Curriculum connections through the library

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.

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.

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