Librarians as learning specialists: meeting the learning imperative for the 21st century
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Westport, Conn. [u.a.]
Libraries Unlimited
2008
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XVIII, 128 S. |
| ISBN: | 9781591586791 |
Internformat
MARC
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| 020 | |a 9781591586791 |c alk. paper |9 978-1-59158-679-1 | ||
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| 100 | 1 | |a Zmuda, Allison |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Librarians as learning specialists |b meeting the learning imperative for the 21st century |c Allison Zmuda and Violet Harada |
| 250 | |a 1. publ. | ||
| 264 | 1 | |a Westport, Conn. [u.a.] |b Libraries Unlimited |c 2008 | |
| 300 | |a XVIII, 128 S. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Bibliotecarios de escuela - Descripciones del trabajo | |
| 650 | 4 | |a Bibliotecarios de escuela, Participación de - En la planificación curricular | |
| 650 | 4 | |a Bibliotecas escolares - Metas y objetivos - Estados Unidos | |
| 650 | 4 | |a Cambio educativo - Estados Unidos | |
| 650 | 4 | |a Enseñanza efectiva | |
| 650 | 4 | |a Materiales de instrucción - Personal - Descripciones del trabajo | |
| 650 | 4 | |a School libraries |x Aims and objectives |z United States | |
| 650 | 4 | |a School librarians |v Job descriptions | |
| 650 | 4 | |a Instructional materials personnel |v Job descriptions | |
| 650 | 4 | |a School librarian participation in curriculum planning | |
| 650 | 4 | |a Effective teaching | |
| 650 | 4 | |a Educational change |z United States | |
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Datensatz im Suchindex
| _version_ | 1804137604764925952 |
|---|---|
| adam_text | Contents
Illustrations
......................................................... ix
Foreword
............................................................ xi
Acknowledgments
..................................................xiii
Introduction
.......................................................... xv
Organization of this Book
...........................................xvi
Challenge Posed
.................................................. xviii
Chapter
1:
Closing the Learning Gap: Refraining Our Mission
.....1
Part
1:
The Significance of Mission in Schooling
......................1
Adopting a Mission-Centered Mindset
..............................2
The Role of Learning Principles in Achieving the School s Mission
.. 2
Part
2:
Predictable Problems in the Design of Schooling
...............4
The Isolation of School from Life Continues to Create Passive
Learners and Significant Dropout Rates
............................4
Persistent Achievement Gaps Exist among Students in an
Increasingly Diverse Student Population
...........................7
Part
3:
Persistent Challenges in Collaboration
........................7
Isolation Remains the Enemy of School Improvement
..............7
Assumption that Craft Knowledge Is Acquired through
On-the-Job Experience
.............................................9
Part
4:
Implications for the Library Media Specialist
............... 10
Challenges Faced
................................................ 10
Framing a Learner-Centered Mission Statement
................. 11
Pairing Mission with Learner Performance Expectations:
The
AIME
Example
.............................................. 12
Developing a Mission Statement for the Library Media Center
... 13
V
vi
Contents
Collaborating with Staff and Administrator on the Mission
(and Mission-Centered Mindset)
................................. 14
Learning Principles in the Library
............................... 16
Conclusion
......................................................... 16
Chapter
2:
The Learning Specialist: Clarifying the Role
of Library Media Specialists
......................................... 23
Part
1:
Summary of Significance of a Learning Specialist
........... 23
Part
2:
Predictable Challenges in the Design of Learning Specialist
Positions
.................................................... 26
Importance of a Clear Job Description
............................ 26
School-Level Factors that Impact Effectiveness
.................. 27
Collective Accountability for Results
............................. 29
Collegiality among Staff
.......................................... 29
Leadership Structures that Support Learning Specialists
........ 30
Part
3:
Persistent Challenges in Collaboration between Learning
Specialist and Teaching Staff
................................ 32
Collaboration
.................................................... 32
Content and Pedagogical Expertise
............................... 33
Reflection and Adaptability
...................................... 34
Part
4:
Implications for the School Library Media Specialist
........ 35
Focus on Teaching and Learning
................................. 35
Nurturing a Collaborative Culture
............................... 37
Planning and Working Strategically
.............................. 39
Teaming with Other Learning Specialists
........................ 42
Conclusion
......................................................... 43
Chapter
3:
Designing Instruction to Fit the Nature of the
Learning and the Learner
........................................... 47
Expectations of the Learning Specialist
............................. 47
Part
1:
Summary of Significance of Effective Instructional Design
.. 48
The Core Belief that All Children Can and Will Learn Well
....... 48
Learning Specialists as Coaches of Learning
..................... 49
Part
2:
Predictable Challenges in Instructional Design and Practice
50
The Challenge of Engaging Students in Their Own Learning
..... 50
The Challenge of Knowing What the Student Needs and
Quickly Responding to that Need
................................. 52
The Challenge of Troubleshooting Learner Problems
Predictable because of the Nature of the Learning
.............· · · 53
The Challenge of Trying to Teach All
Eids
Without Being
Responsive to Cultural Background and Prior Experiences
....... 54
Part
3:
Persistent Challenges in Collaboration
...................... 56
Fallacy
#1:
Effective Instructional Practice Is a Matter of Opinion
56
Contents
vìi
Fallacy
#2:
Only Inexperienced, Weak, or Lazy Teachers Use
Other People s Instructional Designs
—
Competent Teachers
Design It Themselves
............................................ 57
Part
4:
Implications for the School Library Media Specialist
........ 58
Personalizing Learning
.......................................... 61
Supporting Differentiation for Learners
.......................... 61
Collaboration Is the Key
.......................................... 64
Scenarios of Practice: Personalizing the Learning Experience
___ 65
Conclusion
......................................................... 68
Chapter
4:
Providing Robust Assessment and Feedback
.......... 73
Expectations of the Learning Specialist
............................. 73
Part
1:
Summary of Significance of Assessment
..................... 73
Principles of Assessment
......................................... 74
Types of Assessment in a Robust Assessment System
............. 75
Part
2:
Predictable Challenges in Assessment
...................... 80
Playing into Mythology that What Comes Quickly or Easily
Is a Sign of Intelligence and What Comes Slowly and More
Painfully Isn t
.................................................... 81
Measuring What Is Easy Instead of What Is Necessary
........... 82
Viewing Assessment Solely as an Evaluation of Student
Performance
..................................................... 83
Part
3:
Predictable Challenges in Collaboration
..................... 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
............................ 84
Fallacy
#2:
Learning Specialists Are Not in Charge of the Design
of the Assessment, Just the Orchestration of It
................... 84
Effective Collaborative Partnerships Require the Development of
Leadership Skills
................................................ 85
Part
4:
Implications for the School Library Media Specialist
........ 86
Answering the Challenge for Deeper Learning
................... 86
Pursuing Personal and Aesthetic Growth
......................... 88
Inquiring and Gaining Knowledge
............................... 89
Drawing Conclusions and Creating New Knowledge
.............. 91
Sharing Knowledge and Working in Teams
....................... 92
Conclusion
........................................................ 100
Looking to the Future: Providing Resources to Support
21st-century
Learning
.............................................. 103
Part
1:
The Role of the Library Media Specialist in Identifying,
Acquiring, and Accessing Resources that Support Learning
104
Resource Demands of
a
Constructivist
Teaching and
Learning Context
............................................... 105
Impact of a Changing Student Population
....................... 105
viii Contents
Extending Beyond the School
................................... 106
Impact of Technology on Information
............................ 106
Ethical Issues Dealing with Information Access
................. 107
Part
2:
Navigating the Changing Information Landscape
.......... 107
Developing Digital Collections
.................................. 108
Supporting Digital Natives
...................................... 109
Web
2.0:
Moving from Resources to Tools for Learning
........... 110
Snapshots of Practice
............................................
Ill
Conclusion
........................................................ 112
Afterword
......................................................... 117
Index
.............................................................. 119
|
| adam_txt |
Contents
Illustrations
. ix
Foreword
. xi
Acknowledgments
.xiii
Introduction
. xv
Organization of this Book
.xvi
Challenge Posed
. xviii
Chapter
1:
Closing the Learning Gap: Refraining Our Mission
.1
Part
1:
The Significance of Mission in Schooling
.1
Adopting a Mission-Centered Mindset
.2
The Role of Learning Principles in Achieving the School's Mission
. 2
Part
2:
Predictable Problems in the Design of Schooling
.4
The "Isolation of School from Life" Continues to Create Passive
Learners and Significant Dropout Rates
.4
Persistent Achievement Gaps Exist among Students in an
Increasingly Diverse Student Population
.7
Part
3:
Persistent Challenges in Collaboration
.7
Isolation Remains the Enemy of School Improvement
.7
Assumption that "Craft Knowledge" Is Acquired through
On-the-Job Experience
.9
Part
4:
Implications for the Library Media Specialist
. 10
Challenges Faced
. 10
Framing a Learner-Centered Mission Statement
. 11
Pairing Mission with Learner Performance Expectations:
The
AIME
Example
. 12
Developing a Mission Statement for the Library Media Center
. 13
V
vi
Contents
Collaborating with Staff and Administrator on the Mission
(and Mission-Centered Mindset)
. 14
Learning Principles in the Library
. 16
Conclusion
. 16
Chapter
2:
The Learning Specialist: Clarifying the Role
of Library Media Specialists
. 23
Part
1:
Summary of Significance of a Learning Specialist
. 23
Part
2:
Predictable Challenges in the Design of Learning Specialist
Positions
. 26
Importance of a Clear Job Description
. 26
School-Level Factors that Impact Effectiveness
. 27
Collective Accountability for Results
. 29
Collegiality among Staff
. 29
Leadership Structures that Support Learning Specialists
. 30
Part
3:
Persistent Challenges in Collaboration between Learning
Specialist and Teaching Staff
. 32
Collaboration
. 32
Content and Pedagogical Expertise
. 33
Reflection and Adaptability
. 34
Part
4:
Implications for the School Library Media Specialist
. 35
Focus on Teaching and Learning
. 35
Nurturing a Collaborative Culture
. 37
Planning and Working Strategically
. 39
Teaming with Other Learning Specialists
. 42
Conclusion
. 43
Chapter
3:
Designing Instruction to Fit the Nature of the
Learning and the Learner
. 47
Expectations of the Learning Specialist
. 47
Part
1:
Summary of Significance of Effective Instructional Design
. 48
The Core Belief that All Children Can and Will Learn Well
. 48
Learning Specialists as Coaches of Learning
. 49
Part
2:
Predictable Challenges in Instructional Design and Practice
50
The Challenge of Engaging Students in Their Own Learning
. 50
The Challenge of Knowing What the Student Needs and
Quickly Responding to that Need
. 52
The Challenge of Troubleshooting Learner Problems
Predictable because of the Nature of the Learning
.· · · 53
The Challenge of Trying to Teach All
Eids
Without Being
Responsive to Cultural Background and Prior Experiences
. 54
Part
3:
Persistent Challenges in Collaboration
. 56
Fallacy
#1:
Effective Instructional Practice Is a Matter of Opinion
56
Contents
vìi
Fallacy
#2:
Only Inexperienced, Weak, or Lazy Teachers Use
Other People's Instructional Designs
—
Competent Teachers
Design It Themselves
. 57
Part
4:
Implications for the School Library Media Specialist
. 58
Personalizing Learning
. 61
Supporting Differentiation for Learners
. 61
Collaboration Is the Key
. 64
Scenarios of Practice: Personalizing the Learning Experience
_ 65
Conclusion
. 68
Chapter
4:
Providing Robust Assessment and Feedback
. 73
Expectations of the Learning Specialist
. 73
Part
1:
Summary of Significance of Assessment
. 73
Principles of Assessment
. 74
Types of Assessment in a Robust Assessment System
. 75
Part
2:
Predictable Challenges in Assessment
. 80
Playing into Mythology that What Comes Quickly or Easily
Is a Sign of Intelligence and What Comes Slowly and More
Painfully Isn't
. 81
Measuring What Is Easy Instead of What Is Necessary
. 82
Viewing Assessment Solely as an Evaluation of Student
Performance
. 83
Part
3:
Predictable Challenges in Collaboration
. 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
. 84
Fallacy
#2:
Learning Specialists Are Not in Charge of the Design
of the Assessment, Just the Orchestration of It
. 84
Effective Collaborative Partnerships Require the Development of
Leadership Skills
. 85
Part
4:
Implications for the School Library Media Specialist
. 86
Answering the Challenge for Deeper Learning
. 86
Pursuing Personal and Aesthetic Growth
. 88
Inquiring and Gaining Knowledge
. 89
Drawing Conclusions and Creating New Knowledge
. 91
Sharing Knowledge and Working in Teams
. 92
Conclusion
. 100
Looking to the Future: Providing Resources to Support
21st-century
Learning
. 103
Part
1:
The Role of the Library Media Specialist in Identifying,
Acquiring, and Accessing Resources that Support Learning
104
Resource Demands of
a
Constructivist
Teaching and
Learning Context
. 105
Impact of a Changing Student Population
. 105
viii Contents
Extending Beyond the School
. 106
Impact of Technology on Information
. 106
Ethical Issues Dealing with Information Access
. 107
Part
2:
Navigating the Changing Information Landscape
. 107
Developing Digital Collections
. 108
Supporting Digital Natives
. 109
Web
2.0:
Moving from Resources to Tools for Learning
. 110
Snapshots of Practice
.
Ill
Conclusion
. 112
Afterword
. 117
Index
. 119 |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV023284486 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T20:41:03Z |
| indexdate | 2024-07-09T21:14:56Z |
| institution | BVB |
| isbn | 9781591586791 |
| language | English |
| lccn | 2008006036 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016469216 |
| oclc_num | 427541034 |
| open_access_boolean | |
| owner | DE-12 |
| owner_facet | DE-12 |
| physical | XVIII, 128 S. |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Libraries Unlimited |
| record_format | marc |
| spelling | Zmuda, Allison Verfasser aut Librarians as learning specialists meeting the learning imperative for the 21st century Allison Zmuda and Violet Harada 1. publ. Westport, Conn. [u.a.] Libraries Unlimited 2008 XVIII, 128 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Bibliotecarios de escuela - Descripciones del trabajo Bibliotecarios de escuela, Participación de - En la planificación curricular Bibliotecas escolares - Metas y objetivos - Estados Unidos Cambio educativo - Estados Unidos Enseñanza efectiva Materiales de instrucción - Personal - Descripciones del trabajo School libraries Aims and objectives United States School librarians Job descriptions Instructional materials personnel Job descriptions School librarian participation in curriculum planning Effective teaching Educational change United States Berufsbild (DE-588)4069340-5 gnd rswk-swf Lernort (DE-588)4035419-2 gnd rswk-swf Schulbibliothek (DE-588)4180097-7 gnd rswk-swf Schulbibliothekar (DE-588)4180098-9 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schulbibliothek (DE-588)4180097-7 s Lernort (DE-588)4035419-2 s DE-604 Schulbibliothekar (DE-588)4180098-9 s Berufsbild (DE-588)4069340-5 s Harada, Violet H. Verfasser aut Digitalisierung BSBMuenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016469216&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Zmuda, Allison Harada, Violet H. Librarians as learning specialists meeting the learning imperative for the 21st century Bibliotecarios de escuela - Descripciones del trabajo Bibliotecarios de escuela, Participación de - En la planificación curricular Bibliotecas escolares - Metas y objetivos - Estados Unidos Cambio educativo - Estados Unidos Enseñanza efectiva Materiales de instrucción - Personal - Descripciones del trabajo School libraries Aims and objectives United States School librarians Job descriptions Instructional materials personnel Job descriptions School librarian participation in curriculum planning Effective teaching Educational change United States Berufsbild (DE-588)4069340-5 gnd Lernort (DE-588)4035419-2 gnd Schulbibliothek (DE-588)4180097-7 gnd Schulbibliothekar (DE-588)4180098-9 gnd |
| subject_GND | (DE-588)4069340-5 (DE-588)4035419-2 (DE-588)4180097-7 (DE-588)4180098-9 (DE-588)4078704-7 |
| title | Librarians as learning specialists meeting the learning imperative for the 21st century |
| title_auth | Librarians as learning specialists meeting the learning imperative for the 21st century |
| title_exact_search | Librarians as learning specialists meeting the learning imperative for the 21st century |
| title_exact_search_txtP | Librarians as learning specialists meeting the learning imperative for the 21st century |
| title_full | Librarians as learning specialists meeting the learning imperative for the 21st century Allison Zmuda and Violet Harada |
| title_fullStr | Librarians as learning specialists meeting the learning imperative for the 21st century Allison Zmuda and Violet Harada |
| title_full_unstemmed | Librarians as learning specialists meeting the learning imperative for the 21st century Allison Zmuda and Violet Harada |
| title_short | Librarians as learning specialists |
| title_sort | librarians as learning specialists meeting the learning imperative for the 21st century |
| title_sub | meeting the learning imperative for the 21st century |
| topic | Bibliotecarios de escuela - Descripciones del trabajo Bibliotecarios de escuela, Participación de - En la planificación curricular Bibliotecas escolares - Metas y objetivos - Estados Unidos Cambio educativo - Estados Unidos Enseñanza efectiva Materiales de instrucción - Personal - Descripciones del trabajo School libraries Aims and objectives United States School librarians Job descriptions Instructional materials personnel Job descriptions School librarian participation in curriculum planning Effective teaching Educational change United States Berufsbild (DE-588)4069340-5 gnd Lernort (DE-588)4035419-2 gnd Schulbibliothek (DE-588)4180097-7 gnd Schulbibliothekar (DE-588)4180098-9 gnd |
| topic_facet | Bibliotecarios de escuela - Descripciones del trabajo Bibliotecarios de escuela, Participación de - En la planificación curricular Bibliotecas escolares - Metas y objetivos - Estados Unidos Cambio educativo - Estados Unidos Enseñanza efectiva Materiales de instrucción - Personal - Descripciones del trabajo School libraries Aims and objectives United States School librarians Job descriptions Instructional materials personnel Job descriptions School librarian participation in curriculum planning Effective teaching Educational change United States Berufsbild Lernort Schulbibliothek Schulbibliothekar USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016469216&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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