Curriculum Connections Through the Library

by Stripling, Barbara K.

• ISBN13: 9781563089732
• ISBN10: 1563089734
• Format: Paperback
• Copyright: 2003-10-30
• Publisher: Libraries Unltd Inc

Summary

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. The book features eleven chapters, illustrated throughout with tables and figures. Each chapter explains major concepts and standards involved with curriculum development, instruction, and assessment, and presents real-life examples of effective practice. Chapters include: BL Inquiry-Based Learning BL Empowered Learning BL Literacy Learning in the Elementary School BL Promoting Young Adult Literacy BL Librarian Morphs into Curriculum Developer BL Curriculum Mapping and Collection Mapping BL Modeling Recursion in Research Process Instruction BL Assessment for Learning BL Building Learning Communities Using Technology BL Role of Libraries in Learning Communities BL Collaboration and Leadership An essential compendium filled with research and best practice, this volume provides important insight into the underlying principles of successful teaching and learning in the school library media center. Educators and library practitioners will gain a better understanding of the library media center's pivotal role and learn how best to empower students to become independent and lifelong learners.

Author Biography

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.

Table of Contents

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