Specific goals to address to librarian audience

Employing constructivism and arts integration in lesson planning (as taught by pedagogical expert, Dr. Jeffrey Liles)
Experimentation with new technologies (blogs in class, wikis for follow-up w/faculty) and utilizing materials not typically used in semester classes
Multi-disciplinary approach to teaching - collaborating heavily with professors
Exposure and marketing for what library has to offer (to faculty, students, and administration)
Flexible classroom space (large group and small group activities)
Informal space (for headquarters)
Technology easily accessible (ppt, digital cameras, video recorders, GPS, laptops, smartrooms)
Community building among library staff - calling upon our creativity to devise plots and secrecy
"Library as Command Central" - TLC, Center for Academic Excellence, ESOL/Graduate Programs, TERC
"Library as center for Arts Integration and Scholarship" - art gallery, national exhibits with multiple multi-subject programs, highlighted professors for teaching excellence, Buddhist Monks (mandala), Brazilian bash for retiring professor
"Library as Place" College of Du Page

Comparing Info Lit to Critical Literacy

Information Literacy - To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information (ALA)

Storyboards (assessing the relevance of stories/interviews - pic of storyboard), research on biographies (suspects) to learn about them before interviewing, research on WPA paintings (articles from D&C, era of WPA), preliminary and secondary interviews, questioning techniques, deciphering clues, drawing conclusions (Sarafina), nonverbal communications cues, experimentation in chem lab, drawing upon different perspectives of teammates to identify motives, opportunity, and evidence, compilation of gathered info on team blogs

CTU strengthened by headquarter work - students came to class prepared (supplemental instruction model)

Appropriate that CTU is at the center of all other (multidisciplinary) curriculum, much like the Library is at the center of (multisubject) disciplines on a college campus

Storyboard idea used in INTD 105 as an intro activity to the library (gathering clues to clear someone's name)

Critical Literacy - an instructional approach that advocates the adoption of critical perspectives toward text. Critical literacy encourages readers to actively analyze texts and it offers strategies for uncovering underlying messages. There are several different theoretical perspectives on critical literacy that have produced different pedagogical approaches to teaching and learning. All of these approaches share the basic premise that literacy requires the literate consumers of text to adopt a critical and questioning approach.

http://www.bridgew.edu/Library/CAGS_Projects/LTHOMSON/web%20page/literacy%20definition.htm

Arts Integration - a term applied to an approach to teaching and learning that uses the fine and performing arts as primary pathways to learning. Arts integration differs from traditional arts education by its inclusion of both an arts discipline and a traditional subject as part of learning (e.g. using improvisational drama skills to learn about conflict in writing.) The goal of arts integration is to increase knowledge of a general subject area while concurrently fostering a greater understanding and appreciation of the fine and performing arts.

CONSTRUCTIVISM

http://aep-arts.org/

Diversity Goals of the Xerox Multicultural Teaching Center

To expose pre-service teachers to a diverse student pop
a) language, non-standard written/spoken english
b) artistic differences - music, dress, language
c) cultural differences - generational poverty, sheltered or latch-key city kids (little/no experience with nature), understanding privilege vs oppression in kids' attitudes and behaviors

To expose the community to urban learners
a) lower level SWE
b) less vocabulary
c) high level of critical thinking skills
d) social maturity (kids may be primary caregivers to siblings, cook, clean, etc.)

To raise a generation of minority students interested in pursuing a career in teaching
a) exposure to college faculty and administrators, many of whom are African American
b) exposure to college environment

projected ethnic pop in 2016 postsecondary

http://nces.ed.gov/programs/projections/projections2016/sec2c.asp

To do list for Kim

Research multicultural interactions in libraries
Talk to Ed about multicultural issues within Milne Library (i.e. Fatima)
Talk to Ed about reasons for allowing summer camp to take up a large part of library resources (diversity?)
Teaching and Learning Center and ESL program housed in Milne Library
Addition of Center for Academic Excellence (Milne Library)
Changing library culture - more accepting of diverse students

Rochester City School District profile

http://www.rcsdk12.org/district/profile.htm

Plan, in more detail

Intro of Susan and Kim
Overview of "the problem" in Rochester City Schools
- D&C headlines (i.e. appalling graduation rates, persistently dangerous schools, high homicide rate)
- Stats (below)
- Map of lead zone (ppt) (pdf)

Some stats

Cala's Report

With high dropout rates in the City School District, the idea of raising the age from 16 (to 18) has been discussed

The number of incidents at three city high schools in the 2005-06 school year exceeds the number of incidents logged in two years at Jefferson — one of two schools — Charlotte is the other — placed under state sanction after being designated as "persistently dangerous."

Wilson Magnet High School also exceeded Jefferson in its reported number of incidents in 2005-06.Franklin led city schools with 1,659 violent and disruptive incidents last year, which translates to about nine incidents each school day.

The Grade Point Average-Up program, which ended its second year of math and English instruction . . . wants to expand year-round by adding an after-school program. However, the program is facing an uncertain future.

Children's Zone

NYS Health Stats - more stats

1st Step to presentation at LOEX

"Summer Sleuths in the Library
Kimberly Davies Hoffman, Reference/Instruction Librarian, SUNY Geneseo

Susan Norman, Director, Xerox Center for Multicultural Teacher Education, SUNY Geneseo

Of New York State's largest urban school districts, Rochester ranks lowest with an appalling graduation rate of 39%.1 With goals of keeping our poorest children in school and focusing their futures on college, SUNY Geneseo hosted 50 young "CSI candidates" who worked tirelessly to solve fictitious art thefts. Library research, blogging, public speaking, interviewing, forensic science, and digital photography were among the skills incorporated, forming a solid base of critical literacy for these young scholars. Milne Library helped create an educational yet recreational learning environment by offering instructors, classroom space, technology, potential suspects, and ultimately, one of the indicted "criminals."

Susan Norman will offer the overarching goals of the RYSAG (Rochester Young Scholars Academy at Geneseo) program, the results of our efforts, and plans for the future. Kim Davies Hoffman will bring focus to the importance of libraries and librarians in the struggle to keep children (specifically those from the inner city) in school and aiming high towards a successful future.

1. Who'll lead city schools, Rochester Democrat & Chronicle, 10/27/07"

Plan for session:

* Introduction to the summer camp, as seen through the goals and programs developed by the Xerox Multicultural Teaching Center, including a definition of critical literacy (if appropriate) (Susan)
* Introduction to the inclusion of a librarian on the planning team and basic goals and lessons for CTU (Kim)
* Video of the camp experience
* Importance of the Library's role (any library) in enhancing students' academic skills - demo of pre-determined blog entries - I can pull together a few relevant articles on this general topic (Kim)
* Overall benefits of the summer camp program (from the students'/counselors'/faculty's point of view) (Susan and Kim)
* What has happened to these students/the program since July 2007 (Saturday school) (Susan)
* Plans for Summer 2008 (Kim)
* Ultimate plans for the future - the pipeline, book discussions on blogs, culturally significant reading, students to eventually become counselors, etc. (Susan)

I have been recently reminded how quickly 45 minutes can go (my recent presentation at UB on the library/ANTH collaboration) so we will have to be sure to remain concise and not go off on too many tangents, which will be too easy to do considering our excitement for this program. :-)

What do you think?