By Ken Haycock
How will you make your institution library media programme extra profitable? This ebook identifies present developments and wondering library media experts as switch brokers and their roles at school development, curriculum layout, collaboration with academics, and construction details literacy. Reprinted from fresh problems with "Emergency Librarian", 39 articles supply stimulating discussions on studying theories, versatile scheduling, new applied sciences, thematic devices, new partnerships and extra. Articles are prepared into seven sections - foundations, the varsity context, position explanation, details literacy, collaborative making plans and educating, programme improvement, and responsibility.
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Extra info for Foundations for effective school library media programs
Sharon Straathof has been a teacher, teacher-librarian and staff development specialist with the Vancouver (British Columbia) School Board. Julie Tallman is associate professor in the Department on Instructional Technology in the College of Education at the University of Georgia. Jean Donham van Deusen is on the faculty at the University of Iowa School of Library and Information Science, where she teaches courses in school librarianship, materials for children, and multimedia. Patricia Wilson is associate professor in the School of Education at the University of Houston-Clear Lake in Houston, Texas.
With the information skills continuum, it is easier to develop different units of study with classroom teachers at each grade level; all students at the grade level are taught specific information processes incorporated with classroom instruction. In this way the program becomes entrenched in the school and provides a foundation for continuing growth and development. It is critical that the teacher-librarian write down the unit as it was developed with the classroom teacher, noting such things as the objectives, how the program was organized and scheduled, what activities were developed, what specialized resources were used, which materials were better for slower students and which were better for youngsters who needed more challenge, and what the two partners thought the strengths and weaknesses of the unit were and how it might be changed if it was undertaken again.
There are even more teachers who don't stop to think about objectives but know in the back of their minds what it is that they want to accomplish with the youngsters; content or subject matter to be taught is then determined and put into sequence. The content can be organized in a large number of ways quite aside from what the textbook publisher has determined. As professional teachers, we have a whole range of instructional strategies at our disposal in order to accomplish the objectives we have identified.