De Rego, Tania


Wilson, M. M. (2012). Boom town or bust? Knowledge Quest, 40(4), 10-13.  Retrieved from

Describes example of librarian and a 3rd grade classroom teacher collaborating on a Gold Rush unit. Together, they used backward instructional design, starting with SLO’s, final products, assessments, activities, and due dates.  The lesson started in the classroom with explicit instruction and textbook readings.  Then, librarian helped students create graphic organizer of info using demo with Microsoft Word followed by independent practice.  Students responded to question prompts on library wiki and librarian provided list of resources to help answer prompts.  Students presented posters as a 45 minute sales pitch to other 3rd grade classroom, received anonymous feedback, then reflected on how they would improve speeches next time.

Useful article for visualizing how to collaborate with a classroom teacher.

De Rego, Tania


Stripling, B. K., & Harada, V. H. (2012).   Designing learning experiences for deeper understanding.  School Library Monthly, 29(3), 5-13.  Retrieved from 

Suggests collaboration with teachers to develop units based on C.L.E.A.R. G.O.A.L.S.  Gives example of a collaboration session with a teacher and the development of a unit together that covers both 21st Century Standards (AASL) and Common Core Standards.  

Useful article for picturing what a collaboration session with a classroom teacher would look like and also how to build a lesson.

The Flexible "Curriculum" of the Library Learning Commons

Amanda Rude


Loertscher, D. V. (2016). The flexible “curriculum” of the library learning commons Retrieved from
The article is a proposal for a flexible curriculum that Teacher Librarians can offer for consideration in planning with content area teachers.  The hope is that the proposed LIIITE model will be utilized not only for creating dynamic lessons but also as a demonstration and justification  of the importance of a TL in a LLC setting.  Pretty important model in these days of budget cuts, library closures and layoffs.

The Challenge and an Invitation – Kohn – 2009

Jeselyn Templin


Kohn, A. (2009). The challenge and an invitation. Knowledge Quest, 38(2), 12-13.

Summary: Kohn likens the techniques of standardized testing to the concept of reading being “more than decoding.” The article explains that many school programs decontextualize their materials and only teach to the test, instead of putting curriculum into a real-world context that students will be able to retain and use later in life.

Evaluation: I would have liked this article to be longer than two pages because I feel Kohn has a lot of valuable insight on the subject. Well-researched and interesting. The article explains why standardized testing is not effective as a basis for widespread education in a succinct way that anyone can understand.

U.S. Department of Education’s #GoOpen Movement

Sannwald, Suzanne

U.S. Department of Education. (2015, October 29). U.S. Department of Education launches campaign to encourage schools to #GoOpen with educational resources. Retrieved from

Summary: This press release from the U.S. Department of Education announces a new campaign: #GoOpen that aims to expand educational access to openly licensed materials. The move builds upon other trends of open government, but with an emphasis on empowering educators in particular to be able to “find, adapt, create, and share resources” on their own, while respecting copyright. More information about #GoOpen is available at:

Evaluation: This news story is one that I am close to since my school district is one of the ten cohort districts that will be taking on the challenge to “replace at least one textbook with openly licensed educational resources within the next year.” Information regarding this has not been distributed widely within my district, but I was aware that our Superintendent and Director of Instructional Technology traveled last week to Washington D.C. Also, there was recently a form sent to teachers to solicit interest in participating as part of the Open Educational Resources (OER) movement. I submitted interest, but have not yet heard an update. After reading more about this project, though, I have now written to my district Teacher Librarian colleagues to encourage them to also become familiar with the initiative. I think that this is a critical opportunity for TLs to collaborate as partners in curriculum development, and I have added this as an agenda item to our next district Library Council meeting so that we may inquire with the Director of Instructional Technology regarding ways we may be able to contribute and participate.

Information Superheroes.

Young, Alice

CA-Open Curriculum

CA-Written Curriculum

Information Superheroes.
Frey, S. (2013). Information Superheroes. Knowledge Quest, 41(5), 52-55.

The article discusses responsibilities of school librarians with regard to the implementation of the Common Core State Standards (CCSS) U.S. education initiative. She acknowledges position statement published by the American Association of School Librarians (AASL) on CCSS. She emphasizes necessity of collaborahting with teachers in aligning CCSS into their skill instruction. She also offers tips for promoting informational texts to faculty members creatively.

The author propose that school librarians ought to make the most of their schedule by dedicating to the opportunities to help all staff members. By mastering the CCSS to assist colleagues, school librarians can provide students the education students need to be college and career ready. This article gives a positive overview of the role for school librarians, considering the knowledge of resources they have in hand, it is appropriate for school librarians to disperse their expertise into the educational arena.

Tapping Into the Skills of School Librarians

Young, Alice

CA-Written Curriculum
CA-Assessment Strategies

Tapping Into the Skills of School Librarians.
Church, A. (2013). Tapping Into the Skills of School Librarians. Principal Leadership, 14(3), 44-46.

The article focuses on the role of school librarians in evaluating the teacher’s effectiveness. It states that librarians have knowledge about various areas other than library including information literacy, media literacy and digital literacy. It further presents various scenarios that can be used for analyzing the performance of librarians including formal observation, self-evaluation and portfolio.

This article presents a good breakdown of how school librarians skills set can offer an influence in curriculum. School librarians usually have a background in instructional design with specialization in library and information science. In fact, school librarian’s prospectus consists of 21st century standards, which involve critical skills, dispositions, responsibilities, and self-assessment strategies that integrate with classroom content. They are expert in information literacy, media literacy, and digital literacy skills – all of which may guide and ensure college and career readiness for the student population.

Kemper, Haley


Lewis, K., & Loertscher, D. V. (2014). The Possible Is Now. Teacher Librarian43(3), 48-52.
(Found on the King Library’s LISTA Database)

Article Summary:
This article, printed in Teacher Librarian, and authored by our very own Dr. Loertscher and Kathryn R. Lewis takes a look at how teacher librarians can, and should, be at the center of Common Core teaching throughout all schools. They begin the article by stating that the time is “now” for librarians and libraries to be the common learning spaces for all school levels. Libraries are where students research, read, write, discover new information and technology, and use technology to look at new texts and other information platforms. Within the article, Loertscher and Lewis propose a set of ten initiatives aimed at transforming the library into a school’s central resource for CCSS. Alongside these ten initiative, the authors demonstrate examples of how the librarian can work with classroom teachers to better teach students the CCSS. These examples are a wonderful tool that can be used by classroom teachers and school librarians across the United States. 

For those unfamiliar with some of the Common Core Standards (like myself), this article provides wonderful information regarding some of the key standards, as well as learning opportunities for teachers, librarians, and students alike. While we have discussed and learned the importance of the library being a meeting grounds and learning center/learning commons, this article outlines ways to go about making it happen, as well as providing constructive ways of collaborating with classroom teachers. 

School Librarians as Teacher Leaders

Young, Alice

CA-Who Decides
CA-Written Curriculum

School Librarians as Teacher Leaders.
Church, A. R. (2011). School Librarians as Teacher Leaders. Delta Kappa Gamma Bulletin, 77(3), 10-12.

School librarians of the 21st century have much to offer. The 21st-century school librarian serves as teacher, instructional partner, information specialist, program administrator, and leader within the school. The author suggests that today’s school librarian, as an active member of the school’s instructional staff, is a leader for teaching and learning and provides concrete examples of library leadership in action. The author suggests that today’s school librarian, as an active member of the school’s instructional staff, is a leader for teaching and learning and provides concrete examples of library leadership in action.

As teacher, the school librarian leads by teaching students to become information literate, to be able to access, evaluate, and use information. As an instructional partner, the school librarian takes the initiative to collaborate with classroom teachers to provide authentic learning experiences for students. The librarian models teamwork, is proactive, and co-plans, co-teaches, and co-evaluates student work with classroom teacher colleagues. As information specialists, the school librarian leads in the effective integration and use of information technology. As program administrator, the school librarian leads by providing a stimulating learning environment both in the physical library space and virtually. As leader, the school librarian is an instructional leader of the school community, serving on various committees. The author provides very useful descriptions for the school librarian contribution, participation, and the roles they may offer overall. The author’s outline offers a structure pathway on understanding the value of the school librarian.

Ravitch and the Common Core

Anusasananan, Chalida


Strauss, V. (2014, January 18). Everything you need to know about the Common 
     Core–Ravitch. Retrieved February 17, 2014, from      everything-you-need-to-know-about-common-core-ravitch/ 

Diane Ravitch contextualizes the origins of the Common Core standards and discusses her major objections to them which include: 1) they were not created by educators but rather the testing industry, 2) they were not field-tested to see if the standards widened the achievement gap; in fact, only 30% of students pass and 3) they are not malleable; there is no way for educators to adjust the standards and no revision committee.  Ravitch is well-versed in education and this speech is even a turn from her book The Death and Life of the Great American School System (2011).  

While the Common Core is the reality now in public schools, Ravitch reminds us how they are flawed and gives us fodder for thought in this testing-crazed world.  For librarians, her speech is a push for us to offer and advocated for authentic research opportunities and real learning experiences to young people.