. IMPLEMENTING THE IMPACT MODEL 00 00 IMPACT: Guidelines for North Carolina Media and Technology Programs TEACHING AND LEARNING Vision Collaboration Integration of Information and Technology Skills Access to Information Resources and Services Collaboration for Assessment, Research, and Student Achievement Professional Development Collaboration through Flexible Access Flexible Access Looks Like This Collaborating to Achieve Instructional Goals Leadership and the Change Process Making Flexible Access and Collaboration Work Roles and Responsibilities of Collaborative Partners Implementing Effective Collaborative Planning Sessions Advocacy: Communicating Flexible Access and Collaboration Reading and Literacy Collaboration: Media and Technology, Reading, and Literacy Reading Programs or Reading? TEACHING AND LEARNING VISION School library media and technology programs should focus on student achievement and involve the entire staff in collaboratively planning instructional programs that are authentic and engaging, enriched by high-quality resources, current technologies, and effective models of integration. A learner-centered approach to instruction focuses attention on media and technology programs as vital instructional forces that complement, support, and expand classroom learning. The ongoing assessment of media and technology programs is the responsibility of teachers and administrators working together with media and technology professionals. An effective media and technology program supports the teaching and learning community through data-driven collaboration, literacy, integration of technology and information skills with the total curriculum, resources, staff development, and assessment. COLLABORATION "CREATING THE CONTEXT OF A COLLABORATIVE CULTURE REQUIRES MORE THAN ENCOURAGING EDUCATORS TO WORK TOGETHER. THE TRADITION OF TEACHER ISOLATION IS TOO DEEP TO BE UPROOTED SIMPLY BY OFFERING OPPORTUNITIES FOR COLLEGIAL ENDEAVORS. COLLABORATION BY INVITATION NEVER WORKS. LEADERS WHO FUNCTION AS STAFF DEVELOPMENT LEADERS EMBED COLLABORATION IN THE STRUCTURE AND CULTURE OF THEIR SCHOOLS. TEACHERS' WORK IS SPECIFICALLY DESIGNED TO ENSURE THAT EVERY STAFF MEMBER IS A CONTRIBUTING MEMBER OF A COLLABORATIVE TEAM. CREATING AN APPROPRIATE STRUCTURE FOR TEACHER COLLABORATION IS VITALLY IMPORTANT, BUT ALSO INSUFFICIENT. LEADERS MUST DO MORE THAN ORGANIZE TEACHER TEAMS AND HOPE FOR THE BEST. THEY MUST PROVIDE THE FOCUS, PARAMETERS, AND SUPPORT TO HELP TEAMS FUNCTION EFFECTIVELY" ("Designing Powerful Professional Development," 0000). Collaboration should be evident in all areas of the school environment as well as at the system, regional, and state levels. Within the school, the school library media coordinator and the technology facilitator work closely with teachers, administrators, students, and support personnel. All of these people must be involved in the planning, implementation, and evaluation of an instructional program integrated with media and technology. For more information refer to the section on Collaboration Through Flexible Access. TEACHING AND LEARNING 00 INTEGRATION OF INFORMATION AND TECHNOLOGY SKILLS "TODAY'S STUDENT LIVES AND LEARNS IN A WORLD THAT HAS BEEN RADICALLY ALTERED BY THE READY AVAILABILITY OF VAST STORES OF INFORMATION IN A VARIETY OF FORMATS. THE LEARNING PROCESS AND THE INFORMATION SEARCH PROCESS MIRROR EACH OTHER: STUDENTS ACTIVELY SEEK TO CONSTRUCT MEANING FROM THE SOURCES THEY ENCOUNTER AND TO CREATE PRODUCTS THAT SHAPE AND COMMUNICATE THAT MEANING EFFECTIVELY. DEVELOPING EXPERTISE IN ACCESSING, EVALUATING, AND USING INFORMATION IS IN FACT THE AUTHENTIC LEARNING THAT MODERN EDUCATION SEEKS TO PROMOTE" (NC Information Skills Curriculum Philosophy, 0000). The school library media coordinator and technology facilitator play an integral role in teaching students how to access, evaluate, and use information. They also support students in being able to choose the most appropriate tool for collecting information in multiple formats and then organizing, linking, evaluating, and through synthesis, discovering how to present the information. "An array of tools for acquiring information and for thinking and expression allows more students more ways to enter the learning enterprise successfully and to live productive lives in the global, digital, and information-based future they all face" (Philosophy: North Carolina Standard Course of Study, 0000). These skills are embedded throughout the Information and Computer/Technology Skills curricula and are essential to teaching and learning. It is vital that these skills are fully integrated across the curriculum. To integrate these skills seamlessly across the curriculum, the media coordinator and technology facilitator need to "provide strong and creative leadership in building and nurturing the culture of learning, both as a teacher and as an instructional partner" (AASL and AECT, 0000). As teachers, the school library media coordinator and technology facilitator will need to "use both traditional materials and innovative resources" (AASL and AECT, 0000) to provide meaningful instruction. This can be achieved through instruction in a full range of information concepts and strategies, so that students will have the skills needed to interact effectively with all information resources. A research process is one of the types of innovative resources that can be used whenever students are in a situation, academic or personal, that requires information to solve a problem, make a decision, or complete a task. A systematic research model such as the Big Six provides an information problem-solving process, and a set of skills that provide a strategy for effectively and efficiently meeting information needs. It is important to remember that the integration of information and computer/ technology skills across the curriculum does not take place in isolation, but occurs through collaborative planning. The involvement of media and technology professionals in all aspects of curriculum implementation is fundamental to collaboration. 00 IMPACT: Guidelines for North Carolina Media and Technology Programs BEING INVOLVED WITH THE CURRICULUM TO ACHIEVE INSTRUCTIONAL GOALS MEANS: Developing a thorough knowledge of the North Carolina Standard Course of Study for all subject areas and grade levels within the school 