Librarians as learning specialists : meeting the learning imperative for the 21st century

Zmuda and Harada explore the increasing number of job descriptions in schools for learning specialists with the accompanying difficulty in effectively leveraging these roles to positively affect student learning. School librarians have been one of these learning specialists for decades. The ranks have expanded in recent years to include many other content area specialists. Grant Wiggins' foreword emphasizes the relevance of learning specialists is grounded in their ability to deliver results on mission-critical measures.

This title incorporates quotations, exemplars, and findings from experts in both mainstream and librarian-focused education literature in an inclusive approach making the text accessible and credible for any leader charged with improving the system's ability for improved student achievement.

There are an increasing number of job descriptions in schools for learning specialists - certified teachers with specialized areas of expertise whose job it is to improve student performance. While these positions are attractive ideas in theory, there are real challenges in effectively leveraging such roles to positively affect student learning. School librarians have been one of these learning specialists for decades. The ranks have expanded in recent years to include reading specialists, literacy coaches, writing coaches, technology specialists, mathematics specialists, science specialists, and teachers of English Language Learners. References included throughout the book incorporate quotations, exemplars, and findings from experts in both mainstream and librarian-focused education literature. This inclusive approach makes the text accessible and credible for any leader charged with improving the system's ability for improved student achievement. Grant Wiggins' foreword emphasizes the premise that the relevance of learning specialists is grounded in their ability to deliver results on mission-critical measures.

• Illustrations p. ix
• Foreword p. xi
• Acknowledgments p. xiii
• Introduction p. xv
• Organization of this Book p. xvi
• Challenge Posed p. xviii
• Chapter 1 Closing the Learning Gap: Reframing Our Mission p. 1
• Part 1 The Significance of Mission in Schooling p. 1
• Adopting a Mission-Centered Mindset p. 2
• The Role of Learning Principles in Achieving the School's Mission p. 2
• Part 2 Predictable Problems in the Design of Schooling p. 4
• The "Isolation of School from Life" Continues to Create Passive Learners and Significant Dropout Rates p. 4
• Persistent Achievement Gaps Exist among Students in an Increasingly Diverse Student Population p. 7
• Part 3 Persistent Challenges in Collaboration p. 7
• Isolation Remains the Enemy of School Improvement p. 7
• Assumption that "Craft Knowledge" Is Acquired through On-the-Job Experience p. 9
• Part 4 Implications for the Library Media Specialist p. 10
• Challenges Faced p. 10
• Framing a Learner-Centered Mission Statement p. 11
• Pairing Mission with Learner Performance Expectations: The AIME Example p. 12
• Developing a Mission Statement for the Library Media Center p. 13
• Collaborating with Staff and Administrator on the Mission (and Mission-Centered Mindset) p. 14
• Learning Principles in the Library p. 16
• Conclusion p. 16
• Chapter 2 The Learning Specialist: Clarifying the Role of Library Media Specialists p. 23
• Part 1 Summary of Significance of a Learning Specialist p. 23
• Part 2 Predictable Challenges in the Design of Learning Specialist Positions p. 26
• Importance of a Clear Job Description p. 26
• School-Level Factors that Impact Effectiveness p. 27
• Collective Accountability for Results p. 29
• Collegiality among Staff p. 29
• Leadership Structures that Support Learning Specialists p. 30
• Part 3 Persistent Challenges in Collaboration between Learning Specialist and Teaching Staff p. 32
• Collaboration p. 32
• Content and Pedagogical Expertise p. 33
• Reflection and Adaptability p. 34
• Part 4 Implications for the School Library Media Specialist p. 35
• Focus on Teaching and Learning p. 35
• Nurturing a Collaborative Culture p. 37
• Planning and Working Strategically p. 39
• Teaming with Other Learning Specialists p. 42
• Conclusion p. 43
• Chapter 3 Designing Instruction to Fit the Nature of the Learning and the Learner p. 47
• Expectations of the Learning Specialist p. 47
• Part 1 Summary of Significance of Effective Instructional Design p. 48
• The Core Belief that All Children Can and Will Learn Well p. 48
• Learning Specialists as Coaches of Learning p. 49
• Part 2 Predictable Challenges in Instructional Design and Practice p. 50
• The Challenge of Engaging Students in Their Own Learning p. 50
• The Challenge of Knowing What the Student Needs and Quickly Responding to that Need p. 52
• The Challenge of Troubleshooting Learner Problems Predictable because of the Nature of the Learning p. 53
• The Challenge of Trying to Teach All Kids Without Being Responsive to Cultural Background and Prior Experiences p. 54
• Part 3 Persistent Challenges in Collaboration p. 56
• Fallacy #1 Effective Instructional Practice Is a Matter of Opinion p. 56
• Fallacy #2 Only Inexperienced, Weak, or Lazy Teachers Use Other People's Instructional Designs-Competent Teachers Design It Themselves p. 57
• Part 4 Implications for the School Library Media Specialist p. 58
• Personalizing Learning p. 61
• Supporting Differentiation for Learners p. 61
• Collaboration Is the Key p. 64
• Scenarios of Practice: Personalizing the Learning Experience p. 65
• Conclusion p. 68
• Chapter 4 Providing Robust Assessment and Feedback p. 73
• Expectations of the Learning Specialist p. 73
• Part 1 Summary of Significance of Assessment p. 73
• Principles of Assessment p. 74
• Types of Assessment in a Robust Assessment System p. 75
• Part 2 Predictable Challenges in Assessment p. 80
• Playing into Mythology that What Comes Quickly or Easily Is a Sign of Intelligence and What Comes Slowly and More Painfully Isn't p. 81
• Measuring What Is Easy Instead of What Is Necessary p. 82
• Viewing Assessment Solely as an Evaluation of Student Performance p. 83
• Part 3 Predictable Challenges in Collaboration p. 83
• Fallacy #1 Learning Specialists Do Not Have Curricular Goals or If There Are Curricular Goals They Are of Secondary Importance to Subject Area Curricula p. 84
• Fallacy #2 Learning Specialists Are Not in Charge of the Design of the Assessment, Just the Orchestration of It p. 84
• Effective Collaborative Partnerships Require the Development of Leadership Skills p. 85
• Part 4 Implications for the School Library Media Specialist p. 86
• Answering the Challenge for Deeper Learning p. 86
• Pursuing Personal and Aesthetic Growth p. 88
• Inquiring and Gaining Knowledge p. 89
• Drawing Conclusions and Creating New Knowledge p. 91
• Sharing Knowledge and Working in Teams p. 92
• Conclusion p. 100
• Looking to the Future: Providing Resources to Support 21st-Century Learning p. 103
• Part 1 The Role of the Library Media Specialist in Identifying, Acquiring, and Accessing Resources that Support Learning p. 104
• Resource Demands of a Constructivist Teaching and Learning Context p. 105
• Impact of a Changing Student Population p. 105
• Extending Beyond the School p. 106
• Impact of Technology on Information p. 106
• Ethical Issues Dealing with Information Access p. 107
• Part 2 Navigating the Changing Information Landscape p. 107
• Developing Digital Collections p. 108
• Supporting Digital Natives p. 109
• Web 2.0: Moving from Resources to Tools for Learning p. 110
• Snapshots of Practice p. 111
• Conclusion p. 112
• Afterword p. 117
• Index p. 119