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Curriculum Connections through the Library [Pehme köide]

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  • Formaat: Paperback / softback, 256 pages, kõrgus x laius: 235x156 mm, kaal: 397 g, 1 Paperback / softback
  • Ilmumisaeg: 30-Oct-2003
  • Kirjastus: Libraries Unlimited Inc
  • ISBN-10: 1563089734
  • ISBN-13: 9781563089732
Teised raamatud teemal:
Curriculum Connections through the LibrarySuurem pilt
  • Formaat: Paperback / softback, 256 pages, kõrgus x laius: 235x156 mm, kaal: 397 g, 1 Paperback / softback
  • Ilmumisaeg: 30-Oct-2003
  • Kirjastus: Libraries Unlimited Inc
  • ISBN-10: 1563089734
  • ISBN-13: 9781563089732
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781563089732.html
Märksõnad:
Educators have wrestled with the delineation of "important curriculum content" for decades. What is important, and how can the school library help? Written by well-known educators and school librarians, this new work--the second in the Principles and Practice Series--explores educational principles and research, and connects national curriculum trends to current library practice.

Written by well-known educators and school librarians, this book explores educational principles and research as it connects national curriculum trends to current library practice.

Stripling (director, Library Programs for New Visions for Public Schools) and Hughes-Hassell (information science and technology, Drexel University) collect work by educators and school librarians exploring educational principles and research and connecting national curriculum trends to current library practice. Offering insight into principles of effective teaching and learning in the school library media center, the book covers concepts and standards involved with curriculum development, instruction, and assessment. Annotation (c) Book News, Inc., Portland, OR (booknews.com)

Muu info

Written by well-known educators and school librarians, this book explores educational principles and research as it connects national curriculum trends to current library practice.
Illustrations xiii
Acknowledgments xv
Introduction xvii
Barbara K. Stripling and Sandra Hughes-Hasselt
I. Building Independent Learners 1(104)
1. Inquiry-Based Learning
3(38)
Barbara K Stripling
How Is Inquiry Different from Information Problem Solving?
4(2)
What Is the Process of Inquiry?
6(1)
How Does Inquiry Relate to Literacy?
7(11)
What Impact Does Inquiry-Based Instruction Have on Curriculum Development?
18(3)
What Does Discipline-Based Inquiry Look Like, and What Resources Are Required?
21(8)
Science
21(2)
Math
23(1)
Social Studies
24(3)
Language Arts and Literature
27(2)
How Is an Environment of Inquiry Created and Sustained?
29(4)
Learner-Centered
29(1)
Knowledge-Centered
30(1)
Assessment-Centered
31(1)
Community-Centered
32(1)
What Roles Does the Librarian Play in Building Communities of Inquiry?
33(3)
Catalyst
33(1)
Connector
34(1)
Coach
35(1)
Caregiver
36(1)
Why Are Communities of Inquiry So Important?
36(5)
2. Empowered Learning: Fostering Thinking Across the Curriculum
41(26)
Violet H. Harada
What Is Worth Learning or Knowing?
43(7)
Implications for Practice: How Do We Enhance This Learning?
44(6)
How Do Students Demonstrate This Learning?
50(4)
Implications for Practice: How Do We Facilitate This Learning?
50(4)
How Do We Create Environments That Cultivate Thoughtful Learning?
54(8)
Implications for Practice: How Do Teachers and Library Media Specialists Work Together in Building These Environments?
56(6)
Conclusion
62(5)
3. Literacy Learning in the Elementary School: Implications for School Library Media Specialists
67(22)
Donna M. Shannon
Introduction
67(2)
Best Practice in Teaching Children to Read and to Write
69(3)
Children Need Time to Do a Lot of Reading
69(1)
Children Need Access to a Variety of Books
69(1)
Children Need Adult Supporters
70(1)
Children Need Authentic Literacy Experiences
71(1)
The Role of the School Library Media Specialist as Literacy Leader
72(11)
Creating and Sustaining the Reading Environment
72(2)
Fostering Children's Reading
74(6)
Collaborating with Classroom Teachers to Support Reading and Writing
80(1)
Working with Parents and Families
81(2)
The School Library Media Specialist as Knowledgeable and Reflective Practitioner
83(2)
Conclusion
85(4)
4. Promoting Young Adult Literacy: A Role for School Library Media Specialists
89(16)
Sandra Hughes-Hasselt
What Do We Know About Young Adults and Reading?
90(3)
Young Adults Do Read
90(1)
Young Adults View Reading as a Social Activity
91(1)
Stephen King One Day, Edgar Allan Poe the Next
91(1)
Gender Plays a Role in Reading Preference
92(1)
For Many Young Adults, Books Can Be Best Friends
92(1)
Young Adults Who Choose Not to Read Have Different Reasons for Opting Out
93(1)
Many Young Adults Experience Difficulty Reading Academic Texts
93(1)
What Do We Know About Young Adults and Writing?
93(2)
Young Adults Need Audiences for Their Writing
94(1)
Young Adults Like Publishing Their Writing to the Internet
94(1)
Young Adults Write for a Variety of Purposes
95(1)
Few Young Adults Understand the Power of Writing
95(1)
Implications for School Library Media Specialists
95(6)
Create a Library Space That Draws Teens
95(1)
Advocate for Free Reading Time During the School Day
96(1)
Extend the Reading Community
96(1)
Invite Teenagers to Read
97(1)
Provide Young Adults with Strategies for Understanding Academic Texts
98(2)
Invite Young Adults to Write
100(1)
Some Final Thoughts
101(4)
II. Mapping the Curriculum 105(34)
5. Librarian Morphs into Curriculum Developer
107(12)
Charlotte C. Vlasfis
Introduction
107(1)
The Morphing Begins
108(1)
So ... What Is Curriculum Mapping?
108(3)
What Information Is Found on a Curriculum Map?
109(1)
What About Standards?
109(1)
What Information Is Not on the Map?
109(2)
Do All Curriculum Maps Look the Same?
111(1)
How Does Curriculum Mapping Benefit the School Community?
111(3)
Benefits for Teachers
111(1)
Benefits for New Teachers
112(1)
Benefits for Librarians
112(1)
Benefits for Students and Parents
113(1)
Using Curriculum Maps to Help Write Curricular Units
113(1)
How Do You Create a Curriculum Map?
114(2)
How Long Does Mapping the Curriculum Take?
115(1)
How Do You Begin?
115(1)
How Do You Convince Your School to Do Curriculum Mapping?
116(1)
Conclusion: Keys to Success
116(3)
6. Curriculum Mapping and Collection Mapping: Otherwise Known as "The Camel with Two Humps"
119(20)
Jo Ann Everett
Hump Number One: Curriculum Mapping
119(4)
Wow!
119(1)
Enough!
120(1)
O.K.
120(1)
Don't Panic!
121(1)
Eureka!
121(1)
Slow Down!
121(1)
Oops!
122(1)
How Did You Get So Smart?
122(1)
Persevere
123(1)
Hump Number Two: Collection Mapping
123(5)
Put On the Bifocals
124(1)
Whoa!
124(1)
Hocus, Pocus!
124(1)
Get Ready, Set, Go!
125(1)
Eureka, Again!
125(1)
Don't Go Overboard!
126(1)
Spin That Web
126(1)
Be Alert
127(1)
Sold to the Highest Bidder!
127(1)
Peace at Last
127(1)
Here We Go Again!
128(8)
Hang On-Here We Go!
128(1)
Thinking Outside of the Box!
128(1)
At Last! A Finished Map
129(2)
Fitting the Pieces Together
131(1)
Hand in Hand
131(5)
Divide and Conquer!
136(1)
Peace in the Valley-At Last!
136(3)
III. Teaching and Assessing 139(30)
7. Modeling Recursion in Research Process Instruction
141(16)
Sandy L. Guild
Introduction
141(1)
The Role of Self-Talk in the Research Process
142(1)
Modeling the Thinking Processes Involved in the Research Process
143(4)
Back to Sarah
147(1)
Application to Instruction
147(3)
Habits of Mind
150(7)
8. Assessment for Learning
157(12)
Sharon Coatney
What Is Assessment?
157(1)
Types of Assessments
158(1)
Constructing Assessments
159(1)
Planning
160(1)
Alternative Assessments
161(2)
The Teacher Librarian, Assessment, and the School Curriculum
163(4)
Finding
163(1)
Analyzing, Evaluating, and Using
164(2)
Presenting
166(1)
Conclusions
167(2)
IV. Creating Collaborative Learning Communities 169(52)
9. Building Learning Communities Using Technology
171(18)
Frances Jacobson Harris
Introduction
171(3)
Learning Communities
172(1)
Using Technology to Build Learning Communities
173(1)
Information Ecologies
174(3)
System
174(1)
Diversity
175(1)
Coevolution
175(1)
Locality
176(1)
Keystone Species
176(1)
Technology Tools for a Healthy Information Ecology
177(2)
Information Technology
177(1)
Communication Technology
178(1)
Dissemination Technology
179(1)
Selected Applications in Practice
179(2)
Challenges
181(3)
Lack of Diversity I: The Internet as a Monoculture
181(1)
Lack of Diversity II: Technical Support and Staff Development
182(1)
Lack of Coevolution: New Technology, Old Pedagogy
183(1)
Locality: Choosing the Right Tool for the Setting
183(1)
Preserving Librarians as Keystone Species
184(1)
Conclusion
184(5)
10. The Role of Libraries in Learning Communities
189(10)
Rebecca J. Pasco
Introduction
189(1)
Learning Communities
190(2)
Learning Communities and Library Media Specialists
192(2)
Leadership in Learning Communities: Administrators and Library Media Specialists
194(2)
Conclusion
196(3)
11. Collaboration and Leadership
199(22)
Joy McGregor
Introduction
199(1)
The Experience of Collaboration
199(1)
Collaboration and the School Library
200(1)
Why Is Collaboration Difficult?
201(1)
Leadership and Change
202(5)
Collaborative Learning Communities
202(1)
Complexity of the Change Process
203(2)
Urgency, Energy, and Agency for Change
205(1)
Framework for School Improvement
205(2)
Factors to Consider in Leading Collaborative Efforts
207(4)
The Principal's Mental Model
207(1)
The Teacher Librarian's Knowledge of the Curriculum
208(1)
Teachers' Prior Knowledge and Experience
209(1)
Ability to See the Big Picture
210(1)
Belief in the Ability to Lead
210(1)
Leadership Skills, Qualities, and Attitudes
211(1)
Principles and Strategies for Leading Successful Collaborations
212(5)
Create/Take Advantage of Opportunities
212(1)
Acknowledge Agendas
213(1)
Discuss Expectations
213(1)
Determine Goals and Objectives
214(1)
Set Priorities
214(1)
Create Teams
214(1)
Keep Team Focused on Mission
215(1)
Evaluate
216(1)
Document Evidence
216(1)
Reward Positive Results
217(1)
Lead Professional Growth
217(1)
Share Leadership
217(1)
Maturing Leadership
217(4)
Index 221(6)
About the Editors and Contributors 227
BARBARA K. STRIPLING is currently Director of Library Programs for New Visions for Public Schools, a local education fund in New York City. She has been a classroom teacher of English and drama, a school library media specialist for grades K-12, Library Power Director in Chattanooga, Tennessee, and a Director of Instructional Services for the Fayetteville, Arkansas, public schools. She is the auhtor or editor of three books: Braistorms and Blueprints: Teaching Library Research as a Thinking Process, Libraries for the National Education Goals, and Learning and Libraries in an Information Age: Principles and Practice. She is a former president of the American Association of School Librarians and is currently serving on the Executive Board of the American Library Association.

SANDRA HUGHES-HASSELL is Assistant Professor in the College of Information Science & Technology at Drexel University. In her 20-year career, she has also been an elementary school teacher, a school library media specialist, and director of the Philadelphia Library Power Project. In her current research and teaching, she focuses on resources and services to youth and the instructional role of the information specialist. She is currently co-principal investigator on a 2002 National Leadership Grant focused on understanding the information-seeking behavior of urban young adults.