Crosswalk between the Framework for k-12 Science Education and Standards for the 21st-Century Learner: School librarians as the crucial link

Mega Subramaniam, June Ahn, Amanda Waugh, Natalie Greene Taylor, Allison Druin, Kenneth R. Fleischmann, Greg Walsh

Research output: Contribution to journalArticle

Abstract

Within the school library community, there have been persuasive calls for school librarians to contribute to science learning. We present a conceptual framework that links national standards of science education (Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, referred to as "Framework") to core elements embedded in AASL's Standards for the 21st-Century Learner (referred to as "Standards"), the standard that guides the teaching and learning of multiple literacies for which librarians are responsible in schools. Based on this conceptual framework, we highlight how four middle school librarians in a large school district in the mid-Atlantic region of the United States enact and expand their five roles-information specialist, instructional partner, teacher, program administrator, and leader-while they participate in Sci-Dentity, a science-infused after-school program. We observed clear links between skills, dispositions, and responsibilities from the Standards, taught and facilitated by these school librarians, to principles in the Framework. We contend that the learning of the Standards is crucial to creating and sustaining science-learning environments as envisioned in the Framework and argue that school librarians' role in science learning is more vital than it has ever been.

Original languageEnglish (US)
JournalSchool Library Media Research
Volume16
StatePublished - 2013

Fingerprint

Crosswalks
librarian
Education
science
school
education
learning
disposition
Teaching
learning environment
district
leader
responsibility
teacher
community

ASJC Scopus subject areas

  • Library and Information Sciences
  • Media Technology

Cite this

Crosswalk between the Framework for k-12 Science Education and Standards for the 21st-Century Learner : School librarians as the crucial link. / Subramaniam, Mega; Ahn, June; Waugh, Amanda; Taylor, Natalie Greene; Druin, Allison; Fleischmann, Kenneth R.; Walsh, Greg.

In: School Library Media Research, Vol. 16, 2013.

Research output: Contribution to journalArticle

Subramaniam, Mega ; Ahn, June ; Waugh, Amanda ; Taylor, Natalie Greene ; Druin, Allison ; Fleischmann, Kenneth R. ; Walsh, Greg. / Crosswalk between the Framework for k-12 Science Education and Standards for the 21st-Century Learner : School librarians as the crucial link. In: School Library Media Research. 2013 ; Vol. 16.
@article{2c458fe921cb454c979aa0e691585820,
title = "Crosswalk between the Framework for k-12 Science Education and Standards for the 21st-Century Learner: School librarians as the crucial link",
abstract = "Within the school library community, there have been persuasive calls for school librarians to contribute to science learning. We present a conceptual framework that links national standards of science education (Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, referred to as {"}Framework{"}) to core elements embedded in AASL's Standards for the 21st-Century Learner (referred to as {"}Standards{"}), the standard that guides the teaching and learning of multiple literacies for which librarians are responsible in schools. Based on this conceptual framework, we highlight how four middle school librarians in a large school district in the mid-Atlantic region of the United States enact and expand their five roles-information specialist, instructional partner, teacher, program administrator, and leader-while they participate in Sci-Dentity, a science-infused after-school program. We observed clear links between skills, dispositions, and responsibilities from the Standards, taught and facilitated by these school librarians, to principles in the Framework. We contend that the learning of the Standards is crucial to creating and sustaining science-learning environments as envisioned in the Framework and argue that school librarians' role in science learning is more vital than it has ever been.",
author = "Mega Subramaniam and June Ahn and Amanda Waugh and Taylor, {Natalie Greene} and Allison Druin and Fleischmann, {Kenneth R.} and Greg Walsh",
year = "2013",
language = "English (US)",
volume = "16",
journal = "School Library Media Research",
issn = "1523-4320",
publisher = "American Library Association",

}

TY - JOUR

T1 - Crosswalk between the Framework for k-12 Science Education and Standards for the 21st-Century Learner

T2 - School librarians as the crucial link

AU - Subramaniam, Mega

AU - Ahn, June

AU - Waugh, Amanda

AU - Taylor, Natalie Greene

AU - Druin, Allison

AU - Fleischmann, Kenneth R.

AU - Walsh, Greg

PY - 2013

Y1 - 2013

N2 - Within the school library community, there have been persuasive calls for school librarians to contribute to science learning. We present a conceptual framework that links national standards of science education (Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, referred to as "Framework") to core elements embedded in AASL's Standards for the 21st-Century Learner (referred to as "Standards"), the standard that guides the teaching and learning of multiple literacies for which librarians are responsible in schools. Based on this conceptual framework, we highlight how four middle school librarians in a large school district in the mid-Atlantic region of the United States enact and expand their five roles-information specialist, instructional partner, teacher, program administrator, and leader-while they participate in Sci-Dentity, a science-infused after-school program. We observed clear links between skills, dispositions, and responsibilities from the Standards, taught and facilitated by these school librarians, to principles in the Framework. We contend that the learning of the Standards is crucial to creating and sustaining science-learning environments as envisioned in the Framework and argue that school librarians' role in science learning is more vital than it has ever been.

AB - Within the school library community, there have been persuasive calls for school librarians to contribute to science learning. We present a conceptual framework that links national standards of science education (Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, referred to as "Framework") to core elements embedded in AASL's Standards for the 21st-Century Learner (referred to as "Standards"), the standard that guides the teaching and learning of multiple literacies for which librarians are responsible in schools. Based on this conceptual framework, we highlight how four middle school librarians in a large school district in the mid-Atlantic region of the United States enact and expand their five roles-information specialist, instructional partner, teacher, program administrator, and leader-while they participate in Sci-Dentity, a science-infused after-school program. We observed clear links between skills, dispositions, and responsibilities from the Standards, taught and facilitated by these school librarians, to principles in the Framework. We contend that the learning of the Standards is crucial to creating and sustaining science-learning environments as envisioned in the Framework and argue that school librarians' role in science learning is more vital than it has ever been.

UR - http://www.scopus.com/inward/record.url?scp=84879299160&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84879299160&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:84879299160

VL - 16

JO - School Library Media Research

JF - School Library Media Research

SN - 1523-4320

ER -