Module+1.4

=Module 1.4 Reading Notes=

**TWU: ** Harada, Violet. H. “Self-Assessment: Challenging Students to Take Charge of Learning.” //School Library Monthly//26.10 (2010): 13-15. Retrieved August 23, 2010, from Library, Information Science & Technology Abstracts with Full Text database.

**TWU:** Zmuda, A. (2008, September). What Does It Really Look Like When Students Are Learning in the Library?//School Library Media Activities Monthly// 25 (1), 25-27. Retrieved January 8, 2010, from Library, Information Science & Technology Abstracts with Full Text database. (TWU Library Database Persistent Link. You must log in with your TWU Portal Username and Password to access this article. If you have problems, please contact me.)

**R.1.4:** Zmuda, A., and V. H. Harada. The Learning Specialist: Clarifying the Role of Library Media Specialists. In//Librarians as Learning Specialists: Meeting the Imperative for the 21st Century//, 2008. 23-43 (pdf) - located in BB Module 1

**EL:** "Building Collaborative Partnerships" (pp. 20-21)

Harada's "Self-Assessment" article: Harada sets forth the concept that students should be equipped to take charge of leading and assessing their own learning in order to increase motivation for life-long learning. Students should be allowed to have input from the first stages of the learning assignment and be given tools to help them measure their own progress (p. 13). Some self-assessment tools suggested include: reflection logs, flowcharts, group rating scale, letter to an outside party explaining the work, and a graphic corganizer (K-W-L). The article includes a sample KWL rubric (p.15) and a sample group rating scale rubric (p. 14).

Zmuda's "What Does it Really Look Like..." article:

﻿ Zmuda challenges the learning taking place in library collaborations and reports how students primarily are geared toward passive, quick-answer research. Zmuda suggests that true research skills and learning come from "active efforts to construct knowledge that requires them to
 * pursue inquiries
 * locate and evaulate evidence
 * make connections
 * analyze patterns
 * reconcile apparent discrepencies
 * deliberate about language
 * communicate thinking
 * revise their work." (p. 25)

This requires that the teacher and librarian collaboration results in not only a "robust" research assignment, but assignments that are scaffolded in order to create opportunities for "making connections, analyzing evidence, developing ideas using informaiton, drawing conclusions, and refining work." (p. 27) The article contains a list of behaviors that are seen in students who have taken a robust assignment and tackled it at a low-information seeking level. Also, a list of questions is included for librarian and teacher to answer together in order to determine what types of student research behaviors indicate that the students are learning at a higher level. Using both of these measures to observe students should help the teacher and librarian adjust the learning assignment to insure that students are engaged at a higher leve of learning.