STANDARD 2: INSTRUCTION: Draw conclusions, make informed decisions, apply knowledge to new situations and create new knowledge
3
The following best describes what is observed:
1. LIS correlates the library program with that of the school curriculum by providing related lessons or guidance on how to:
Observation Cycle 2
2. LIS’s practices display understanding of students’ anticipated learning difficulties.
Observation Cycle 1
Observation Cycle 2
3. LIS demonstrates how to use technology and/or social media and other information tools when appropriate.
Observation Cycle 1
Observation Cycle 2
4. LIS encourages students’ responses to literature and creative expression of ideas using various formats.
Observation Cycle 1
Observation Cycle 2
- identify and understand critical thinking skills of analysis, synthesis, evaluation and organization of information;
- use strategies to draw conclusions from information.
- One component of the senior research project required students to find reliable internet sources on a given topic. Students took notes on how to determine the validity of an internet website and then evaluated sites to determine best sources. See sample notes and Internet evaluation exercise HERE. Sites used for evaluation can be found on the RESOURCES page under the section, Website Evaluation: Which website do you consider best for research?
Observation Cycle 2
- The LIS worked with ninth graders from Coach Fick's World History/Geography class during the 7th period; for two weeks in January 2019, students reported to the library on special assignment. Students were studying Holocaust and Nuremberg Trials. Using the R.A.F.T. writing strategy, students operated in the role of journalist, writing a newsletter to the American people about Holocaust and Nuremberg. The LIS facilitated research on the topics using Digital Resources available HERE on the Westwood LMC's website. Prior to research, students used the 5Ws and 1H Model to generate questions and find information on the two topics. See sample newletters under Standard 1 Indicator 1.
2. LIS’s practices display understanding of students’ anticipated learning difficulties.
Observation Cycle 1
- Because there are some students who read at a lower level, during the senior research project students learned how to navigate the World Book Kids and World Almanac Kids sites and learned how to change the reading level of an article in Britannica School.
- During the citation creation of the senior research project, LIS used the highlighting method, demonstrating how to build a citation using the document camera. Students practiced according to the 'I Do, We Do, They Do, You Do' method.
Observation Cycle 2
- The LIS provided support to students in the completion of the following second semester projects:
- Holocaust and Nuremberg Trials newsletters (7th Period/World History/H. Fick); see samples under Standard 1 Indicator 1
- BIOME (Biology/S. Collins); see samples under Standard 1 Indicator 1
- Holocaust and Nuremberg Trials newsletters (7th Period/World History/H. Fick); see samples under Standard 1 Indicator 1
3. LIS demonstrates how to use technology and/or social media and other information tools when appropriate.
Observation Cycle 1
- The RESOURCES page on the library website serves as the landing page for quick access to technology tools needed to complete research. For senior research project, students were shown how to: (1) access and search for books on the Westwood High School Online Library Catalog, (2) navigate and search for articles in World Book Student, Britannica School, World Almanac, and the Tennessee Electronic Library, and (3) perform searches in SweetSearch search engine. See sample research folder content HERE.
- Cover letter and resume templates composed by the LIS are available on the library website RESOURCES page under Senior Portfolio Documents. Templates were used for senior document creation and Resume Workshop hosted by Ms. B. Butler.
- Aniyah Robinson was shown how to create a brochure in Microsoft Publisher; Aniyah submitted THIS brochure on STDs, a project assigned by Coach S. Willis.
Observation Cycle 2
- The LIS provided technology support to students in the completion of the following second semester projects:
- Holocaust and Nuremberg Trials Newsletters - Students used digital resources available on the Westwood LMC's website to research information. Newsletters were composed with MS Word and MS Publisher.
- BIOME - Students used digital resources available on the Westwood LMC's website to research information. Students formatted pictures to be printed in color by the LIS.
4. LIS encourages students’ responses to literature and creative expression of ideas using various formats.
Observation Cycle 1
- Aniyah Robinson was shown how to create a brochure in Microsoft Publisher; Aniyah submitted THIS brochure on STDs, a project assigned by Coach S. Willis.
Observation Cycle 2
- The LIS provided support to students in the completion of the following second semester projects:
- World History students used the R.A.F.T. writing strategy to compose their newsletters; students wrote from the viewpoint of a journalist. Students were free to be creative with color and relative graphics.
- The LIS assisted students with the composition of Biome poster boards by making suggestions to enhance presentation and printing pictures in color.
4/5
For Level 4, all evidence at Level 3 is present, as well as one or more of the following:
For Level 5, all evidence at Level 3 is present, as well as all of the following:
1. LIS consistently correlates the library program with that of the school curriculum by providing related lessons and guidance on how to:
2. LIS’s practices display understanding of students’ anticipated learning difficulties and activities are differentiated based on students’ needs.
see Level 3, Indicator 2
3. LIS demonstrates how to use technology and/or social media (if used in current lesson) and other information tools to analyze and organize information in an ethical and responsible manner.
see Level 3, Indicator 3
4. LIS consistently provides opportunities for students to respond to literature and creative expressions of ideas using various formats.
see Level 3, Indicator 4
- apply the critical thinking skills of analysis, synthesis, evaluation, and organization of information and knowledge in order to draw conclusions and create new knowledge;
- use strategies to draw conclusions from information and apply knowledge to curricular areas and real-world situations.
2. LIS’s practices display understanding of students’ anticipated learning difficulties and activities are differentiated based on students’ needs.
see Level 3, Indicator 2
3. LIS demonstrates how to use technology and/or social media (if used in current lesson) and other information tools to analyze and organize information in an ethical and responsible manner.
see Level 3, Indicator 3
4. LIS consistently provides opportunities for students to respond to literature and creative expressions of ideas using various formats.
see Level 3, Indicator 4