Wave of the Future

Index

Table of Contents
Read Me First II. Overview
I.
A. B. C. D. E. F.

Purpose Audience Standards Outcomes Essential Questions Behavioral Objectives

Index

Table of Contents (continued)

III. Introducing The Topic

What Are Virtual Libraries? B. Exploring Virtual Libraries C. Virtual Collections On The Internet 1. Collections for Younger Students 2. Collections for Older Students D. Advantages and Disadvantages
A.

Index

Table of Contents (Continued)

IV. Instructional Activities A. Using Virtual Libraries With Younger Students B. Using Virtual Libraries with Older Students
V. Evaluation A. Participant Feedback

Index

Table of Contents (Continued)

VI. Conclusion A. Acknowledgements B. In-Service PLU Credit C. Follow-up and Future Support D. References

Getting Started

Read Me First
Before you begin this module, please read the following document, which you can open in Microsoft Word. It will give you an overview this module and tell you what computer programs you will need to access it. Read Me!
In addition, the plan for this in-service can be found here: In-Service Template

Overview

Purpose
The purpose of this presentation is to inform teachers and students of the wealth of information available in online collections of books (better known as virtual libraries). Users will become familiar with such sites as Tumblebooks, Bookflix, and Perseus Digital Library. Users will also learn to integrate these collections into the classroom.

Over view

Audience
The intended audience for this in-service is for elementary and high school language arts and social studies teachers, as well as anyone (teacher, student, parent, or community member) who wants to learn more about virtual libraries.

Overview

GPS Standards For Younger Students

Language Arts
ELA4R2, ELA5R2 The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers.

ELA4R3, ELA5R3 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student a. Reads a variety of texts and incorporates new words into oral and written language. b. Determines the meaning of unknown words using their context.

Overview

GPS Standards for Older Students

Social Studies (World History)
SSWHRC1, ELA10 RC1 Students will enhance reading in all curriculum areas by: a. Reading in All Curriculum Areas b. Read a minimum of 25 grade-level appropriate books per year from a variety of subject disciplines and participate in discussions related to curricular learning in all areas. c. Read both informational and fictional texts in a variety of genres and modes of discourse. d. Read technical texts related to various subject areas.

Overview

NETS Standards for Students

3. Students apply digital tools to gather, evaluate, and use information. Students:
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

Overview

NETS Standards for Teachers

1. Facilitate and inspire student learning and creativity.
Teachers use their knowledge of subject matter, teaching, and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face to face and virtual environments. c. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking planning, and creative processes.

5. Engage in Professional Growth and Leadership.

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. a. Teachers: a participate in local and global learning communities to explore

creative applications of technology to improve student learning.

Overview

AASL Standards
1.1.4. Find and select appropriate sources to answer questions.
1.1.5 . Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social cultural context 1.1.6. Read, view, and listen for information presented in any format (textual, visual, media, digital) in order to make inferences and gather meaning

Overview

AASL Standards (Continued)

4.1.1. Read, view, and listen for pleasure and personal growth.
4.1.3. Respond to literature and creative expressions of ideas in various formats and genres. 4.4.4. Interpret new information based on cultural and social context

Overview

Outcomes
Teachers will understand the value of using virtual libraries to

enhance reading across the curriculum, reading for pleasure, and online research. the collection in depth.

Teachers and Students will access a virtual library and explore Teachers will incorporate virtual library collections in their

classroom reading activities. research projects.

Students will utilize virtual libraries for pleasure reading and

Overview

Essential Questions
What are virtual libraries? How do virtual libraries appeal to

the needs of students living in the digital age? virtual libraries?

What are the advantages of using How can virtual libraries be

integrated into the classroom?

Overview

Behavioral Objectives
Teachers and students will learn to access virtual libraries and use them to find

resources to meet their individual needs.

Teachers will learn the features of certain virtual collections and will learn how to

utilize these collections in their classroom

Teachers will learn how to utilize online collections to give students access to Students will use virtual libraries to locate primary resources for educational

primary resources for educational research in the fields of history and language arts.
research.

Students will use virtual libraries for pleasure reading and to meet Accelerated

Reader goals and curriculum reading goals.

Introducing the Topic

What are Virtual Libraries?

Virtual libraries are organized collections of digital information. They are specific collections constructed for a particular type of user to support their educational needs (i.e. - younger students, older students, educators, etc.). There are two types of virtual libraries: online book collections and online collections of information. For the purpose of this in-service, we will be focusing on online book collections.

Introducing the Topic

Exploring Virtual Libraries

Please look at the following Microsoft word document and explore the following virtual collections using the directions provided. Directions for Exploring Virtual Libraries.doc

Introducing the Topic

Virtual Collections on The Internet

The preceding tutorial is meant to be an overview of some of the collections that are highlighted in this in-service. After you are finished please take a moment to visit some of the additional resources on the next few slides and browse through their collections.

Introducing the Topic

Collections for Younger Students

Tumblebooks is a collection of animated storybooks with

accompanying vocabulary building activities. Tumblebooks participates in the Lexile and Accelerated Reader programs. Tumblebooks also requires a subscription. Click the link to sign up for a free trial. and interactive storybooks for children. Books are sometimes accompanied with lesson plans and activities. Bookflix requires a subscription. Click the link to sign up for a free trial.

Bookflix is hosted by Scholastic and offers animated storybook videos

Introducing the Topic

Collections for Younger Students

Storyline Online online offers animated storybooks read by

popular actors from the screen actors guild. Storybooks are accompanied by lesson plans and activities.
The International Children's Digital Library offers interactive

storybooks from countries all over the world! The stories are published in multiple languages which makes it perfect for units on multiculturalism!

Introducing the Topic

Collections for Older Students

Banned Books Online gives students access to all texts that

have been banned from the 1800s to present.

Perseus Digital Library offers primary sources from various

historical periods such as the Rennaisance and 19th century America. It also includes sources in the original Greek and Latin languages making it perfect for use with foreign language classes.

Introducing the Topic

Collections for Older Students

Bartleby offers online texts of classic works of literature

making it a perfect companion for American and World Literature classes.

GoogleBooks offers another great source for finding classic

works of literature, but is most useful in locating reference books and nonfiction books on every subject imaginable!

Introducing the Text

Benefits of Virtual Libraries

Provides immediate access to materials More up to date than physical collections

Supports informal learning and is tailored to the individual

students learning needs

Appeals to students living in the Digital Age

Introducing the Topic

Benefits (Continued)
Allows for collections housed in a variety of formats
User friendly with smooth navigation Useful for students with disabilities (i.e. read aloud audio, visual/tactile stimulation, interactive

format, etc.)

Introducing the Topic

Drawbacks
Some online collections require subscriptions Limited scope and coverage of collections

Requires access to a computer for lengthened amounts of

time
Users may be used to using actual books and being able to

visually see and spread out their research as they work.

Introducing The Topic

Lesson Plan for Younger Students

Here is a sample lesson plan that you can use with younger students in the classroom. Lesson Plan: Virtual Libraries and Younger Students.doc This lesson plan utilizes the International Childrens Digital Library and shows how you can conduct sample activities using a reading response journal.

Introducing the Topic

Lesson Plan for Older Students

Here is a sample lesson plan which shows how virtual collections can be utilized with older students.
Lesson Plan for: Using Virtual Libraries with Older Students In this lesson plan, students use primary sources from the Perseus Digital Library to learn about the Civil War in 11th grade American History.

Evaluation

Participant Feedback
Please take a moment to fill out this brief survey on your experience with this in-service. Your feedback will help me in planning future in-service sessions.
Participant Feedback Survey

Conclusion

Acknowledgements
I would like to thank you all for participating in this professional development activity on Virtual Libraries. I would like to thank our technology specialist for allowing us access to these virtual collections. I would also like to thank our principal who sponsored this in-service and offered incentives for participation.

Conclusion

Professional Learning Credit

After seeking prior approval from our Principal, participation in this professional development webinar is worth 1 hour of PLU credit.

For more information about PLUs, please visit the Georgia Deparment of Education Website: Professional Learning
Attached is the copy of the Georgia Department of Education PLU form for FY 2011

Follow-up and Future Support

Please stay tuned for other in-services which will be offered in the upcoming school year. As the practicing media specialist at ____________________, I am available to answer any questions you may have. You can stop by, call or send an email to reid.joyce@newton.k12. ga.us. Comments, concerns, and any and all feedback are most welcome!

References
American Association of School Librarians. (2007). AASL standards for the 21st-century learner [PDF Document]. Retrieved October 28, 2009, from http://www.ala.org/ala/mgrps/ divs/aasl/aaslproftools/learningstandards/AASL_LearningStandards.pdf Georgia Department of Education. (2008). Georgia performance standards. Retrieved June 18, 2011, from https://www.georgiastandards.org/Pages/default.aspx Gunn, H. (2002). Virtual libraries supporting student learning. Retrieved June 20, 2011 from http://www.accesswave.ca/~hgunn/special/papers/virlib/index.html Heart of the School. (2011). Virtual libraries. [Web log post] Retrieved June 19, 2011 from http://heartoftheschool.edublogs.org/what-we-do/virtual-libraries/ International Society for Technology in Education. (2007). NETS for Students. Retrieved June 18, 2011, from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/NETS_for_Students.htm International Society for Technology in Education. (2008). NETS for teachers. Retrieved June 18, 2011, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/NETS_for_Teachers.htm

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association Supervision and Curriculum Development.