Authors: Barbara K. Stripling
ISBN-13: 9781563086663, ISBN-10: 1563086662
Format: Paperback
Publisher: Libraries Unlimited
Date Published: October 1999
Edition: 1st Edition
BARBARA K. STRIPLING is Director of Instructional Services, Fayetteville Public Schools, Arkansas, and former president of AASL.
Blending the latest research and educational theory with sound and effective practices, this book shows you how to create a learning-centered library for the new millennium. Some of the most respected authorities in the field have contributed their ideas and expertise to this important work. For example, Carol Kuhlthau discusses student learning in the information age; Jackie Mancall writes about collection development; Sheila Salmon describes what the library media specialist brings to the equation of standards-based learning; and Joy McGregor provides an informative article about learning theories and models. The result is a valuable combination of principles and implementation strategies for learning, information literacy, instructional design, library media program design, collaboration, teaching, collection development, assessment, and building communities of learning. Now is the time to step forward as an instructional leader and this is the book that will help you do it. A must read for libra
First in the new Principles and Practices series to provide library media professionals "research and theory that are grounded in effective practice," this volume focuses on improving student achievement in information-age schools. After an overview of how technology and a proliferation of electronic information have changed education, several authors present information on learning models, factors of learning, and thinking. Several information-literacy-skills modelsincluding the Big6, Pathways to Knowledge, Essential Skills, INFOhio DIALOGUE, Colorado and California Models, and AASL/AECT Standardsare presented, and the book discusses common components. Subsequent chapters examine learning in a technological context, access to information, safety and privacy concerns, ethical conduct, and expanded formats in distance learning, software, CD-ROMs, and Internet sites. Practical information is provided on meaningful assignments, the potential of digitized primary source documents, methods of assessment, developing lifelong learners, the need for collaboration, and the necessity of a paradigm shift from a traditional to a constructivist approach. Emphasizing that librarians must act as leaders in changing schools into communities of learning, the authors provide useful information about how to make those changes happen. Each chapter includes a bibliography of recent books, articles, and Web sites for readers wishing to learn more. This book achieves an admirable balance between theory and practicality, and it should be useful for both novice and experienced librarians. Index. Illus. Charts. Biblio. Source Notes. Further Reading. 1999, Libraries Unlimited, 375p, $35 Oversize pb.Ages Adult. Reviewer: Sherry York
SOURCE: VOYA, October 2000 (Vol. 23, No. 4)
Acknowledgments | ||
Introduction | ||
Contributors | ||
Pt. I | Overview | 1 |
Ch. 1 | Literacy and Learning for the Information Age | 3 |
Pt. II | Context of Learning | 23 |
Ch. 2 | How Do We Learn? | 25 |
Ch. 3 | Information Literacy Skills Models: Defining the Choices | 54 |
Ch. 4 | Learning in a Technological Context | 83 |
Pt. III | Context of Collaborative Planning and Teaching | 131 |
Ch. 5 | Collaboration in Teaching and Learning | 133 |
Ch. 6 | Standards-Based Teaching in the Library Media Center | 163 |
Ch. 7 | Creating Meaningful Assignments for Student Learning | 181 |
Ch. 8 | Making Sense of a Changing World: Digitized Primary Source Documents in Schools | 196 |
Ch. 9 | Assessment: A Tool for Developing Lifelong Learners | 206 |
Pt. IV | Context of Library Media Programs | 229 |
Ch. 10 | Developing a Collaborative Access Environment: Meeting the Resource Needs of the Learning Community | 231 |
Ch. 11 | Designing Library Media Programs for Student Learning | 260 |
Pt. V | Connecting to the Community | 297 |
Ch. 12 | A Community of Learning for the Information Age | 299 |
Pt. VI | Connecting to Research | 325 |
Ch. 13 | Student Learning: Linking Research and Practice | 327 |
Index | 361 |