Tuesday, February 20, 2018 | 6:00 p.m. Central - This webinar will empower participants add diverse titles to their collection through awards, lists, websites and social media. Additionally, participants will explore programming ideas and instructional activities for engaging diverse students and parents and ways of incorporating instructional technology. Participants will begin by reviewing a definition of diversity and the American Library Association’s Bill of rights. They will then delve into using keyword searches as a method of analyzing their collection for diversity.
eCOLLAB | Your eLearning Laboratory is a repository of webcasts, podcasts, and resources from AASL professional development events. With the addition of recorded sessions from the AASL 16th National Conference & Exhibition, eCOLLAB offers over 200 webcasts and podcasts for on-demand learning. eCOLLAB also contains a read-only version of the latest issue of AASL’s print journal, Knowledge Quest, which is available for view before the issue mails.
Thursday, April 12, 2018 | 3:00 p.m. Central - Three authors of novels for middle-grade/middle school students discuss the value of including fiction in teaching various curriculum areas – and not just designating novels as “extra-credit.” The authors will reveal the depth of their research for historical fiction (Rebecca Behrens, "The Last Grand Adventure"); for science/nature study (Jo Hackl, "Smack Dab in the Middle of Maybe"); and about political and social change (Sara Holbrook, "Enemy").
This course will explain the basics of the Common Core, Pedagogy "shifts," and the imperative importance of Inquiry Based Learning for research. Participants will learn how to "repackage research" for the Common Core State Standards as well as higher level thought. Participants will have the opportunity to "repackage" a current unit for CCSS alignment and Inquiry learning. In the new section of this course, participants will learn how to make classroom connections in the Common Core and how Close Reading activities should naturally lead to research.
Thursday, February 22, 2018 | 6:00 p.m. Central - Participants will be introduced to the language of competencies as part of the structure of the National School Library Standards (NSLS). The intentional shift from outcomes to competencies in the standards is designed to better align the AASL framework with other education standards and provide increased opportunities for learners, school librarians and school library programs to thrive in a more personalized learning environment.
Have we lost our ability to count? As school library collections become increasingly digital and less visible, school librarians will need to find new ways to evaluate their collections and demonstrate their value to stakeholders. Shelves bulging with books were never a clear measure of student access to those books and the ideas and information they contained. Today’s resources require new technologies and kinds of infrastructure that need to be counted along with the numbers of titles.
The course is designed to introduce participants to the Understanding by Design Curriculum framework. Known as the Backward Design model, this framework is unique in that it begins with the end in mind. Rather than planning from an activity-centered focus, the school librarian first identifies the Big Ideas behind content standards. From these Big Ideas, the school librarian develops Enduring Understandings and Essential Questions to guide student inquiry. The school librarian then designs assessments that provide evidence of student learning.
Navigating the world of e-books has been a difficult but rewarding journey for the North East Independent School District. There are many e-book vendors looking to provide content to school libraries, but how do you know which one is best for you? This course will focus on implementing an e-book collection for your campus/school district in order to meet the needs of your students and staff. With a foundation in understanding e-books as resources, participants will learn how to incorporate these resources into lessons and units of study.
Through active and applied learning, students who participate in a project-based learning (PBL) are more engaged, are better researchers, and self-directed in their learning. What’s the difference between a problem and a project, and where do you (and the library) fit in? In this course, participants will learn about the basics of project-based learning, including relevant terminology, best practices, curriculum integration, tools and techniques, and assessment.
Inquiry and literacy – are they one and the same or complementary processes? Participants explore different inquiry models and how literacy can be instilled throughout.