow.

11 - Find meaning

Shift the emphasis from description to transformation by asking students to change the format of the information.
Go to Every Einstein Lasers. Read the cartoon. Notice that it shows BEFORE, DURING, and AFTER Einstein. Create your own cartoon for another scientist.
Pixton. Use the free version or consider the school version. Check out the Digital Citizen example.
Alternatives
- Bitstrips. Need to sign-in to save.
- Bubblr
- Cartoonist from Creaza
- Chogger
- Comic Creator
- Comic Master
- Comic Strip Maker. Easy for younger students.
- Comix
- Lego City. Great for younger students.
- KABAM. Restricted to the story and theme provided.
- MakeBeliefs Comix. You can print or email your comic. No storage.
- Myths and Legends
- Professor Garfield. Provides characters for stories.
- Scholastic
  - Bone Comic Creator.
  - Captain Underpants
  - Charlotte's Web Comic Creator. Easy for younger students.
  - Smile Comic Creator
- Strip Generator. Sign-in required to save and publish. Print without sign-in.
- Superhero Squad Show
- Superlame
- ToonDoo
- Toonlet
- Witty Comics

Write Comics

12 - Draw conclusions

Read engaging works of nonfiction such as the wonderful graphic history The Hammer and the Anvil by Dwight Jon Zimmerman.
Ask students to judge the accuracy by verifying and expanding the information foundin the work.
Do the visuals convey accurate representations? Compare visuals to historical photos.
Ask students to use primary sources to defend their arguments.
Then, create your own comparison. How as BLANK like/unlike BLANK?

Explore more ideas for connection nonfiction, technology, and fluent thinking.

Power up Try It!
Examine the dozen key skills.
What skills and activities would you add?

Share your ideas.

Seek tools that will help address these key skills. For example DocsTeach allows used to create interactive activities that make use of primary source documents.

Get Energized Literacy & The Common Core