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dc.contributor.advisorAntrim, Patricia A.
dc.contributor.advisorRobins, Jennifer D.
dc.contributor.authorHenley, Janet L.
dc.date.accessioned2015-02-17T20:41:03Z
dc.date.available2015-02-17T20:41:03Z
dc.date.issued2015-02-17
dc.date.submitted2014-Summer
dc.identifier.urihttp://centralspace.ucmo.edu/handle/123456789/369
dc.descriptionIncludes bibliographical references (pages 39-42)en_US
dc.description.abstractThis study, a literature review, will explain the Common Core State Standards’ (CCSS) increased emphasis on the need to incorporate complex, informational text into curriculum. It will explain how students are not prepared for the demands of college and the workplace as applied to the comprehension levels of this type of text. This review will explain what complex informational text is how and why it is analyzed. It will explain why there is a need to comprehend complex, informational text as it pertains to college and workplace reading readiness. This research will then go into detail regarding the school librarian’s role in supporting educators, collaborating with classroom teachers to incorporate complex, informational text into a curriculum based on the CCSS.en_US
dc.format.extent1 PDF (viii, 42 pages)en_US
dc.language.isoen_USen_US
dc.subjectResearch Paper -- Common Core State Standards (Education).en_US
dc.subject.lcshCommon Core State Standards (Education).en_US
dc.subject.lcshSchool librarian participation in curriculum planning.en_US
dc.titleThe Role of School Librarians as it Applies to the Common Core State Standards' Emphasis on Complex, Informational Texten_US
dc.typeResearch paperen_US
dc.degree.disciplineLibrary Science and Information Servicesen_US
dc.degree.grantorUniversity of Central Missourien_US
dc.degree.nameM.S.en_US
dc.degree.levelMastersen_US


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