Project+Specs,+ALP

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 * Action Learning Project (ALP) for Learning Through Literature with Young Adults **

** Description **
The Action Learning Project is the signature project for this course. This is an experience-based approach and the learning outcome is for you to actually learn about and work to solve a real problem related to learning through literature with young adults. The process is briefly described as: identify a problem related to some aspect of young adult literature and express it as an inquiry question, develop an action plan with goals and strategies, implement the action plan, evaluate the results, and along the way “capture the learning” or share what you learn with our class as co-learners on this project.

This “capture” should reflect your own exploration of new media through a media production, either video or audio slide show. Also, the project design should include the use of technology by students in some way that stretches your technology learning and integration in your practice.

Students who are not currently teaching or working with young adults (ages 12 through 21) should consider collaborating with a teacher or librarian to design a project that will benefit the young adults with whom they work. These collaborators should be contacted and consulted in the initial design phase so the project can actually be implemented in some way. Technology can serve us well by extending the opportunities to work with young adults virtually rather than actually.

Any video or still images taken of students must follow school or school system policies. Certainly no names of the school or library or students may be used. To produce an exemplary ALP and earn a grade of “A” requires the research and writing of a literature review prior to the development of the action plan. Please see the additional specs and rubric for the literature review below.

** Specific Objectives **
1.1 Apply learning theories to instructional design including social constructivism, multiple intelligences, Bloom’s Revised Taxonomy, participatory learning, and creativity 1.2 Apply Reader Response theory to instructional design 1.5 Design learning experiences that operationalize the teaching of creativity 1.7 Model a reflective stance by self-assessing and reflecting on work completed 2.3 Use resources for keeping up-to-date on YAL titles and trends 3.1 Practice participatory learning through media production for the Web 3.3 Adopt a stance that eagerly explores instructional application of new technologies and media

** Exemplars **
See Multimedia Reports for

Building Literary Bridges -- []

====The Adventures of Lisette: An ALP Quest -- Michele (how gender of the protagonist may influence teen reading); also includes teen-produced bookcasts====

History and Context in the English Classroom -- []

How to Choose Books for Young Adults – []

Tailoring WebQuests to Target Creativity -- []

Multicultural Literature and Moviemaking for ESL -- []

** Directions Checklist **
Reflect on your FOKI and what problem or issue in YAL seems most resonant and/or relevant to you. To design an exemplary ALP (required for an “A”), research and write a literature review to learn about the most current research and best practices related to this problem or issue. This literature review should include a minimum of seven sources (both practitioner and scholarly) and be at least 1500 words in length. 1. Write an action plan that includes the problem or issue in an inquiry question and design for implementation (including timeline). 2. Have the action plan approved in advance of implementation. 3. Implement some aspect of the action plan. 4. Produce a 5-minute or less video or audio slide show that shares the story of your implementation and your evaluation of the project. Be sure to include feedback from students and work samples when relevant. 5. Post your video report to YouTube and record it on the ALP course wiki page by the due date and time. Promote and curate by tweeting and adding to our Diigo Group. 6. Join us to screen your ALP in our inworld conference in the Bookhenge. Prepare a brief introduction to your video and plan to respond to questions afterwards. 7. Reflect and self-assess in your Reflective Assessment Portfolio (RAP).

ALP Rubric
(30 points total including 10 for Lit Review Lite)

Criterion -- Problem is of major import to learning through literature with Young Adults:LEADSERVE 1-9; NCDPI- 1,2,5,6; NCDPI-D 1, 4, 6; NCDPI-T 1-6; ADV 1-5; New PDI III

-- Action Plan exemplifies the learning through literature with Young Adults pedagogical framework (Waves of Change CCI) and includes a literaturereview relevant to the inquiry question identified. LEADSERVE 1-9; NCDPI- 1,2,5,6; NCDPI-D 1, 4, 6; NCDPI-T 1-6; ADV 1-5; New DPI III,IV

-- Action Plan shows thoughtful reflection on input from students. LEADSERVE 1-9; NCDPI- 1,2,5,6; NCDPI-D 1, 4, 6; NCDPI-T 1-6; ADV 1-5

-- Multimedia report posted to YouTube is strong on content and communicates the project both verbally and visually in a creative fashion. LEADSERVE 1-9; NCDPI- 1,2,5,6; NCDPI-D 1, 4, 6; NCDPI-T 1-6; ADV 1-5; New DPI IV

-- Presentation to the class is outstanding in terms of substance and engagement. LEADSERVE 1-9; NCDPI- 1,2,5,6; NCDPI-D 1, 4, 6; NCDPI-T 1-6; ADV 1-5; New DPI IV

-- Self-assessment is thoughtful, realistic, and thorough.

Link to ALP Rubric for RAP . ..

** Additional Specs for Literature Review **
A true Action Learning experience requires a thorough inspection of the published material related to the problem. This is a real-world relevant application of scholarship. Please note that this level of scholarship is required to earn an exemplary grade of “A” in this course. To successfully complete the ALP Literature Review, you will read, synthesize, and respond to research- and practitioner-based credible sources related to the problem that you identify for your Action Learning Project. You will then contribute this resource to the class as a “captured leaning” artifact through publication and presentation.

** Directions Checklist **
1. Identify the problem you will address with your Action Learning Project 2. Research to find the most current and relevant literature on the identified problem 3. Read and include in your review a minimum of seven research and practitioner-based credible sources that clearly relate to the problem. 4. Read across the sources to find similarities as well as differences in findings/conclusions and prepare a synthesis of what you learn. 5. Prepare a thoughtful and detailed reflection on the meaning and relevance of the literature in light of your personal experience and how this will inform your ALP Project. 6. Write in first person from your perspective. Prepare your review for publication with careful editing. 7. Publish your Literature Review-Lite to your blog 8. Reflect and self-assess in your Reflective Assessment Process(RAP).

** Exemplars **
The Relevance of Canon Revealed Through Young Adult Literature: Building Bridges Between the Past and the Present -- Jen Creativity in the English Classroom in an Era of Accountability -- Kendra Visual Literacy as a 21st Century Skill -- Hannah

** Rubric **
30 points total (20 for ALP + 10 for Lit Review Lite)

Criterion Up-to-Date Sources -- Sources represent the latest research and practitioner reports (a range of five to seven and publication dates within the last five years with the exception of landmark studies often cited)

Synthesis and Reflection -- Synthesis and reflection are thoughtfully written in a style that reflects intellectual curiosity for the problem. -- Voice reflects a degree of confidence gained from becoming more knowledgeable about the topic. Impact on ALP Design -- Compelling explanation for how completing the Literature Review Lite has impacted the ALP design Self-Assessment -- Self-assessment is thoughtful with each criterion thoroughly addressed.