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Change 4: Share more library resource and presentation tool lists with classroom teachers (what of learning). 

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Change 4: Share more library resource and presentation tool lists with classroom teachers (what of learning). 

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One of the speakers in this Youtube video stated, "They (the students) know where to find information and they know what kinds of information is valuable." Teachers and students need to be taught how to access and use available resources and tools.

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Change 3: Implement Internet Reciprocal Teaching (how of learning).

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Change 3: Implement Internet Reciprocal Teaching (how of learning).

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Rahman wrote, "The meta-comprehension phase can be implemented in the second phase of the learning that is the monitoring of the comprehension process, these processes involve the deep processing of the materials and the evaluation of their understanding of the materials learned. This process involves metacognitive prompt that eventually will train students how to self monitor and self evaluate their  learning  process. These  processes  should  be discussed explicitly to bring it process to the students’ awareness level. Thus helping them to develop the skills and use it during their own learning."

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Change 2: Refine and prep anchor charts and graphic organizers for guiding expert learners (how of learning).

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Change 2: Refine and prep anchor charts and graphic organizers for guiding expert learners (how of learning).

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Anchor charts and graphic organizers that guide the learning process provide scaffolds for students. Research conducted by Saemah Rahman, presented in Helping Students Become Expert Learners, identified metacognitive strategies that help students control their learning process. The three processes involved are: 1) planning, 2) monitoring and 3) evaluating. I've used 2 models with students that capture this process, one is an simplified Information Literacy model, Plan - Do - Review; the other a simple maker model, Plan - Create - Test. Anchor charts of these models can be prepared and made ready to go. These models frame inquiry in the library.

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What needs to change in my practice if I want all students to become expert learners?

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What needs to change in my practice if I want all students to become expert learners?

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The text, Universal Design for Learning, defines an expert learner as one who is purposeful and motivated (the “why” of learning), resourceful and knowledgeable (the “what” of learning), and strategic and goal-directed (the “how” of learning).

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Change 1: Continue to refine and update the library learning environment (why of learning).

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Change 1: Continue to refine and update the library learning environment (why of learning).

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According to the text, cultures of participation, where creativity is socially constructed as people share tools and resources and together find solutions, are required. Bray and McClaskey write, "Learner-centered environments offer active and collaborative learning where learners are able to generate questions, organize inquiry projects and monitor their own products and progress." I want to refine the library Wonder Wall, opportunities for student collaboration and creativity, and student checklists.

The dynamic interaction between teachers and students that enables students to co-construct knowledge can feel messy. In Continuum to Develop Expert Learners, Barbara Bray and Kathleen McClaskey write, "When the teacher opens the door to allow voice and choice, it opens the door to noise and what Chris Edwards called "messy learning." It is not predictable. This is where learning is becoming personal to the learner."  In Discovering Media Literacy, Renee Hobbs and David Cooper Moore describe this learning environment aptly as “orchestrated improvisation.” A refresher on Learning Through Academic Choice and Google Apps for Littles: Believe They Can may help with this.