Kelli Bryant's List: Teacher-Librarian Glossary of Terms

Information problem-solving process including six steps: task definition, information-seeking strategies, location and access, use of information, synthesis, and evaluation.  The Big6 were created by Mike Eisenberg and Bob Berkowitz.

http://www.big6.org

http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume62003/bigsixinformation.cfm

http://www.whslibrary.com/big6assignmentorganizer.htm

http://www.clovisusd.k12.ca.us/alta/big6/b6intchart.htm

http://big6.wikispaces.com/

A non-profit foundation that has extensive partnerships with a variety of educational institutions and related organizations, including the George Lucas Foundation (Edutopia) which also focuses on PBL. On their site they state that, “For the past 22 years, BIE has worked with school districts and networks, state and federal educational agencies, Ministries of Education, advocacy organizations, foundations and university partners to expand the use of effective project based learning.”

http://www.bie.org/

http://pbl-online.org/

http://www.youtube.com/user/BIEPBL

http://www.p21.org/index.php?option=com_content&task=view&id=665&Itemid=187

Drop everything and read. To create a good model for students and reinforce the message of the importance of reading everyone in the school stops to read at the same time each day: the office staff, custodians, and most importantly, teachers. Unfortunately, the pressures of NCLB and testing have pushed this evidence and effort aside.

http://dropeverythingandread.com/

A national  organization that advocates for 21st century readiness for every student. As the United States continues to compete in a global  economy that demands innovation, P21 and its members provide tools and resources to help the U.S. education system keep up by fusing the three Rs and four Cs (critical thinking and problem solving, communication, collaboration, and creativity and innovation). While leading districts and schools are already doing this, P21 advocates for local, state and federal policies that support this approach for every school.

http://p21.org/

http://www.p21.org/index.php?option=com_content&task=view&id=989&Itemid=64

Information literacy process using the steps: Plan, Do, Review for very young students.  This is a simpler version of the Big6 created by Mike Eisenberg and Bob Berkowitz.

http://www.big6.com/kids/

http://www.slideshare.net/bogeybear/super-3-for-kids

http://virtualinquiry.com/inquiry/big6.htm

An invaluable, free resource for assessing information literacy at targeted, benchmark grade levels.  It can used for pre-assessment to determine student skill weaknesses as well as for post-assessment to determine the progress of learning.  TRAILS is being used nation-wide, including here in SC, and it is a tool that is important for you to become familiar with for your future professional practice in a media center.  

http://trails-informationliteracy.wikispaces.com/Home+Page

http://www.trails-9.org/

http://www.linkedin.com/pub/trails-information-literacy-tool/1a/389/247

finding and using information in a digital (online) environment; identifying and modeling technology resources and strategies and providing professional development and mentoring;  how to work effectively and be safe online and in the social network environment.  Google Literacy Tour - The workshop guidebook in this Google resource provides 3 detailed lessons related to the videos and handouts and include relevant AASL, NETS and other standards.

http://www.google.com/educators/digitalliteracy.html

Information problem-solving process; 1989 ALA Presidential Commission of Information Literacy - To be information literate, a person must be able to recognize when information is needed and be able to locate, evaluate, and use effectively the needed information.

http://www.webs.uidaho.edu/info_literacy/

http://www.ala.org/ala/mgrps/divs/aasl/aaslissues/infolit/informationliteracy1.cfm

http://www.ala.org/ala/mgrps/divs/aasl/aaslarchive/pubsarchive/informationpower/InformationLiteracyStandards_final.pdf

http://www.libsci.sc.edu/shannon/StandardsAlign/index.html

understanding that information derived from mass media has a particular point of view and purpose

http://www.medialit.org/

http://medialiteracyproject.org/

being able to use technology tools and resources

http://www2.ed.gov/updates/PresEDPlan/part11.html

http://www.intel.com/education/technologyliteracy/index.htm

http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te4lk7.htm

absorbing information in text that is print or digitally based

http://qtiescybertravel.blogspot.com/2007/04/textual-literacy.html

http://fnopress.com/PLNZ/textlit.htm

http://fnopress.com/PL2/textlit.htm

“the ability to read, write, and interact across a range of platforms…tools and media…”(Jess Lacsetti, Transliteracy Research Group)

http://nlabnetworks.typepad.com/transliteracy/

http://www.futureofed.org/trend/Transliteracy.aspx

http://librarianbyday.net/transliteracy/

gleaning information from visual images, charts, graphs, maps, cartoons, etc. 

http://k-8visual.info/

http://www.youtube.com/watch?v=XQNbAtK3c3g

Author of Rigorous Curriculum Design, “Unwrapping” the Standards, Power Standards, Common Formative Assessments, and Student Generated Rubrics.  Larry regularly works on-site in school systems to assist leaders and educators in understanding and implementing standards-based practices: prioritizing and “unwrapping” the standards, developing common formative assessments, designing authentic performance tasks, and creating rigorous curricular units of study in all content areas, pre-kindergarten through grade 12.

http://www.leadandlearn.com/about-us/biography/larry-ainsworth

A distinguished professor emeritus at the University of South Carolina.  He has researched and published in the areas of classroom instruction and school learning, effective programs and practices for economically disadvantaged children and youth, the allocation and use of school time, and effective assessment.  He is the senior editor and contributor to A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives published in 2001.

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

http://www.ncpublicschools.org/docs/curriculum/socialstudies/pass/lorin-anderson/transcript-2.pdf

The concept of fundamental beliefs is part of the AASL Standards for the 21st Century Learner. Gail Dickinson was the co-chair of the revision committee for the standards.  These standards replace the former set of nine “Information Literacy Standards for Student Learning” (1998) that was part of the Information Power guidelines for school library media programs.  

http://education.odu.edu/eci/dir/vitae/g_dickinson.shtml

http://iaslonline.ning.com/profile/GailDickinson

Eisenberg, Mike. Dean emeritus and professor at the Information School of the University of Washington in Seattle, WA. Mike's current work focuses on information, communications, and technology (ICT) literacy, information credibility, and information science education K-20. Mike is co-author of the "Big6 approach to information problem-solving" -- the most widely used information literacy program in the world.

http://www.youtube.com/watch?v=l9UXEDNP1lc&feature

http://www.youtube.com/watch?v=AcROQru5ijA&feature

http://www.youtube.com/watch?v=JH296RiR5I4&feature

http://www.youtube.com/watch?v=nE2MpvByblc

A HS English Teacher in Anaheim, CA who defined the term and wrote a compelling book about “readicide.”  In a related article for the journal Educational Leadership he states that, “Teachers and administrators who are squeezing recreational reading out of the day have forgotten an important finding: students who read for fun have higher reading scores than students who rarely read for enjoyment (He cites the National Center for Education Statistics, 2005).”

http://www.kellygallagher.org/

http://readingyear.blogspot.com/2008/08/new-kelly-gallagher-website.html

http://www.youtube.com/watch?v=xIyqSvht4z4

The founding librarian of “The Unquiet Library” at Creekview High School in Canton, Georgia. Hamilton, who earned her Ed.S. in Instructional Technology and School Library Media at the University of Georgia in 2005, taught high school English courses and served as an educational technology specialist for the Cherokee County School District before deciding she wanted to be a librarian when she grew up. 

http://alalearning.org/authors/buffy-hamilton/

http://theunquietlibrarian.wordpress.com/

https://twitter.com/buffyjhamilton

http://vimeo.com/user5011837

http://theunquietlibrary.libguides.com/profile.php?uid=9724

A former school superintendent and now an ardent spokesperson for the role of the school media specialist as an instructional leader. "You might have the very best librarian you could ever get on your staff, but being ready, willing, and able represents only three-quarters of what it takes to make significant contributions. The fourth part is opportunity. And opportunity rests in the principal's hands."

http://doug-johnson.squarespace.com/blue-skunk-blog/2009/8/25/librarian-proof-libraries-guest-rant-by-gary-hartzell.html

http://eduscapes.com/sms/overview/hartzell.html