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Word cloud created at Wordle.net
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Created at Tagxedo.com
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Literacy Matters Wiki: Digital Advocacy Story Page Guidelines
Please follow this format for your LS5633: The Art of Storytelling Digital Advocacy Story page.
1. Choose a copyright-free image from your digital advocacy story to include in the banner. Size it and put in the left-hand column of a 1X1 table. Cite the source.
2. Copy and paste the Literacy Matters Logo in the right-hand column. Cite the source.
3. Put the heading on the top of your Literacy Matters Digital Advocacy Story (with your title) - Text font color: Red - Size: Heading 2 (See the example below.)
4. Under the banner, state the title of your story and provide a link to it that opens in a new window.
5. State your story meme, one-sentence theme and ALSC core competence to which your story is aligned. (My example uses other competencies.)
6. Keyboard the words “Digital Advocacy Story Reflection” and provide a link to it that opens in a new window. (If you have a reflection script, please upload it and link it as well. If you do not yet have one, please consider it for universal accessibility purposes. Thank you.)
7. Copy and paste the entire table and respond to the following questions:
| a. Who is your target audience? Why is this group your target audience? |
Record your responses here. |
| b. How does your advocacy story relate to the concept of social justice? |
Record your response here. |
Note: For your convenience, I have uploaded a few slides related to the concept of social justice from our February 19th Collaborate session focused on the Digital Advocacy Story Reflection.
8. On the Digital Advocacy Stories page, list your story title in the box beside your name. Please do not link directly to your Digital Advocacy Story page. We want viewers to go to your individual homepage first. Thank you.
9. List all references in Chicago Author-Date format, including ALSC competencies.
Your page will look like this:
Dr. M.'s Digital Advocacy Story: Coteachers: Step Out of the Box -- Together! (size: Heading 2)
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From the Personal Collection of Judi Moreillon - Used with permission
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Created at Tagxedo.com
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Story Title: Coteachers: Step Out of the Box—Together! (Link opens in a new window!)
Digital Advocacy Story Reflection (Link opens in a new window!)
Digitial Advocacy Story Reflection Script (for universal accessibility)
Meme: Coteachers: Coteachers: Step Out of the Box—Together!
One-sentence Theme: When educators step out of the box to coteach, they can improve learning and teaching in their schools for the benefit of all.
Competencies: Based on the Texas Education Agency's SBEC School Librarians Standards and ALA-AASL Standards for Initial Preparation of School Librarians:
Standard I. Learner-Centered Teaching and Learning: (3) model and promote collaborative planning, cooperative teaching, and direct instruction as determined by learners' needs and state curriculum standards (SBEC).
Standard I. Teaching and Learning: 1.3 Instructional Partner: Candidates model, share, and promote effective principles of teaching and learning as collaborative partners with other educators (ALA-AASL).
| a. Who is your target audience? Why is this group your target audience? |
I have targeted practicing classroom teachers and school librarians (who are reluctant coteachers) and principals (who may not realize the potential of coteaching to improve student learning and educator proficiency). All of these audiences can benefit from a complete understanding of benefits of classroom-library coteaching for all library stakeholders. It is particularly important that principals understand that school librarians can be their partners in improving the instructional expertise in their schools through coteaching. |
| b. How does your advocacy story relate to the concept of social justice? |
Every student and teacher in every pre-K-12 school in the U.S. should be entitled to the rich literacy resources, teaching, and programming available when a school library is staffed by a state-certified professional school librarian. Research shows that the majority of children living in poverty do not have access to reading materials in their homes and do not live near public libraries and bookstores; school libraries help ameliorate this situation (Krashen, Syying, and McQuillan 2010). There is ONLY one place in our community where students can be served expanded literacy learning opportunities 180 days every year… their school libraries! In Tucson, Arizona, for example, where more than one in three children lives in poverty, fewer and fewer elementary schools, in particular, have professional school librarians on the faculty. This is a social justice issue. School libraries help level the achievement gap for children living in poverty. Without school libraries staffed by professional school librarians, many children and youth will not have all of the support they need to succeed in 21st-century society. |
(Sample) References
American Library Association (ALA) and American Association of School Librarians (AASL). 2010. Standards for the Initial Preparation of School Librarians. American Library Association. http://tinyurl.com/ALA-AASL-Initial-Prep (accessed March 13, 2014).
Krashen, Stephen, Lee Syying, and Jeff McQuillan. 2010. "An Analysis of the PIRLS (2006) Data: Can the School Library Reduce the Effect of Poverty on Reading Achievement?." CSLA Journal 34, no. 1: 26-28. (accessed March 13, 2014).
SBEC. Rule 239.55: Standards Required for the School Librarian. 2009. Texas Administrative Code. http://tinyurl.com/SL-SBEC (accessed March 13, 2014).
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