It was great to meet and talk with TN librarians! Thanks for this invitation and opportunity to share CCSS tactics for reading, research and making connections for Millennial learners. Remember it's all about the kids...the Millennial, self-centered, want-to-own their own learning, kids.

1. Getting to the
Core – What hat
are you wearing ?
TASL – 2013
Paige Jaeger
Librarydoor.blogspot.com
InfoLit4U@Twitter

2. COLLEAGUE
READING
ADVISORY
CHEERLEADER
CHAMPION
ADVOCATE &
SOCRATIC
GUIDE
SLEUTH
EXCAVATOR

3. On the card please write
one sentence:
What is one expectation
you have for this year?

4. • Who are you?
• What is your
Common Core
Understanding?

5. It’s all about the kids.
It’s all about global
competiveness…

6. Essential Questions:
• Am I reaching this Millennial
generation?
• Which hats should I wear to embrace the
Common Core … via
reading, information, investigation, and
technology (in the library)?

9. Rigor
Relevance
… Reality
Check?
Reading
Research
Reporting
Knowledge

10. Rigor

11. Hot seat?
• http://www.etonline.com/tv/129196_Nicki_Minaj
_Cannot_Trust_Herself_on_American_Idol/index
.html

12. Marilyn Jager Adams, PhD

13. Adams

14. Taylor Mali
Typography by Ronnie
Bruce

15. Raise the bar
Cool words to
impress your
friends

16. Oral vs. Written (Adams)
Oral language
:
<7 words
1 idea
Poor grammar
Written text:
usually 15-25 words,
complex ideas,
good syntax

17. Research of the CCSSO
Marilyn Jager Rand, Stephen Krashen, et. al
Oral language = 4th
grade
~ 10,000
Number of words in popular
written = 1,000,000.
The fastest way
to grow
language is via
written form…
i.e. READING

19. Common Core Writing… Let the help you:
W7 –
Conduct
short
research
projects to
answer a
question
Research to
Build and
Present
Knowledge
W1-5: Teach
them to
write, then:
W10: Do it
again!

20. Relevance

23. Teach soft skills
Befriend them

24. USE PERSONAL
PRONOUNS WHENEVER
POSSIBLE –
Your assignment
Your voice
Your choice

25. Bookmarks, mind maps, exits
• I can locate a book on the
shelf
• I can identify my
keywords
• I can narrow my search
with additional keywords
• I can evaluate articles for
relevance and accuracy
• I have ______________

26. “Average Person spends two seconds on each website.”
-Marilee Sprenger
Images:
fannation.com
Orkin.com
news.discovery.com

27. DAVID WARLICK
“We …have lost control over the
information. Children control it
now. They need to learn to
control [it]…in positive,
productive, and personally
meaningful ways….”

28. GET THEM TO THINK…
DO NOT ANSWER
THEIR QUESTIONS
http://noahw.deviantart.com/art/Socrates-
15664185

29. Reading

30. GET THEM TO SLOW DOWN
Get them to read

31. The World:
• 8 Billion
literate
illiterate
semi-literate

32. The shock…
• “Of the 8 billion in the world, … the literate, or
approximately 2 billion, have adopted the habits of
the semi-literate. The next generation has an
aversion to reading. They want to look at pictures
and click as though they were SEMI-literate.”
-- Dr. Daniel Sheard, Lincoln Univ.

33. Nicholas Carr…
“Once I was a scuba diver in the sea of
words. Now I zip along the surface like
a guy on a Jet Ski.”

34. Reading is integrally tied
to thinking in the CCSS
Reading
Read with
a pupose.
Read and
Discuss, de
bate, digest

35. 3 Dimensional Reading

36. FORM ASSIGNMENTS WITH
QUESTIONS THAT NEED TO
BE ANSWERED
Inquiry Based
Learning and
Essential
Questions

37. Essential
Question?
What’s the
enduring
understanding
How can we
ask a question
that gets this
to be relevant
outside of
school?
How can we
relate this to
the learner at
his level?
Can I use a
pro-noun?
Does this
question
relate to the
knowledge
product

38.  This generation is
technologically
literate,
But information
illiterate.

40. In 1942, Aldous Huxley wrote:
• People will come to love…technologies that undue
their capacities to think.
-- Brave New World

41. Litmus test for low-level research:
If your assignment can be
answered on Google, then
it is void of higher level
thought.”

43. Research in the Common
Core?
0 50 100 150 200 250 300 350 400 450
READING
INFORMATION
COMPLEX & COMPLEXITY
LITERACY
EVIDENCE
RESEARCH
VOCABULARY
NONFICTION
WORD PROMINANCE
Based on word frequency/appearance in the CCSS ELA
standards and Appendix A

44. Information & Technology

45. Research
Reporting
Knowledge

46. New pedagogy paradigm:
Cover Uncover Discover

47. Pick a verb:
Integrate
Evaluate
Comprehend
Critique
Analyze - think analytically
Address a Question
Solve a problem
Conduct a short research projects
Conduct sustained research projects
Students generate questions
Explore a topic
Draw evidence from texts
Support analysis
Research and reflection
Gather information from print and digital
sources
Assess the credibility and accuracy of sources
•
Integrate information avoiding plagiarism
Produce and publish writing
Interact and collaborate
Debate
Write arguments to support claims
Formulate an argument
Comprehend
Prepare and participate effectively
in conversations.
Build and express persuasively
Express information and enhance
understanding
Sounds like a field
trip to the library …
Reading
and
reacting
with the
text

48. First graders got to inquiry a little quicker than I expected, and I was realizing yesterday when I was driving home that I didn’t even record it! Darn. First graders were asked to choose an animal from fairy tales that we
could do a little inquiry on, and eventually compare fact to fictional stories involving these animals. One class chose wolves, while the other chose frogs. The questions they came up with were a lot of fun, such as:
How are frogs related to toads?
How many kinds of frogs are there?
Do frogs shed their skin?
Do frogs have families? (Love that…)
How do frogs breathe underwater?
How many babies do frogs have?
Are frogs carnivores?
What do frogs eat besides bugs?
Do frogs know their babies? If so, how?
How do frogs sense danger?
How do frogs know if they are male or female?
How do wolves “talk” to each other?
Can you see a wolf’s eyes in the dark?
Are all wolves mammals?
Do they come out only at night?
Where do wolves live?
Where do wolves go to give birth?
What do wolves eat and drink??
Do wolves live in one place or do they move around?
Are werewolves real?
What do baby wolves look like?
How do wolves sleep?
How do wolves smell things? Hear things?
How fast do they run?
Do mommy wolves stay with their babies? If they do, how long do they stay with them?
The group who brainstormed wolves came in yesterday, and they were so cute. When I gave them time to check out books, I grabbed some wolf books that we pulled off the shelf together, and put them on the
table…they immediately gravitated to them, opened them, and started exclaiming, “Mrs. H! Mrs. H! I think I found out…” and they immediately began investigating on their own by browsing the books and looking
at pictures. So cute. They can’t wait to find out more!
Fourth grade has just started inquiry into biomes, which, again, sneaked up on me. (The teacher was suddenly ready after putting it off for weeks.) This has potential…rather than what I often get from teachers, which is
inquiry that doesn’t always get used (essentially, “okay, you can be curious and brainstorm, but I’m still going to assign a scoop-and-spit traditional project from it”), this teacher is actually allowing them to explore
their curiosity. They did small inquiry projects in the fall about an animal of their choice, and now they are starting an inquiry project on a biome of their choice. They get to pick their biome, and decide what they
want to ask within certain categories…animal life, plant life, and a “fun stuff” category. She has asked to meet with me Monday about the project I designed awhile ago, so I’m hoping this is going to expand…she’s
open to the travel agency idea.

50. Repackage Research

52. • How did (will) this book make you
smarter, richer, wiser, or more successful
in life?
• What indelible footprints did this person
leave on the world? How did this life
change history?
• Where is the “suffrage” in the world
today? Should America be concerned?

53. What would your patriot say to America today?
What is that
crazy
appendage
sticking out
of your ear?
(Use Blabberize or CrazyTalk to bring this to
life.) http://www.librarydoor.blogspot.com/
Bail out the
banks?
Who is your
King?
http://www.loc.gov/index.html

54. Rigor: Create a Bill of
Rights for the new Egypt.
12th
Evidence Based Claim:
How does our
Constitution
protect us?
Sleuthing… 9th
Would our
Constitution and Bill
of Rights fit in any
of the OPEC
nations?

55. Did Pluto deserve to be kicked out
of the solar system?
You are a tour
guide. Write a
script for an
inter-galactic
tour.

56. Early American Movers and Shakers…
• If your mover or shaker were alive today, what would their “Vanity Plate” read?
• What would their resume look like?
Prepare a resume for your mover or shaker and be prepared to interview for a job.
Susan B. Anthony
Herman Melville
Sojourner Truth
William Lloyd Garrison
Vanderbilt

57. Scoopit: Tool for CCSS
students? Librarian device?

58. Curating and assessment

59. Curators?
Writing Information
standards 6,7,8

60. Considerations: It’s not about the activity or the
technology. It’s about learning, content and
transferring ownership!
Student Centered
Empowered
First person
“I” “mine”
Evidence
Vocab
Shifts

61. Fotobabble?
Blog?
Blabberize
Museum
Box
Essay?
iMovie
iBook?
Prezi?
Presentation,
Script,
Public Service
Announcement
Debate?

62. Reader & the task
recipe:
Identify
questions
for inquiry
Read &
Investigate
Conclude Synthesize
Create
Rigor & Relevance
Examine another explorer
of your choice, and
determine who would win
Survivor. What awards
would you give your
explorers?
Create a tweet log
for Shackelton.
What
recommendations
would you have for
him today?

63. Robert Munsch

64. Citations, Resources, &
Attributions
• Green Apple:http://www.tasltn.org/assets/images/Conference2013/apple.png
• Madden, Mary, Amanda Lenhart, Maeve Duggan, Sandra Cortesi, and Urs Gasser. " Teens and
Technology | Pew Internet & American Life Project." Pew Research Center's Internet & American
Life Project. N.p., n.d. Web. 4 Oct. 2013. <http://www.pewinternet.org/Reports/2013/Teens-and-
Tech/Main-Findings/Teens-and-Technology.aspx>.
• Small, Gary W., and Gigi Vorgan. IBrain: surviving the technological alteration of the modern
mind. New York: Collins Living, 2008. Print.
• Sprenger, Marilee. How to teach so students remember. Alexandria, Va.: Association for
Supervision and Curriculum Development, 2005. Print.
• Twenge, Jean M.. Generation me: why today's young Americans are more
confident, assertive, entitled--and more miserable than ever before. New York: Free Press, 2006.
Print.

65. What’s the
gist?
What’s the
Purpose?
Perspective
Visualize
Read with a
pencil
Vocabulary
Connections
to real life
Space for
debate &
critique
Mining for
meaning
Find 3 VIP’s