new AkASK AkASL wiki at
http://akasl2.pbworks.com
Welcome to the Wiki for Alaska Association of School Librarians

See new AkASK wiki at
http://akasl2.pbworks.com
Welcome to the Wiki for Alaska Association of School Librarians
AKLA 2088 in Fairbanks!

Why Visual Literacy?
What is more interesting text or images?
Beijing, China is under construction for 2008 Olympics.
What will engage students most?
How is creative thinking engaged?
This activity follows:
Debbie Abilock's article, "Visual Information Literacy: Reading a Documentary Photograph," from the January/February 2008 issue of Knowledge Quest
Analysis Tools Tools, Collections and lessons.
Overview/Purpose: Take time to explore published professional reading and practice suggested lessons to use with students and teachers regarding Visual Information Literacy. Participants utilize Think-Pair-Share and small group work to explore specific lessons, graphic organizers and resources from above article.
Alaska Standards: Content area standards or GLEs would vary depending on the specific area of of project or inquiry as Science, Social Studies, etc.

Collaborate to develop questioning and share points of view.
Apply experience to grade level or content area work.
Demonstrate and practice Gradual Release intruction method.
Procedure:
Open session with images from China on slide show.

http://reading.ecb.org/downloads/itb_GradualRelease.pdf - Chart outling process
An ASCD Study Guide for: Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility - Gives chapter outlines of text - ASCD
Chart illustrating Gradual Release of Responsibility
Blog entries
http://inpractice.edublogs.org/2008/04/08/gradual-release-instruction/

http://inpractice.edublogs.org/2008/04/08/gradual-release-instruction/
http://tielead.blogspot.com/2008/03/focusing-on-gradual-release-of.html
http://portfolio.washington.edu/erinl/tep/95596.html
Books
Scaffolded Writing Instruction: Teaching With a Gradual-Release Framework - Scholastic - by Douglas Fisher and Nancy Frey

Article: "Visual Information Literacy: Reading a Documentary Photograph"
Graphic Organizers:http://www.noodletools.com/debbie/literacies/newsmedia/polphoto.pdf ; LOC Objective Observation Worksheet; LOC Photograph Analysis Guide; LOC Photographic Analysis Form.
Academy Wiki page
Need to link sets of images for use during independent/small group work.
Objectives:
Introduce various graphic organizers.
With graphic organizers continue to review and discuss remaining photos in Abilock article.
site, or other available sets of images or create own set of images.
Small groups will add
Each small group records reflections, comments and connections to their own teaching for self on the Academy wiki and share with whole group as time is available. page.

Is there bias or perspective? Can it be recognized?
What connects to self?
activity follows Debbie follows:
Debbie Abilock's article, "Visual Information Literacy: Reading a Documentary Photograph," from the January/February 2008 issue of Knowledge Quest. Quest
Library of Congress American Memory Site Media Analysis Tools
Overview/Purpose: Take time to explore published professional reading and practice suggested lessons to use with students and teachers regarding Visual Information Literacy. Participants utilize Think-Pair-Share and small group work to explore specific lessons, graphic organizers and resources from above article.
Alaska Standards: Content area standards or GLEs would vary depending on the specific area of of project or inquiry as Science, Social Studies, etc.
Article: "Visual Information Literacy: Reading a Documentary Photograph"
Graphic Organizers:http://www.noodletools.com/debbie/literacies/newsmedia/polphoto.pdf ; LOC Objective Observation Worksheet; LOC Photograph Analysis Guide; LOC Photographic Analysis Form.
Academy Wiki page
Need to link sets of images for use during independent/small group work.
Objectives:
Practice questioning related to images and VL.
Experience and evaluate using various graphic organizers.
Identify and reflect on various themes or purposes of images: perpective, story, contrast/comparrison, values, emotions, culture,etc.
Collaborate to develop questioning and share points of view.
Apply experience to grade level or content area work.
Procedure:
Open session with images from China on slide show.
Give brief description of purpose and process for activity.
Think, Pair Share: Stop slide show and ask participants to respond to questions or develop questions for certain photos. Give a few minutes of indepent thinking time for each photo, discuss responses with neighbor, then share with whole group. When sharing discuss reactions to photos and ideas for use with teachers and students.
Repeat Think, Pair, Share procedure with photos from Abilock article on Muir Glacier and child labor introducing Perpectives chart. Can divide room so each half does one set of photos to share.
Introduce various graphic organizers.
With graphic organizers continue to review and discuss remaining photos in Abilock article.
Break into small groups to explore suggested collections at Library of Congress American Memories site, or other available sets of images.
Small groups will add reflections, comments and connections to their own teaching on the Academy wiki and share with whole group as time is available.

The Gradual Release of Responsibility instruction model is totally logical and focuses on a process of modeling and practice in chunks until students are really ready and confident to do on their own.
The name says it all. We all know that giving students directions and letting them go doesn't usually produce the desired results. Sure a few of the 'good' kids will get it, then it's easy to blame the rest for not following directions when the truth is they just didn't get it!
The Gradual Release of Responsibility instruction model is totally logical and focuses on a process of modeling and practice in chunks until students are really ready and confident to do on their own.
Here are some resources-- please feel free to add more!
Web Sites
Blog entries
http://inpractice.edublogs.org/2008/04/08/gradual-release-instruction/
http://tielead.blogspot.com/2008/03/focusing-on-gradual-release-of.html
Books
Scaffolded Writing Instruction: Teaching With a Gradual-Release Framework - Scholastic - by Douglas Fisher and Nancy Frey

The name says it all. We all know that giving students directions and letting them go doesn't usually produce the desired results. Sure a few of the 'good' kids will get it, then it's easy to blame the rest for not following directions when the truth is they just didn't get it!
Here are some resources-- please feel free to add more!
Web Sites
http://reading.ecb.org/downloads/itb_GradualRelease.pdf - Chart outling process
An ASCD Study Guide for: Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility - Gives chapter outlines of text - ASCD
Blog entries
http://inpractice.edublogs.org/2008/04/08/gradual-release-instruction/
Books
Scaffolded Writing Instruction: Teaching With a Gradual-Release Framework - Scholastic - by Douglas Fisher and Nancy Frey

Here are some resources-- please feel free to add more!
http://reading.ecb.org/downloads/itb_GradualRelease.pdf - Chart outling process
An ASCD Study Guide for: Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility - Gives chapter outlines of text - ASCD
Books
- by Scholastic - by Douglas Fisher and Nancy Frey
Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility - Douglas Fisher and Nancy Frey
An ASCD Study Guide for: Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility - ASCD
Subjects Matter: Every Teacher's Guide to Content-Area Reading - Heineman - by Heineman Harvey Daniels and Steven Zemelman

The Gradual Release of Responsibility instruction model is totally logical and focuses on a process of modeling and practice in chunks until students are really ready and confident to do on their own.

The name says it all.  We all know that giving students directions and letting them go doesn't usually produce the desired results.  Sure a few of the 'good' kids will get it, then it's easy to blame the rest for not following directions when the truth is they just didn't get it!

Here are some resources-- please feel free to add more!

http://reading.ecb.org/downloads/itb_GradualRelease.pdf -  Chart outling process

Books

Scaffolded Writing Instruction: Teaching With a Gradual-Release Framework -  by Scholastic

Subjects Matter: Every Teacher's Guide to Content-Area Reading - by Heineman

What is more interesting text or images?
Beijing, China is under construction for 2008 Olympics.
2008 Olympics Bird's nest stadium
What will engage students most?
WhatHow is creative thinking engaged?
How are questions developed?
How are ideas created and shared?
Is there bias or perspective? Can it be recognized?
What connects to self?
This activity follows Debbie Abilock's article, "Visual Information Literacy: Reading a Documentary Photograph," from the January/February 2008 issue of Knowledge Quest.
Overview/Purpose: Take time to explore published professional reading and practice suggested lessons to use with students and teachers regarding Visual Information Literacy. Participants utilize Think-Pair-Share and small group work to explore specific lessons, graphic organizers and resources from above article.

3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
Materials:
Intro Photos
Article: "Visual Information Literacy: Reading a Documentary Photograph"
Graphic Organizers:http://www.noodletools.com/debbie/literacies/newsmedia/polphoto.pdf ; LOC Objective Observation Worksheet; LOC Photograph Analysis Guide; LOC Photographic Analysis Form.

 Why Visual Literacy?

What is more interesting text or images?  

Beijing, China is under construction for 2008 Olympics.

2008 Olympics Bird's nest stadium

What will engage students most?

What

This activity follows Debbie Abilock's article,  "Visual Information Literacy: Reading a Documentary Photograph," from the January/February 2008 issue of Knowledge Quest.

Overview/Purpose:  Take time to explore published professional reading and practice suggested lessons to use with students and teachers regarding Visual Information Literacy.  Participants utilize Think-Pair-Share and small group work to explore specific lessons, graphic organizers and resources from above article. 

Alaska Standards:   Content area standards or GLEs would vary depending on the specific area of of project or inquiry as Science, Social Studies, etc.

IL Standards:

#1 Inquire, think cirtically and gain knowledge.

1.1.1 Follow an inquirybased process in seeking knowledge in curricular subjects, and make the realworld connection for using this process in own life.

1.1.2 Use prior and background knowledge as context for new learning.

1.1.9 Collaborate with others to broaden and deepen understanding.

1.2.1 Display initiative and engagement by posing questions and investigating them answers beyond the collection of superficial facts.

#2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, realworld situations, and further investigations.

2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

2.3.1 Connect understanding to the real world.

#3 Share knowledge and participate ethically and productively as members of our democratic society.

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

• Create, critique, analyze, and evaluate multi-media texts
• Attend to the ethical responsibilities required by these complex environments
Your wki workshop pageGroup 1 Group 2 Group 3 Group 4 Group 5
Group 1
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Group 3
Group 4
Group 5
Group 6
Group 7
Group 8
Group 9
Group 10
Group 11
Group 12
Wiki's and Blogs
Why Wiki

AKLA 2088 in Fairbanks!
Thinking About China presentation resources
Libraries 2.0 Presentation
Check this out! Collection Development Grant proposal for school libraries! - New talking points availble
Great Ideas from AKLA 2007 Conference - check it out!

Teaching with Blogs: Alabama Best Practices links
10 Reasons Why Your Next Pathfinder Should Be a Wiki (Joyce Valenza)
Edublogs.org
Other Web 2.0 Tools
Ning

Awakening the Heart Exploring Poetry in Elementary and Middle School Georgia Heard Foreword by Naomi Shihab Nye

“Where I’m From”  Poem Assignment   - Professional Poet’s Exemplar

Complete lesson Plan by Stephanie Meyer 7th grade

Where I’m From   by George Ella Lyon from http://www.studyguide.org/where_I'm_from_poem.htm

I am from clothespins,

from Clorox and carbon tetrachloride.

I am from the dirt under the back porch.

(Black, glistening

it tasted like beets.)

I am from the forsythia bush,

the Dutch elm

whose long gone limbs I remember

as if they were my own.

I’m from fudge and eyeglasses,

from Imogene and Alafair.

I’m from the know-it-alls  and the pass-it-ons,

from perk up and pipe down.

I’m from He restoreth my soul with a cottonball lamb

and ten verses I can say myself.

I’m from Artemus and Billie’s Branch,

fried corn and strong coffee.

From the finger my grandfather lost to the auger

the eye my father shut to keep his sight.

Under my bed was a dress box

spilling old pictures,

a sift of lost faces

to drift beneath my dreams.

I am from those moments–

snapped before I budded–

leaf-fall from the family tree

Student Exemplars

“I’m From the Woods….”      by Nick

I’m from the woods and the creek behind my fence

From the gray wooden backyard deck.

I’m from the honeysuckles,

The pear trees by the neighbor’s garden

From the creek when I swing over it.

I’m from the yellow walls of Grandma’s kitchen

From the Yorkshire pup, the coolest thing in my family.

I’m from macaroni pictures of the Ark

From “I just can’t snap my fingers and make it happen” and from David the Gnome in summers long ago.

I’m from my mom’s side of the family,

From roasting turkeys for each holiday,

From when Papaw yelled at his boss and got fired

From the family pictures in the big wooden cabinet and

From the family gathering when we drag them out.

I am from those moments.

A root that no one sees, but walks all over

An important part of the tree.”

Where I’m From….               by Lauren

I ‘m from baths in the kitchen sink,

From Downy and Mom’s perfume

I am from flowers by the fence  (yellow and springy

they tasted like crayons).

I am from the ivy crawling up the house,

The baby tree whose sturdy trunk shot from the ground

A mirror image of my planted feet.

I’m from sprinkles and plastic table donut shops

From Bert and Ernie

I’m from stupid heads and dot dot I got my cootie shot

From don’t touch this and don’t touch that.

I’m from Hymn No. 96 and why is this piece of bread so small?

And bible crafts made from neon pipe cleaners.

I’m from Bill and Darlene’s branch

From hot soup and freshly baked corn bread

From the Well, when I was little’s and the snowy games

Told to me by Green Bay Packer season ticket holders

In the storage room are boxes

Overflowing with shiny, color-coated memories

Bundles of dreams kept alive

To ask my mother about.

I am from those moments

A leaf changing color with the weather

Time only strengthens the branch that holds me.

Robin Howell

Colony Middle School

Sample Podcasts
Robin Howell's sixth grade Memoirs
Memoir_plans
Podcast Software
Tool Factory - Offers software with supporting sound clips.

Teaching with Blogs: Alabama Best Practices links
10 Reasons Why Your Next Pathfinder Should Be a Wiki (Joyce Valenza)
Other Web 2.0 Tools
Ning
Podcasts

Wiki Information on the Web
http://educationalwikis.wikispaces.com/Articles+and+Resources
http://eduwikius.wikispaces.com/Wikis
Examples:
Colony Middle School Library

Mount Edgecomb High School Library
East High School Library
Anchorage School Districts Librarians
Dimond High School Library Book Reviews (under construction!)
http://educationalwikis.wikispaces.com/Examples+of+educational+wikis