3. MC SCHOOL LIBRARY RESOURCES
Print & ebooks
Nonfiction Books
Picture Books
EBSCO Host
Spanish Language Books
Dominican Resources
Web Resources
Reference
Series Books
Graphic Novels
Middle & YA Fiction
Maps and Posters
Teacher Resources
DVDs
For Students For Teachers
10. THE CASE FOR COMIC BOOKS
Professional organizations including
ALA, AASL, and NCTE have recognized
the role of comics and graphic novels
in promoting literacy.
Studies have shown that comic book
reading is just as effective for reading
comprehension and vocabulary growth.
On average, comic book readers read
more than non-comic readers.
Sources:
Getting to Know Graphic Novels, Knowledge Quest, 41(3).
The Power of Reading: Insights from the Research by Stephen Krashen
The Case for Graphic Novels in Education by Jesse Karp in American Libraries, July/August 2011.
11. “While most of my
classmates were struggling
with See Spot Run, I was
reading Superman. I knew
what indestructible meant
(and could spell it).”
THE CASE FOR COMIC BOOKS
Jim Shooter,
former editor-in-chief of Marvel
14. THE MISSION OF THE SCHOOL LIBRARY
is to prepare students to be effective and
ethical users and creators of information
and to nurture students as lifelong learners.
This mission is achieved through...
17. INFORMATION LITERACY
is knowing when and why you need information,
where to find it, and how to evaluate, use and
communicate it in an ethical manner.
18. AASL Standards for the 21st-Century Learner
Learners use skills, resources, & tools to:
1: Inquire, think critically, and gain knowledge
2: Draw conclusions, make informed decisions,
apply knowledge to new situations, and create
new knowledge.
3: Share knowledge and participate ethically and
productively as members of our democratic
society.
4: Pursue personal and aesthetic growth.
19. Photo credit: Sara Oremland, 2013. Art credit: Senior Leann Skallerud, 2013.
22. CONNECT
Access prior knowledge, “Pre-search,” make personal connections
• Read an article
• Read a story
• Make annotations
• Watch a video
• Share personal
experiences
• Brainstorm ideas
• Discuss a new topic
in class
Image: Tawna Robinson
23. SPECULATE, INVESTIGATE, and FRAME
ACTIONS
Take notes Brainstorm
possibilities
Make predictions
Identify information
resources
Draw conclusions Pose a hypothesis
Organize information Define the problem Create an outline
Brainstorm keywords Develop a thesis
statement
Develop a research
question
Evaluate resources Examine data Design an
experiment
24. SPECULATE, INVESTIGATE, and FRAME
SPECULATE INVESTIGATE FRAME
Make predictions Take notes Organize information
Pose a hypothesis Brainstorm keywords Create an outline
Develop a research
question
Identify information
resources
Develop a thesis
statement
Brainstorm Evaluate resources Examine data
Define the problem Design an experiment Draw conclusions
25. EXPRESS
• Teach a lesson
• Give a presentation
• Make a brochure
• Organize a
demonstration
• Create a visual display
• Make charts, graphs, or
an infographic
• Design a website
• Create visual art
Express new knowledge, share ideas, apply new understandings
Flickr: KOMUnews
26. REFLECT
Reflect on new learning, reflect on learning process
• Ask new questions
• Self-assess work
• Journal
• Identify new areas
of inquiry
• Prepare for new
learning
Flickr: erink_photography (Erin Kohlenberg)