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Leadership Essentials: School Librarians and OER - How will you lead your school? Making the Leap.

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The School Librarian Program at Granite State College is based on the foundational belief that school librarians are essential, integral and transformational leaders.  The program focuses on preparing school librarians as catalysts for school change and learning for the digital age.  In addition to developing the requisite skill sets and knowledge base needed to perform at top levels, there is a focus on the development of dispositions and attitudes such as initiative, creativity, self-direction, resilience, flexibility and intellectual curiosity which are crucial in assisting learning communities to engage in continuous improvement, innovation and reflective practice.  The program emphasizes the convergence of these dispositions,  skills, knowledge and understandings in order for candidates to achieve and succeed with a strategic plan for schools to ramp up and redesign school library media programs to provide the requisite, robust environment and intentional opportunities for meaningful student engagement with content, ideas, information and technology.This module is intended to be completed over the course of a 12-week semester and is designed to develop understanding about becoming a more effective school library leader within the evolving contexts of the digital age – especially related to the assessment of leadership dispositions and competencies needed to ramp up and redesign school library programs to provide the robust, flexible environments and intentional opportunities for meaningful student and teacher engagement with OER content, ideas, information and technology. The module addresses five areas of focus — preparation (2 weeks), planning (2 weeks), organizational strategy and change (3 weeks), transformational learning (3 weeks) and reflection/synthesis (2 week).

Material Type: Module

Author: Susan Ballard

Guiding the Inquiry: Using the Information Search Process

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Guided Inquiry (GI), also known as the Information Search Process (ISP), is a research-based model for teaching information-based inquiry through the collaboration of the school librarian and classroom teacher. A Powerpoint presentation WITH NOTES divides the module into three sections: 1) How do we learn? describes constructivist learning theory developed by Piaget, Dewey, Bruner, Kelly, and Vygotsky and the research on why students plagiarize.2) The centerpiece for this section is the Information Search Process, a staged model that guides information users through Task Initiation, Exploration, Topic Selection, Focus Formulation, Collection of Information, Presentation, and Assessment. The ISP takes a multi-dimensional approach to learning that includes thoughts, feelings, and actions of the information user as they progress through these stages. This section also includes authentic learning tasks as the context for the ISP. 3) Interventions. Since the model is research-based, it is predicative. School librarians can anticipate confusion, frustration, and information behaviors such as selecting information that indicate successful or unsuccessful progression through the ISP stages. The concept of intervention is critical to Guided Inquiry as the school librarian, in collaboration with the classroom teacher, diagnoses the problem and provides an intervention that enables the information user to move from one stage to the next. The goal of this module is to familiarize students with ISP stages, provide print and digital tools for each of the ISP stages, Each section of the module has a learning task for students that requires them to apply what they have learned.

Material Type: Module

Author: carol gordon

Algebra II Module 3: Exponential and Logarithmic Functions

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"In this module, students synthesize and generalize what they have learned about a variety of function families.  They extend the domain of exponential functions to the entire real line (N-RN.A.1) and then extend their work with these functions to include solving exponential equations with logarithms (F-LE.A.4).  They explore (with appropriate tools) the effects of transformations on graphs of exponential and logarithmic functions.  They notice that the transformations on a graph of a logarithmic function relate to the logarithmic properties (F-BF.B.3).  Students identify appropriate types of functions to model a situation.  They adjust parameters to improve the model, and they compare models by analyzing appropriateness of fit and making judgments about the domain over which a model is a good fit.  The description of modeling as, “the process of choosing and using mathematics and statistics to analyze empirical situations, to understand them better, and to make decisions,” is at the heart of this module.  In particular, through repeated opportunities in working through the modeling cycle (see page 61 of the CCLS), students acquire the insight that the same mathematical or statistical structure can sometimes model seemingly different situations. Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics."

Material Type: Module

Misconceptions about Evolution

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Unfortunately, many people have persistent misconceptions about evolution. Some are simple misunderstandingsŃideas that develop in the course of learning about evolution, possibly from school experiences and/or the media. Other misconceptions may stem from purposeful attempts to misrepresent evolution and undermine the public's understanding of this topic.

Material Type: Reading, Teaching/Learning Strategy

Balancing Stick

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In this quick and simple activity, learners explore how the distribution of the mass of an object determines the position of its center of gravity, its angular momentum, and your ability to balance it. Learners discover it is easier to balance a wooden dowel on the tip of their fingers when a lump of clay is near the top of the stick. Use this activity to introduce learners to rotational inertia.

Material Type: Activity/Lab

African American History: From Emancipation to the Present

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The purpose of this course is to examine the African American experience in the United States from 1863 to the present. Prominent themes include the end of the Civil War and the beginning of Reconstruction; African Americans' urbanization experiences; the development of the modern civil rights movement and its aftermath; and the thought and leadership of Booker T. Washington, Ida B. Wells-Barnett, W.E.B. Du Bois, Marcus Garvey, Martin Luther King Jr., and Malcolm X. WARNING: Some of the lectures in this course contain graphic content and/or adult language that some users may find disturbing.

Material Type: Lecture, Lecture Notes, Syllabus

Author: Jonathan Holloway