Essays for Module 1

May 7, 2013

LIBR 250

Tami Sickels

Educational Theory and Practice

When building my reading plan, I rated myself a B on the topic of Education Theory and Practice. I felt that this area was my strongest topic area. When I pursued my teaching certificate a lot of my classes emphasized learning and behavioral theories so I was already fairly familiar with many of the theorists and theories. I also have developed an interest in learning styles and the way students learn but was not near as fluent in this area as I thought I needed to be. There is so much research on theory and practice that it is hard to even scratch the surface in a one page essay. I decided to concentrate my reading and research in the following 3 areas: Brain Research and Cognitive Development, Multiple Intelligences and Learning Styles, and the Flipped Classroom. These were the three areas that I thought needed my attention the most.

My reading plan did not guide my reading as much in this area as it did in the other areas. I was very interested to learn more about the three areas I wrote about. The way I set about reading was first to go to the most obvious place and that was the SJSU library database and search keywords. This brought me a goldmine of information. Two articles of note were "Left Brain, Right Brain, Whole Brain" and "Neuroscientists Find Learning Is Not 'Hard-Wired' My next stop was to search the Libr. 250 Knowledge Building Center for past posts. This also was a great place for my reading. One exceptional thing I found there was a summary of Jennifer Fox's book "Your Child's Strength" On article that gave me a lot of insight of how The Theory of Multiple Intelligences can be put into practice in the classroom was Pokey Stanford's "Multiple Intelligences for Every Classroom" (See Appendix 1 for a complete list of my readings)

First brain research and cognitive development is a hot topic in education. There have been many new breakthroughs in brain research and how it relates to education. But there is also much controversy surrounding this research. Even so, reports and studies are popping up in professional journals and magazines everyday and information is being converted into workshops and programs to help teachers use the information practically in the classroom. One study, conducted by Harvard University's Mind, Brain, and Education Program, found that contrary to what has been believed in the past, the brain is not a hard wired computer.(Sparks, 2012) "What we find is people really do change their brain functions in response to experience," said Kurt W. Fischer, the director of Harvard University's Mind, Brain, and Education Program. "It's just amazing how flexible the brain is. That plasticity has been a huge surprise to a whole lot of people."( Sparks, 2012) Helping researchers, teachers and students understand the way the brain is capable of change is a giant breakthrough in education and in bringing learning experiences to the classroom. Learning is brain-based. We, as teachers and teacher librarians, need to become more knowledgeable and have a good understanding of how the brain discovers, processes, and retains information. Because the brain tires within minutes, we must take advantage of the different areas of the brain or the "whole brain". (Perry, 2000) Traditionally, the left brain has been utilized in education practices. Students are expected to work individually in solving analytical or logical problems. But most people have a dominant side of the brain and it may not be the left brain. By knowing our students and knowing how their brains work, we

can design and implement learning experiences that boost students' abilities and improve their weaknesses.(Farmer, 2004)

Not only is learning about the brain and how it works important, another area in education that has become significant is The Theory of Multiple Intelligences. This theory was proposed by Howard Gardener in his 1983 book titled Frames of Mind: The Theory of Multiple Intelligences. (Wikipeida, n.d.) In examining this theory more closely, This theory is a fascinating theory because Gardner's work challenged the validity of traditional IQ tests and scores. "Practitioners of MI understand that children do not fit a single prototype." (Stanford, 2003) Knowing what we know about the multiple intelligences, teachers and teacher librarians should use a range of strategies, tools, and techniques when teaching. "According to John Goodlad's pioneering "A Study of Schooling" project, which involved researchers observing more than 1,000 classrooms nationwide, nearly 70% of classroom time was consumed by teacher talk--mainly teachers talking at students (giving instructions, lecturing). The second, most widely observed activity was students doing written assignments.. According to Goodlad , "Much of this work was in the form of responding to directives in workbooks or on worksheets". In this context, the theory of multiple intelligences functions not only as a specific remedy to one-sidedness in teaching but also as an organizational tool that facilitates and synthesizes existing educational pedagogy. In doing so, it provides broad range of stimulating curricula to awaken the slumbering brains that Goodlad fears populate our nation's schools." ( Stanford, 2003) Now how can we apply this theory in our classrooms and libraries? Multiple Intelligences can provide lots of flexibility in our classrooms. We have got to be sure we know our students. Every student is not good at every activity. Therefore, we should include a variety of activities for students to choose from. By doing this, teachers are working to make sure every student can achieve. I think Gardner explained this best when he said, "It's very important that a teacher take individual differences among kids very seriously The bottom line is a deep interest in children and how their minds are different from one another, and in helping them use their minds well."(Guignon) Differentiated instruction has also become a hot topic that goes right along with multiple intelligences and learning styles. Knowing that one style of learning and one intelligence doesn't fit every student, then our teaching should reflect that. That is where differentiated instruction comes in. In reading some of the articles posted from other 250 classes, I ran across a post about Jenifer Fox's book, Your Child's Strengths. Even though I have not read the book, the quote that was used in this post caught my attention. "American schools are functioning in much the same way as our national sports teams; there are inevitable winners and losers." (Fox, 2008) If we are to consider the learning styles of each child there should be no losers. Every student should succeed.

One last thing that I found interesting in my reading was the concept of the flipped classroom. This is something that was brand new to me. I had never heard of the flipped classroom but when I started trying to find information about it, there was tons of articles. I quickly found it very interesting and something any teacher librarian should consider. The flipped classroom concept uses technology to bring lectures online and reserve class time for collaborative work

and concept mastery. These flipped classrooms are putting an emhapsis on active learning. Students are actively engaged and have time to ask the teachers questions about the things they don't understand. One main thing that I learned about the flipped classroom is that the students are able to take responsibility for their own personalized learning experiences and the teacher is a guide and has increased the amount of contact time or 1:1 time he or she can spend with the students. There are so many benefits to this way of learning. The students use higher level thinking skills and discussions are led by students. The students are free to explore and are actively engaged in learning. The flipped classroom is a great example of teachers who are using multiple intelligences and learning styles to maximize learning.

Collaboration

Collaboration is something that I haven't really given much thought to until this semester. When thinking about collaboration and my reading plan, I looked at 3 kinds of collaboration. The collaboration that I felt I knew the most about was parent-teacher collaboration because of the fact that I taught 4 year old Kindergarten in a district where the students had to qualify to come to my class. Therefore, we had to make the school-home connection with these families. I decided it was best to concentrate on two types of collaboration: teacher and student.

My reading plan consisted of several articles of note. I found myself going back to research and reading that was written by Patricia Montiel-Overall. I read several of her articles and website post and gained so much useful information about collaboration. Another author that I found myself drawn to was Shayne Russell. These two experts influenced the way I read and researched for this section on collaboration. (See Appendix 2 for a complete list of my readings)

The first type of collaboration I would like to address is collaboration between teachers. To completely understand collaboration I first had to define it. I wanted to define it as how it relates to the teacher librarian and teacher. A definition that Patricia Montiel-Overall (n.d.) proposed was one that "defines collaboration as a process in which two or more individuals work together to integrate information in order to enhance student learning."(Montiel-Overall, n.d.) The responsibility of collaboration has fallen to the school media specialists. There is a need for this collaboration with classroom teachers to enhance and improve student learning especially in those that have low test scores, failing grades and cultural differences. Unfortunately, teachers have not embraced the role of the teacher librarian in collaboration. In the article by Montiel-Overall, she cites Callsion's definition of collaboration with in the field of library science. Callison states that collaboration is made up of "coplanning, coimplementation, and coevaluation".( as cited in Montiel-Overall, n.d .) Muronago and Harade define collaboration as "based on shared goals, a shared vision, and a climate of trust and respect" (as cited in Russell, 2004). Callison also says, "Each partner fulfills a carefully defined role; comprehensive planning is required; leadership, resources, risk and control are shared; and the working relationship extends over a relatively long period of time (as cited in Russell, 2004). Doiron and Davies explain "The teacher brings to the partnership knowledge of the strengths, weaknesses, attitudes and interests of the students, and of the content to be taught. The media specialist adds a thorough understanding of information skills and methods to integrate them, helping the teacher to develop resource-based units that broaden the use of resources and promote information literacy." (as cited in Russell, 2004).

There are several ways that we, as educators, can make sure our collaboration is effective. One way is to make sure that the purpose of the collaboration is clear. To do this there must be a good plan, common goals for learning, and clear results or outcomes. Another thing that teacher collaboration needs to be effective is commitment from the individuals involved. Time must also be provided for effective collaboration. Along with time, we must make sure that everyone

understands the meaning of collaboration and has good communication skills. Lastly, teachers collaboration requires us to monitor students' work and make decisions about what is working and what we can do better.

The role of the teacher librarian has changed drastically over the last several years. There was a time when the classroom teacher dropped her students off at the library to check out books and maybe listen to a story or have a quick lesson that relates to a piece of literature. Now the roles of librarians are more than that. First, in collaboration with classroom teachers, the teacher librarian should be approachable and take an active interest in what is going on in the classrooms. Carl A. Harvey (2010) wrote an article for School Library Monthly on the instructional role of the school librarian. In this article, Harvey states, "School librarians can’t wait for an invitation; you have to make your own. It takes time and persistence, but school librarians have to take the initiative to be out there actively working to build those collaborative bridges." (Harvey, 2010) Harvey gives teacher librarians great advice in this article. He advises the school librarian to be familiar with grade levels curriculum and standards and make it a point to attend planning meetings. This provides a better learning environment for the students as well as consistency in their learning experiences. The last role of the school librarian is an important one that sometimes seems to be overlooked. Librarians must make sure they are up to date with resources and provide many for the use of the school community as a whole, not just the students. Often things like clerical type tasks and cataloging go unnoticed but these things are quite important for maintaining order for the library and the school in general.

Another important aspect of collaboration is collaboration among students. Throughout this semester I have read countless articles about student collaboration and its success. There are so many advantages to student collaboration and most of these advantages I have experienced in this class. One advantage is that students can get a lot more done in a shorter amount of time. Also members of the group have unique skills and talents that they will contribute to the group. This semester has taught me that this is such a vital part of student collaboration. I am usually clueless when it comes to learning and operating new technology. Normally when I am working on something alone, I find it takes a lot of my time trying to figure out the technology. In my collaborations this semester, I have had much better success in the technology because I have had someone show me how to do the things that I struggle with. Another advantage to collaboration is that the students relate to each other better than they do to the teacher. It also make the learning experience more fun. Finally, collaboration provides "real-life" work experiences. It forces the students to learn skills to cooperate with people that they may not like or may not be friends with in order to get a job done.

There is so much to learn about collaboration and my experience with this type of learning experience is definitely limited. I look forward to actually applying what I have learned about collaboration in my real world situations and learning environments.

Curriculum and Assessment

Curriculum and Assessment is an area that I feel I am behind in. With the implementation of Common Core, things are changing fast. Because I was oblivious to The Common Core Standards when I began my reading plan, I did not include it specifically in my plan. However, because of my lack of knowledge in this area, I focused my reading in the Common Core Standards and who decides what we teach and what our students are required to learn.

My reading and research took me to two very important websites. One was The Common Core Standards website and the other was the Partnership for 21st Century Learning. There was so much information in these two sites I concentrated my reading there. But because there is such controversy surrounding the Common Core, I decided to do a bit of research on the pros and cons of this initiative. I will definitely keep my reading up to date in this area because I am still undecided about how I feel about these national standards. I can see the points on both sides of the table. Another area that I read a lot about was project based learning and assessment. This is something I can't wait to implement in my own classroom. (See Appendix 3 for a complete list of my readings)

First let's start with Common Core. This semester was the first I had heard of the Common Core and I had to make myself more familiar with the aspects of this initiative. I found the Common Core Initiative Mission Statement interesting. It states," The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. " These Common Core Standards have received a lot of attention in the education world. In reading and trying to learn more about The Common Core State Standards, I found there are varying opinions. People who cheered when The Common Core was introduced have since learned to loathe it. There are a few pros when it comes to The Common Core. One of the things that I am finding in my reading is that The Common Core Standards are internationally benchmarked which means that they successfully compare to standards in other countries. Another positive aspect of the Common Core is that it gives states the ability to precisely compare standardized test scores and courses will be more aligned across the states and grade levels. The Common Core should also prepare students better for college and work after high school. Lastly the Common Core should be useful in developing higher level thinking skills therefore giving students a handle on problem solving and reasoning skills. In an article in the The Joplin Globe, Jill LeCompte said," One benefit of Common Core is that it is expected to create a level playing field among students in terms of what they should know and be taught at each grade level." (Younker, 2013) This is being said by supporters across the board. But there are lots of critics to The CCSS. Diane Ravitch, a well known historian of education , has a blog that I have followed since learning about the Common Core. She started out as "agnostic" when it came to the CCSS. But then realized very quickly that she does not support this initiative. In a blog post called Why I Cannot Support The Common Core Standards, Ravitch states that" We are a nation of guinea pigs, almost all trying an unknown new program at the same time." (Ravitch, n.d.) She argues that no one knows how these imposed

standards are going to affect our nation's children. There should be some testing in place for these standards in real classrooms before they are adopted by the states. Another reason Ravitch criticizes the standards is because of the way they were developed. Obama and Duncan say that the standards were developed by the states which is not true. The development of these standards were developed by an organization funded by the Gates Foundation.

Now the question is, who decides what is being taught in our schools? In an article written for Education Week, Alfie Kohn says that we are in the process of "losing our children's minds." (Kohn, n.d.) He states that" to the politicians, corporate CEO's , or companies that produce standardized tests the prescription of standardizing our whole nation makes sense. These are the people who are leading these initiatives and developing what our students are taught. But if you spend your days with real kids in real classrooms, you’re more likely to find yourself wondering how much longer those kids -- and the institution of public education -- can survive this accountability fad." (Kohn, n.d.)

Kohn's website has so many great articles about education and reform . There is not enough time in this essay to relay all the information that I gained from this site.

The last thing I want to address is student assessment. This is important in education because we need to know if students really know what we are teaching them. Though a lot of assessments that I see are short answer and multiple choice tests, these are, by far, not the only way to assess students. In today's business world there are skills that students are expected to have that can not be measured by traditional assessment. These skills include the ability to use higher level thinking skills and teamwork and collaboration skills . So how do we measure these skills? We are quickly turning to assessment of project based learning. "Project-based assessments are an opportunity to utilize and measure the higher order thinking skills of students. A project-based assessment will apply multi-faceted skills to be encompassed into a cumulative project. This can be a singular project at the end of a grading period or it can be done at designated intervals throughout the marking period." (Teachnology, n.d.) A great way to assess project based learning is through teacher and student created rubrics. Having students help create rubrics is a great way to make them own their learning and make clear expectations that everyone understands.

I have so much more to learn about implementing the CCSS and assessment. I am also interested to see how this plays out in our education system and in my personal classroom

21st Century Skills and Information Literacy

Information Literacy and 21st Century skills are the area that I had the least knowledge about at the beginning of the semester. My reading plan showed a total lack of knowledge in this area. I had know prior information to these skills and literacies.

The place I started seemed the obvious place to learn about information literacy. I began my search at the American Library Association website. This gave me a good definition so that I could continue my reading. When looking at the models for information literacy, I chose 4 popular models and went straight to the sources. There are so many models that I learned about in this process. But I think the ones I highlighted in this paper were my favorites. 21st century skills was another area that I had to define before I could continue my search. So again, I looked to the source. I started at the Partnership for 21st Century Skills. From there my interest turned to the best practices for teaching these skills. I found a magnificent paper written by a student at Montana State University. She talked about what students need in the classroom. This was an eye opener for me. (See Appendix 4 for a complete list of my readings)

The American Library Association defines information literacy is the set of skills needed to find,

retrieve, analyze, and use information. We, as a culture, are bombarded by so much information that there have been terms to describe this overwhelming load of information. "Commentators have coined a profusion of phrases to describe the anxiety and anomie caused by too much information: “data asphyxiation” (William van Winkle), “data smog” (David Shenk), “information fatigue syndrome” (David Lewis), “cognitive overload” (Eric Schmidt) and “time famine” (Leslie Perlow). Johann Hari, a British journalist, notes that there is a good reason why “wired” means both “connected to the internet” and “high, frantic, unable to concentrate”. (The Economist, 2011) With the onslaught of information, it is no surprise that our students need to develop strategies in finding relevant information. There are several models for information literacy. Four of those models that I looked at are listed here. 1. The Big 6 developed by Mike Eisenberg and Bob Berkowitz. This model is a six stage process that uses information to solve problems and make decisions. (The Big 6, n.d.) 2.The Research Cycle Model developed by Jane McKenzie. This model is a little different than other models in that there is a focus on questions. This research cycle is all about students as "information producers" and not "information consumers". "Because students are actively revising and rethinking their research questions and plans throughout the process, they are forced to cycle back repeatedly through the stages listed below so that the more skill they develop, the less linear the process." (McKenzie, n.d.)) 3. The 8 W's Model developed by Annette Lamb in the 1990's. This model is meant to be used in an inquiry or project based environment. The 8 W's are Watching, Wondering, Webbing, Wiggling, Weaving, Wrapping, Waving, and Wishing. It is similar to the work of Eisenberg and McKenzie. (The 8 W's, 2011) 4. The Kuhlthau Model also know as Information Search Process (ISP) developed by Carol Kuhlthau came about as a result of a series of studies of the behaviors of people in libraries and the work place participating in research projects. The steps in this process are Initiation, Selection, Exploration Formulation, Collection and Presentation. (Kuhlthau, 1999) There are so many more models that I researched this semester but these 4 are the ones that I think are most user friendly for students k-12. There are so many great resources on teaching information literacy. Some of these are websites where we can gain useful strategies to help our students on this journey.

You can't talk about information literacy without talking about 21st Century skills. "The term "21st-century skills" is generally used to refer to certain core competencies such as collaboration, digital literacy, critical thinking, and problem-solving that advocates believe schools need to teach to help students thrive in today's world. In a broader sense, however, the idea of what learning in the 21st century should look like is open to interpretation—and controversy." (Edweek, 2010)) The Partnership for 21st Century Skills has developed a framework to summarize the skills that fall under the 21st Century Learning umbrella. These skills include critical thinking, problem solving, creativity and innovation, adaptability, collaboration, communication (written, oral and blended and advanced media), information sourcing and media literacy, self direction and self assessment, application of technology to workflow. (Dickstein, n.d.) " The Partnership for 21st Century Skills is a national  organization that advocates for 21st century readiness for every student. " (P21, n.d.) This partnership, which is comprised of leaders of business, government, and education, has set forth a framework for 21st Century learning. This framework has been created based on the fundamentals that students need to be successful as workers in today's culture.

What are the best practices in teaching 21st Century Learning? According to Janelle Zauha from Montana State University, student engagement is the key. The Teaching and Learning Committee chose to ask the students about how to best to engage them. The common sense answers that were given were honest and helpful in knowing how to create meaningful learning experiences for students in 21st century learning. Some of the answers included: being approachable, using technology appropriately, offering opportunities to experience content, and using examples that apply to the lives of the students. (Zauha, 2010)

21st Century Skills and Information Literacy are areas that have become increasingly important in the education field. In my reading this semester, I have become much more fluent in the skills that it takes to teach these literacies to students. But there is always more to learn and things are always changing in the world of information and technology.

Bibliography For Module 1

Education Theory and Practice Essay #1

Farmer, L. J. (2004). Left Brain Right Brain Whole Brain. School Library Monthly, 21(2), 27-37.

Fox, J. (2008). Your child's strengths. New York, NY: Viking.

Guignon, A. (n.d.). Retrieved from http://www.educationworld.com/a_curr/curr054.shtml

Perry, B. (2000). How the Brain Learns Best. Instructor, 110(4), 34.

Sparks, S. D. (2012). Neuroscientists Find Learning Is Not 'Hard-Wired'. Education Week, 31(33), 1-17.

Stanford, P. (2003). Multiple Intelligence for Every Classroom. Intervention In School & Clinic, 39(2), 80-85.

(n.d.). Retrieved from http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences

Collaboration Essay #2

Harvey, C. (2010). The Teacher's Take, Part 2. The Instructional Role of the School Librarian. School

Library Monthly, 26(5), 45-47.

Montiel-Overall, P. (n.d.). Retrieved from http://www.eric.ed.gov/PDFS/EJ965627.pdf

Russell, S. (2004) Retrieved from http://www.ericdigests.org/2001-2/librarians.html

Curriculum and Assessment Essay #3

Ravitch, D. Why I cannot support the common core standards [Web log message]. Retrieved from

http://dianeravitch.net/2013/02/26/why-i-cannot-support-the-common-core-standards

supporters-critics

Kohn, A. (n.d.) . Retrieved from http://www.alfiekohn.org/teaching/edweek/national.htm

Younker, E. (2013). Retrieved from

http://www.joplinglobe.com/topstories/x730868832/Common-Core-standards-draw-

http://www.teachnology.com/currenttrends/alternative_assessment/projectbased.html

21st Century Learning Skills Essay #4

Dickstein, M. (n.d.). Retrieved from http://www.creativelearningsystems.com/files/21st-Century-

Skills-Where-Do-We-Start.pdf

Kuhlthau, C. (n.d.). Retrieved from http://www.asis.org/Bulletin/Feb-99/kuhlthau.html

McKenzie, J. (n.d.). Retrieved from http://fno.org/dec99/rcycle.html

Zauha, J. (2010). Rules of engagement: best practices for connecting with students.

Communications in Informational Literacy, 4(1), Retrieved from

http://www.comminfolit.org/index.php?

journal=cil&page=article&op=view&path[]=Vol4-2010ED1&path[]=109

The Big 6 Retrieved from (n.d.). Retrieved from http://big6.com/

How do you define 21st century skills? (2010) Retrieved from

http://www.edweek.org/tsb/articles/2010/10/12/01panel.h04.html

www.p21.org The Partnership for 21st Century Skills (P21)

The 8W's of Information Inquiry(2011) Retrieved from http://virtualinquiry.com/inquiry/ws.htm

Too much information how to cope with data overload [Web log message]. (2011, June).

Retrieved from http://www.economist.com/node/18895468

Appendix 1:

Banikowski, A. K., & Mehring, T. A. (1999). Strategies to enhance memory based on brain-research. Focus On Exceptional Children, 32(2), 1-16.

Bergmann, J., Overmyer, J., Wilie, B. (2011, July). The flipped class: What it is andwhat it is not (Part 1). The Daily Riff. Retrieved from:http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php

Berrett, D. (2012). How 'flipping' the classroom can improve the traditional lecture. Education Digest,78(1), 36-41.

Brame, C.J. (2013).  Flipping the classroom. Vanderbilt University Center for Teaching. 

Retrieved March 15, 2013 from http://www.studygs.net/citation.htm

Center for Comprehensive School Reform and Improvement (2008). A teacher’sguide to differentiating instruction. Retrieved May 5, 2013, from http://www.education.com/reference/article/Ref_Teacher_s_Guide/

Demetry, C. (2010). Work in progress - An innovation merging "classroom flip" and team-based learning. 2010 IEEE Frontiers in Education Conference (FIE), T1E-1 - T1E-2. doi: 10.1109/FIE.2010.5673617 

Eagleton, S., & Muller, A. (2011). Development of a model for whole brain learning of physiology. Advances In Physiology Education, 35(4), 421-426. doi:10.1152/advan.00007.2011

Educational Broadcasting Corporation. (2004). Constructivism as a Paradigm for Teaching and Learning. . In Concept to Classroom. Retrieved May 2013, from http://www.thirteen.org/edonline/concept2class/constructivism/.

Farmer, L. J. (2004). Left Brain Right Brain Whole Brain. School Library Monthly, 21(2), 27-37.

Fox, J. (2008). Your child's strengths. New York, NY: Viking.

Fox, J. (2009). 10 tips for discovering your child's strengths. In The Huffington Post. Retrieved

May 2013, from http://www.huffingtonpost.com/jenifer-fox/10-tips-for-discovering-

y_b_288460.html.

Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student

Green, F.E. (1999). Brain and learning research: Implications for meeting the needs of diverse

learners. Education, 119(4), 82-88.

Guignon, A. (n.d.). Retrieved from http://www.educationworld.com/a_curr/curr054.shtml

Guild, P., & Chock-Eng, S. (1998). Multiple Intelligence, Learning Styles, Brain-Based

Education: Where Do the Messages Overlap?. Schools In The Middle, 7(4), 38-40.

Hardiman, M. M. (2001, November). Connecting Brain Research with Dimensions of Learning.

Educational Leadership, 59(3), 52-55. 

Hoerr, T. R. (2002). Engaging Learners In Your Classroom. (cover story). Early Childhood

Today, 16(4), 40.

Hsu, K and Wang, J.. (n.d.). An Elementary School Teacher’s Reflection on

ImplementingConstructivist Instruction in Science Classroom. In David Publishing.

Retrieved May 2013, from

http://www.davidpublishing.com/davidpublishing/Upfile/4/12/2012/2012041263309421.

pdfry.org/science/article/pii/S1877042811002953. 953.

Huebner, T. A. (2010). Differentiated instruction. Educational Leadership, 67(5), 79-81.

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

Larson, D. & Roberts, E. (2000). The Multimedia Approach to the Research of the Brain Functions towards Learning. Arkansas Libraries, 57(6), 34-36. Retrieved from Library, Information Science & Technology Abstracts with Full Text database. 

Perry, B. (2000). How the Brain Learns Best. Instructor, 110(4), 34.

Roux le ,I. (2011). New large class pedagogy: Developing students’ whole brain thinking skills.

In Science Direct. Retrieved May 2013, from

http://www.sciencedirect.com.libaccess.sjlibrary.org/science/article/pii/S1877042811002

Silver, H. F., Strong, R. W., & Perini, M. (1997). Integrating learning styles and multiple

intelligences. Educational Leadership, 5522-27.

Southwest Educational Development Labratory. (n.d.). How can research on the brain inform

education. In Classroom Compass. Retrieved April 2013, from

http://www.sedl.org/scimath/compass/v03n02/brain.html.

Sparks, S. D. (2012). Neuroscientists Find Learning Is Not 'Hard-Wired'. Education Week, 31(33), 1-17.

Stanford, P. (2003). Multiple Intelligence for Every Classroom. Intervention In School & Clinic, 39(2), 80-85.

Sylwester, R. (2006). Cognitive neuroscience discoveries and educational practices. School Administrator, 63(11), 32-37.

Teachnology, Inc. (1999-2012). Constructivism Learning Theory. In Teachnology. Retrieved May 2013, from http://www.teach-nology.com/currenttrends/constructivism/.

Valenza, J. K. (2012). The flipping librarian. Teacher Librarian, 40(2), 22-25.

Van Den Broek, P., & Espin, C. (2012). Connecting Cognitive Theory and Assessment: Measuring Individual Differences in Reading Comprehension. School Psychology Review, 41(3), 315-325.

Wikipedia. (n.d.). The theory of mulitiple intelligences. In Wikipedia. Retrieved April 2013,

from http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences. OTEC of University

of Oregon. (n.d.). Brain Science. In Oregon Technology in Education Council. Retrieved

March 2013, from http://otec.uoregon.edu/brain_science.htm

www.edutopia.org

http://www.braintraining101.com/

www.imaginationsoup.net

Appendix 2

Alber, R. . (2012). Deeper learning: a collaborative classroom is key. In Edutopia. Retrieved

February 2013, from http://www.edutopia.org/blog/deeper-learning-collaboration-key-

rebecca-alber.

Boss, S. (2012). The challenge of assessing project-based learning.District Administration, 48(9), 46-50.

Gustafson, K. (2011). A Dozen Ways the School Librarian Can Help Administrators Find Time. School Library Monthly, 27(5), 36-38. Retrieved from EBSCOhost

Hart, M. (2006, April). Extending the classroom through the school library. Teacher Librarian, 33(4), 70. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=22066140&site=ehost-live

Harvey, C. (2010). The Teacher's Take, Part 2. The Instructional Role of the School Librarian.

School Library Monthly, 26(5), 45-47.

Hussey, C.. (2012). Why classroom collaboration is key to lifelong learning. In Edudemic.

Retrieved May 2013, from http://edudemic.com/2012/08/why-classroom-collaboration-

is-the-key-to-lifelong-learning/.

Kowalsky, S. (2011). Reach out, make connections, thrive. Teacher Librarian: 38(5), 67-68.

Lindsay, K.. (undefined). Teacher-teacher librarian collaboration: a review of the literature. In

School Libraries in Canada. Retrieved February 2013, from

https://learn.eku.edu/bbcswebdav/courses/LIB800_14288_F12/LIB800_14288_F12_Imp

ortedContent_20120808022316/Modules/Module 3 Forging Partn.

Markham, T.  (2011).  Project Based Learning.  Teacher Librarian,  39(2),  38-42.

Montiel-Overall, P. (2005). Toward a Theory of Collaboration for Teachers and Librarians.

American Association of School Librarian

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

volume82005/theory.cfm

Montiel-Overall, P. & Jones, P. (2011). "Teacher and School Librarian

Collaboration". CJILS/RCSIB, 35(1), pp. 49-77.

Montiel-Overall, P. (2010). Further Understanding of Collaboration: A Case Study of How It

Works with Teachers and Librarians. School Libraries Worldwide, 16(2), 31-54

.

Russell, S. (2004) Retrieved from http://www.ericdigests.org/2001-2/librarians.html

Russell, S. (2002). Teachers and Librarians: Collaborative Relationships. Teacher Librarian,

29(5), 35.

Schroeder, E. E., & Zarinnia, E. (2001). Problem-based learning: Develop information literacy

through real problems. Knowledge Quest, 30(1), 34-35

Tinzmann, M.B., Jones, B.F., Fennimore, T.F., Bakker, J.,Fine,C.and Pierce, J.. (1990). What is

the collaborative classroom?. In North Central Regional Educational labratory.

Retrieved February 2013, from http://www.arp.sprnet.org/Admin/supt/collab2.htm.

www.edutopia.org

www.imaginationsoup.net

Appendix 3

Common Core Standards. (2010). Common Core State Standards Initiative [website]. Retrieved from:   http://www.corestandards.org/

Doorey, N. A. (2012). Coming Soon: A New Generation of Assessments. Educational

Leadership, 70(4), 28-34.

Hill, R. (2010).  All aboard!  School Library Journal, 58(4), 26-30. 

Kohn, A. (n.d.) . Retrieved from http://www.alfiekohn.org/teaching/edweek/national.htm

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%

Meador, Derrick. (n.d.). What are the pros and cons of the common core standards?. In

About.com Teaching. Retrieved March 2013, from

http://teaching.about.com/od/assess/f/What-Are-Some-Pros-And-Cons-Of-The-Common-

Core-Standards.htm.

Merrow, J. (March 2013). The best and worst of times. In Taking Note. Retrieved April 2013,

from http://takingnote.learningmatters.tv/?p=6210.

Miller Sadker, D. (n.d.). Who and what shape the curriculum?. In Education.com. Retrieved

March 2013, from http://www.education.com/reference/article/Ref_Who_What_Shape/.

Mindshift.  (2013, February 26).  Can student-driven learning happen under Common Core?

Retrieved from http://blogs.kqed.org/mindshift/2013/02/can-student-driven-learning-

happen-under-common-core/?

utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed

%2FnHAK+%28MindShift%29.

Ravitch, D. Why I cannot support the common core standards [Web log message]. Retrieved

from http://dianeravitch.net/2013/02/26/why-i-cannot-support-the-common-core-

standards supporters-critics

Resnick, L. B. (1999). Making America smarter. Education Week, 18(40), 38-40.

http://www.teachnology.com/currenttrends/alternative_assessment/projectbased.html

http://www.whitehouse.gov/the-press-office/fact-sheet-race-top

Strauss, V.. (March 2013). Principal:'I was naive about common core'. In The Washington Post:

The Answer Sheet. Retrieved April 2013, from

http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/03/04/principal-i-was-

naive-about-common-core/.

http://dianeravitch.net/

http://blog.reallygoodstuff.com/

Younker, E. (2013). Retrieved from

http://www.joplinglobe.com/topstories/x730868832/Common-Core-standards-draw-

Appendix 4

American Library Associaton. (n.d.). What is information literacy?. In ALA. Retrieved May

2013, from http://www.ala.org/acrl/issues/infolit/overview/intro#what.

Dickstein, M. (n.d.). Retrieved from http://www.creativelearningsystems.com/files/21st-Century-

Skills-Where-Do-We-Start.pdf

Education Week. (October 2010). How do you define 21st century learning?. In Education Week

Teacher PD Sourcebook. Retrieved April 2013, from

http://www.edweek.org/tsb/articles/2010/10/12/01panel.h04.html.

Eisenberg,M. (2013). The Big 6. In The Big 6: Information and Technology Skills for Sutdent

Success. Retrieved May 2013, from http://big6.com. (n.d.). Framework for 21st century

learning. In Partnerships for 21st Centruy Skills. Retrieved May 2013, from

http://www.p21.org/overview/skills-framework.

Kuhlthau, C.. (March 1999). Accommodating the User's Information Search Process: Challenges

for Information Retrieval System Designers. In Bulletin of the American Society for

Information Science. Retrieved May 2013, from

http://www.asis.org/Bulletin/Feb-99/kuhlthau.html. Markham, T. (2011). Project Based

Learning. Teacher Librarian, 39(2), 38-42

McKenzie, J.. (2000). The research cycle. In From Now OnThe Educational Technology Journal.

Retrieved May 2013, from http://fno.org/dec99/rcycle.html. Scherer, M. (2013). Who's

Creative?. Educational Leadership, 70(5), 7.

Scott, K. J., & Plourde, L. A. (2007). SCHOOL LIBRARIES AND INCREASED STUDENT ACHIEVEMENT:

WHAT'S THE BIG IDEA?. Education, 127(3), 419-429.

Zauha, J. (2010). Rules of engagement: best practices for connecting with students.

Communications in Informational Literacy, 4(1), Retrieved from

http://www.comminfolit.org/index.php?

journal=cil&page=article&op=view&path[]=Vol4-2010ED1&path[]=109

Too much information how to cope with data overload [Web log message]. (2011, June).

Retrieved from http://www.economist.com/node/18895468

http://www.p21.org/

undefined. (2005-2011). 8Ws of Information Inquiry . In Information Age Inquiry. Retrieved

May 2013, from http://virtualinquiry.com/inquiry/ws.htm.