Enhancing teaching and learning : a leadership guide for school library media specialists

cover image
  • Jean Donham.
  • Donham, Jean
  • New York : Neal-Schuman Publishers, c2008.
  • 2nd ed., rev.
  • Book
  • Print

    • Where to find it

    Information & Library Science Library

    Call Number
    Z675.S3 D65 2008
    Status
    Available
    Request
    Call Number
    Z675.S3 D65 2008
    Status
    Available
    Request

    Authors, etc.

    Names:

    Contents

    • List of Figures p. vii
    • Preface p. ix
    • Acknowledgments p. xv
    • Part I The Environment
    • 1 Students p. 3
    • Conditions of American Youth p. 4
    • Improving Access p. 6
    • Millennials p. 9
    • Collection Development to Meet Student Needs p. 10
    • Media Influence p. 11
    • Motivation for Learning p. 15
    • Action Strategies p. 22
    • Scenario for Discussion p. 23
    • References p. 24
    • 2 Curriculum and Instruction p. 27
    • Curriculum p. 27
    • The Library Media Specialist's Expertise p. 38
    • Conclusion p. 41
    • Action Strategies p. 42
    • Scenario for Discussion p. 43
    • References p. 44
    • 3 The Principal p. 47
    • Standards for School Principals p. 47
    • Principal as Leader and Manager p. 49
    • Relating the Principal's Role to the School Library Media Program p. 53
    • Impact of the Principal on the School Library Media Program p. 58
    • Participative Decision Making p. 61
    • Conclusion p. 64
    • Action Strategies p. 64
    • Scenario for Discussion p. 65
    • References p. 66
    • 4 The School District p. 69
    • Funding p. 70
    • Personnel p. 76
    • Curriculum p. 77
    • Technology p. 80
    • A Word About Smaller Districts p. 83
    • Advocacy p. 83
    • Working Within the System p. 83
    • Action Strategies p. 86
    • Scenario for Discussion p. 87
    • References p. 87
    • 5 The Community p. 89
    • Purposes of Involvement p. 89
    • Family Involvement p. 90
    • Business Involvement p. 93
    • Community Resources p. 95
    • Action Strategies p. 99
    • Scenario for Discussion p. 100
    • References p. 101
    • Part II The Library Media Program
    • 6 Collaborative Planning p. 105
    • The Collaborative Planning Process p. 106
    • The Instructional Planning Team p. 109
    • The Library Media Specialist as Collaborator p. 111
    • Subject Specialization p. 115
    • Group Task Roles p. 115
    • Formal and Informal Collaboration p. 118
    • Benefits of Collaboration p. 120
    • Action Strategies p. 122
    • Scenario for Discussion p. 123
    • References p. 124
    • 7 Scheduling Library Media Activities p. 127
    • Elementary School Scheduling Alternatives p. 129
    • Benefits of Flexible Scheduling p. 131
    • Prerequisites for Flexible Scheduling p. 131
    • Mixed Scheduling p. 135
    • Block Scheduling p. 137
    • Action Strategies p. 141
    • Scenario for Discussion p. 145
    • References p. 145
    • 8 Collection p. 147
    • Selection Criteria and Policies p. 148
    • Trends p. 150
    • Collection Maintenance p. 161
    • Reconsideration of Challenged Materials p. 165
    • Equipment p. 169
    • Action Strategies p. 174
    • Scenario for Discussion p. 175
    • References p. 175
    • 9 Literacy p. 177
    • The Purposes of Reading p. 178
    • The Library Media Program and Reading Instruction p. 180
    • Reading Nonfiction p. 184
    • Nurturing Readers p. 185
    • Action Strategies p. 198
    • Scenario for Discussion p. 199
    • References p. 200
    • 10 Technology p. 203
    • Technology Applications p. 204
    • Planning for Technology p. 209
    • NETS Technology Curriculum Standards p. 215
    • The Library Media Specialist's Roles in Technology p. 216
    • Evaluation p. 231
    • Action Strategies p. 232
    • Scenario for Discussion p. 233
    • References p. 233
    • 11 Information Literacy p. 237
    • Information Literacy Skills and Knowledge p. 238
    • Information Literacy Dispositions p. 247
    • Information Literacy Responsibilities p. 249
    • Information Literacy Self-Assessment Strategies p. 250
    • Information Technology and Information Skills p. 250
    • Assignments for Teaching Information Literacy p. 252
    • Mental Models of Information Processing p. 255
    • Information Literacy Standards for Higher Education p. 257
    • Beyond Reporting p. 258
    • Action Strategies p. 260
    • Scenario for Discussion p. 261
    • References p. 262
    • 12 Assessment of Student Work p. 265
    • Assessment Defined p. 265
    • Rubrics p. 268
    • Other Assessment Tools p. 281
    • Tests p. 286
    • Conclusion p. 289
    • Action Strategies p. 290
    • Scenario for Discussion p. 291
    • References p. 291
    • 13 Program Evaluation p. 293
    • Purpose of Evaluation p. 293
    • Data Collection and Analysis p. 295
    • Benchmarking p. 299
    • Rubrics for Program Evaluation p. 301
    • Stakeholders p. 301
    • Action Strategies p. 308
    • Scenario for Discussion p. 309
    • References p. 309
    • 14 Leadership p. 311
    • Leadership Attributes p. 311
    • Leading from the Middle p. 315
    • Strategic Leadership p. 318
    • Reflection p. 319
    • Mentoring p. 320
    • National Board for Professional Teaching Standards p. 320
    • Action Strategies p. 321
    • Scenario for Discussion p. 322
    • References p. 322
    • For Further Reading p. 325
    • Author Index p. 331
    • Subject Index p. 337
    • About the Author p. 353
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    Other details

    Description:
    xv, 353 pages : illustrations ; 23 cm
    Published:
    New York : Neal-Schuman Publishers, c2008.
    Language:
    English
    Notes:
    Includes bibliographical references and indexes.
    ISBN:
    9781555706470
    1555706479
    OCLC Number:
    229342687
    Other Identifiers:
    LCCN: 2008023321
    British national bibliography: GBA8C2382

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