High School Team Meeting Wednesday, November 15th, 12:00-3:00 @ Northwest High
The fastest way to get your questions answered is to contact the right person!
In the report, released Wednesday, Pew finds that the majority of American adults—61 percent—say their decision-making would be improved at least somewhat "if they got training on how to find trustworthy information online." In this bewildering world of real and fake news, a clear majority—78 percent—believe that the library is still providing them with information that is "trustworthy and reliable." It's not just older generations who prefer this more traditional resource: Millennials are more likely to trust the library than all previous generations, including Generation X, Baby Boomers, and the Silent Generation.
With new information sources, videos, and apps popping up every day and accusations of fake news running rampant, teaching students to understand how media can influence and bias readers, viewers, and listeners is more important than ever. Media literacy experts Faith Rogow, Maureen Connolly, Vicky Giouroukakis, and Erik Palmer provide thoughts, tools, and tips for teaching media literacy, evaluating media resources, and more.
MATERIALS: E.S.C.A.P.E. Junk News poster (download), E.S.C.A.P.E.: Six Key Concepts worksheets (download), a news story for students to evaluate, internet access
Our recent article on reading levels and the dangers of using strictly prescribed leveling systems in libraries for young readers sparked much dialogue and debate. One of the most popular and widely used reading systems is the “A to Z” gradient, developed by Irene C. Fountas, professor in the School of Education at Lesley University in Cambridge, MA, and Gay Su Pinnell, professor in the School of Teaching and Learning at Ohio State University. Both researchers have been adamant that their leveling system was designed as “a teacher’s tool, not a child’s label.” We caught up with Fountas and Pinnell, who jointly gave their perspective on leveling, libraries, reading comprehension, and what they say to districts mandating leveled collections.
Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).
Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).