Greetings from the Library of Congress!
We are requesting your valuable input as part of our research in envisioning the Library of Congress’ future. Please take a few moments to complete a survey about your work with K-12 students. The information you provide will help us to improve services and deliver high-quality experiences for K-12 students, librarians, and teachers.
Please begin the survey by clicking here.
If the link above does not work, copy and paste this into your browser: https://www.surveymonkey.com/r/Envisioning_K12.
If you know other K-12 educators interested in sharing their thoughts with the Library of Congress, please feel free to share the survey link.
Thank you in advance for your time and input. We will read every comment we receive.
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Simulations, genius hours, and project-based learning have seen a dramatic rise in classrooms nationwide as educators aim to inspire and prepare a new generation of students. Yet, even as pedagogy shifts toward innovation and engagement, the metrics by which students are assessed are still largely predicated on the rote recall that characterized last century's assessments.
Assessment practices must transform to be meaningful to both students and educators. Meaningful metrics reveal new information to students and teachers: what went well, areas for improvement, and next steps for teaching and learning. What's more, assessments are most effective if they excite and engage our students toward continued growth. Formative assessment delivered through game-based learning can meet all these criteria.
Unlike traditional, summative assessments, games allow teachers to observe learning in real time and quickly pivot on instruction, meeting students where they are while actively scaffolding their growth.
The fastest way to get your questions answered is to contact the right person!
McKenzie White (531) 299-9362 Instructional technology , ITL Program
We wrote a grant for a little library which we modified for use in our outdoor classroom. We had students decorate our "outdoor library" and installed it in the outdoor classroom. The collection is separate from our library collection (students read the books in the outdoor classroom, no books leave this area, and no check out) with book funding provided from our remaining scholastic dollars. (Robert Schull & Donna Garcia--school librarians at Gomez Heritage)
The Journey to Authentic YA Representation with Arvin Ahmadi
"One of the great things about YA right now is we're getting more and more diverse books."
Arvin Ahmadi, the author of Down And Across, speaks about the importance of representation in books, and how we shine a light on it.
Created by the Literacies Toolkit Resource Retreat Participants
In this toolkit, we use the “fake news” phenomenon as an approach to addressing multiple literacies. We re-examine and discuss culturally-inclusive literacies strategies library staff can use with teens to help them make sense of their world and build a robust set of skills as they prepare to enter college or start careers. YALSA would like to thank Hailley Fargo, Kristin Fontichiaro, Jennifer Luetkemeyer, Trent McLees, Renee McGrath, Allison Renner, and Julie Stivers for participating in the creation of this toolkit.
YALSA’s Teen Literacies Toolkit may be reproduced under “fair use” standards. As stated in Section 107 of The Copyright Act of 1976, factors to be considered shall include:
This easy-to-use guide is designed to assist adult educators in delivering and sustaining the Say Something program. It includes tips for getting started, key messages and action steps to emphasize, and ideas, activities and resources for supporting young people in carrying out Say Something throughout the year.
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).