September 30, 2013 Library of Congress Selects 2013-2014 Teacher-In-Residence
Press Contact: John Sayers, Office of Communications (202) 707-9216
Public Contact: Meg Steele, Educational Outreach (202) 707-4661
Contact: Photo of the Teacher-in-Residence is available upon request.
Rebecca Newland, librarian at Kemps Landing Magnet School in Virginia Beach, Va., has been selected as the Library’s 2013-2014 Teacher-in-Residence.
Since 2000, the Library of Congress has recruited educators to work with its Educational Outreach division to help teachers and school librarians incorporate the Library’s digitized primary sources into high-quality instruction. The Educational Outreach division is responsible for directing and developing the Library’s efforts to make its resources accessible, relevant and compelling to the nation’s K-12 community. Over the past two decades, the division has used digital technology and its collective educational expertise to bring the Library’s collections—and powerful strategies for integrating them into classrooms—across the country.
Newland has been the school librarian at Kemps Landing Magnet School since 2010. She earned her Master’s of Education in administration and her school librarian licensure from Old Dominion University, and her licensure to instruct gifted students from the University of Virginia. Previously, she worked for the Virginia Beach City Public Schools as a curriculum developer and facilitator of professional development, taught high school English in New Jersey and Virginia, and has presented at state and regional librarian conferences. She attended the 2012 Library of Congress Summer Teacher Institute. She was selected as Teacher-in-Residence in part based on her use of the Library’s Lewis Hines collection of photographs in a sixth-grade language arts project on Charles Dickens’ novel “Oliver Twist.”
Each Teacher-in-Residence undertakes a project to benefit his or her home school or district to be implemented during the following academic year. For her project, Newland will plan and facilitate half-day workshops for teacher/librarian pairs who will then develop and team-teach a collaborative lesson using Library primary sources.
“The librarian has expertise in research skills while the teacher brings subject-area expertise to focus the lesson on an area of the curriculum that lends itself to the inclusion of primary sources,” Newland said. “Together they are able to develop experiences that will best meet the needs of students.”
To be considered for the Teacher-in-Residence position, candidates must submit an application along with a current resume, project plan, letters of recommendation and a letter from a school or district authorizing official approving the intergovernmental personnel agreement. Applications are evaluated based on the teacher’s creativity and willingness to contribute to the educational community as evidenced by his or her description of past activities and recommendation letters, and the feasibility and value of the project that the applicant proposes.
The Library of Congress, the nation’s oldest federal cultural institution, is the world’s preeminent reservoir of knowledge, providing unparalleled integrated resources to Congress and the American people. The Library serves the public, scholars, Members of Congress and their staffs—all of whom seek information, understanding and inspiration. Many of the Library’s resources and treasures may also be accessed through the Library’s website at www.loc.gov and its specialized educational resource site at www.loc.gov/teachers.