School reform and the school library media specialist / Sandra Hughes-Hassell and Violet H. Harada
- Bib ID:
- 4228082
- Format:
- Book
- Author:
- Hughes-Hassell, Sandra
- Online Version:
- Table of contents only
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- Description:
-
- Westport, CT : Libraries Unlimited, c2007
- xxiii, 204 p. : ill. ; 26 cm.
- ISBN:
- 9781591584278
- Series:
- Principles and practice series.
- Summary:
-
"This third entry in the Principles and Practice series focuses on the role of the library media specialist as a "change agent" in the school. The purpose of this book is twofold: to provide insight into the role of the school librarian as change agent and to demonstrate strategies for being an effective change agent using a subset of current reform initiatives."--BOOK JACKET.
- Full contents:
-
- Machine derived contents note: Contents
- Illustrations
- Forward
- David V. Loertscher
- Acknowledgements
- Introduction
- Violet H. Harada and Sandra Hughes-Hassell
- Academic Excellence
- Accountability
- Diversity
- Digital Literacy
- Professional Renewal and Leadership
- The School Library Media Specialist and School Reform
- Overview of the Book
- Librarian as Change Agent
- Partners in Student Achievement
- Developing Literacy in the 21st Century
- Serving Diverse Student Populations
- Building Professionalism
- The Journey Begins
- I. Librarian As Change Agent
- 1 Change Agentry: An Essential Role for School Library Media Specialists
- Sandra Hughes-Hassell and Violet H. Harada
- What is Change Agentry and What do Change Agents Do?
- What Core Capacities are Required to be an Effective Change Agent?
- What are Some Key Points About the Change Process?
- What Assets do Library Media Specialists Bring to the Change Process?
- Strategies for Becoming a Change Agent
- Strategies for Acting as a Change Agent
- Why Act as a Change Agent?
- Final Thoughts
- Ii. Partners In Student Achievement
- 2 The Impact of Standards Based Education on School Library Media Programs
- Marjorie Pappas
- The Beginning of the Standards Movement
- The No Child Left Behind Act
- Accountability
- Choice
- Flexibility
- Improving Teacher Quality State Grant Program
- NCLB, Reading and Literacy Programs
- Science Testing Begins in 2007
- A Report Card on No Child Left Behind
- Quality Counts Data
- Accountability and the Annual Yearly Progress (AYP)
- Narrowing the Curriculum
- One Size Does Not Fit All
- Reading Educators and NCLB
- NCLB and The School Library Media Program
- Potentially Positive Impacts
- Potentially Negative Impacts
- Reauthorization of NCLB and School Library Media Specialists
- 3 Teaching for Understanding
- Barbara K. Stripling
- What is Understanding?
- What Needs to Be Understood? Who Gets to Say?
- How is Understanding Developed?
- Background Knowledge
- Cognitive Processes
- Habits of Mind
- Metacognition
- How is Understanding Developed in the Real World?
- How Do We Teach for Understanding?
- How do we Design Inquiry-Based Instruction That Leads to Understanding?
- Target Specific Understandings
- Determine How Students Will Demonstrate Their Learning
- Design the Instructional Activities
- Concept Map: The Connect Phase of Inquiry
- Six Thinking Hats Questioning: The Wonder Phase of Inquiry
- Construction of Context: The Investigate Phase of Inquiry
- Corroborating Information; Verifying Sources: The Investigate Phase of Inquiry
- Narrative Framework: The Construct Phase of Inquiry
- Constructive Conversation: The Construct Phase of Inquiry
- Gallery Walk: The Express Phase of Inquiry
- Reflection Logs: The Reflect Phase of Inquiry
- How Do We Invite Students to Think Metacognitively About the Process of Developing Understanding in all Content Areas?
- What are the Challenges That Students Encounter When They Are Trying to Develop Understanding?
- How Do Librarians and Classroom Teachers Create a Community That Helps Students Build Understanding?
- What is the Role of Librarians as Leaders in Creating Communities That Foster Understanding?
- 4 Evidence-Based Practice and School Libraries: From Advocacy to Action
- Ross J. Todd
- The Beginnings
- Evidence-Based Librarianship
- Evidence-Based Education
- School Libraries and Evidence-Based Practice
- Merging Research and Practice
- Identifying Learning Outcomes
- Principles of Evidence-Based Practice
- Know the Research, And Know the Research Intimately
- Make Visible the Research Foundation of Your Practice in Your School
- Make Student Learning Outcomes the Center of Your Evidence
- Delaware Study
- First New Jersey Study
- Second New Jersey Study
- Integrate Evidence-Generating Strategies in Your Practice that Focus on Learning
- Outcomes
- Direct Measures
- Levels of Data Collection
- Curriculum Audit
- Standardized Test Audit
- Mesh Results of Local Evidence of Learning Outcomes with Other Evidence to
- Build a Continuous Improvement Plan
- Disseminate, Celebrate, and Build Together on the Evidence-Based Outcomes
- Conclusion
- Iii. Developing Literacy In The 21st Century
- 5 Family Literacy: The Dynamic Roles School Librarians Can Play
- Bonnie Mackey and Sharon Pitcher
- What is Family Literacy?
- Criteria for Family Literacy Programs
- School Library Involvement in Family Literacy Programming
- Critical Background Knowledge for the School Librarian
- Recommended Family Literacy Practices
- Reading Nights
- Lending Libraries
- Computer Nights
- Additional Ideas
- Planning for Family Literacy Programs
- Funding Sources
- Family Literacy Programming: A Possible Scenario
- 6 Reading the Web: The Merging of Literacy and Technology
- Elizabeth Dobler
- A Changing View of Literacy
- A Changing View of Teaching
- The Process of Web Reading
- The Reader
- Teaching Readers
- The Text
- Teaching About the Text
- The Process
- Teaching the Process
- Final Thoughts
- 7 Literacy and Learning in a Digital World
- Pam Berger
- Literacy in the Digital Age: What Does it Mean to Be Literate in a Digital Age?
- Learning in a Digital Environment: How is Learning Different in a Digital Age?
- Information and Communication Technology Reform: How is the Education and Library Field Addressing ICT Reform?
- ICT Frameworks and Assessments
- The Role of the School Library: How Can School Librarians Take a Leadership Role in Preparing Students for the 21st Century?
- Concluding Thoughts
- Part Iv: Serving Diverse Student Populations
- 8 Special Education and Inclusion: Opportunities for Collaboration
- Mary Jo Noonan and Violet H. Harada
- The Inclusion Reform
- Special Education Supports For Inclusion
- Curricular Supports
- Instructional Supports
- Supporting Special Education Students: Strategies for The School Library Media Specialist
- Collaborative Planning
- Collaborative Teaching
- Co-Teaching
- Consultation
- Providing Resource Support
- Assistive Technology
- Issues of Access
- Fostering Relationships
- Conclusion
- 9 Language, Culture and the School Library
- Denise E. Agosto and Sandra Hughes-Hassell
- Language, Culture, and Learning
- Language, Culture, and Student Assessment
- Language, Culture, and the Comprehension of Information Resources
- Language, Culture, and the Student Socialization Process
- Implications for Practice
- Supporting ELL and Minority Student Learning
- Supporting ELL and Minority Student Socialization
- Conclusion
- Part V: Building Professionalism
- 10 The Real Thing: Authentic Teaching Through Action Research
- Carol Gordon
- Why Perceptions Are Not Enough
- What is Action Research?
- Origins of Action Research
- Action Research and The School Library Program
- Getting Started With Authentic Learning Tasks
- Using Qualitative Data Collection Methods
- What Does Action Research Look Like?
- What Do School Librarians and Teachers Think About Action Research?
- Conclusion
- 11 Professional Development in Communities of Practice
- Joyce Yukawa, Violet H. Harada, and Daniel Suthers
- Reflective Practice
- Professional Development for Reflective Practice
- Communities of Practice
- Building Trusting Relationships
- Participation
- Creative Tensions
- Designing for Learning in a Community of Practice
- Structures for Participation
- Initial Face-to-Face Engagement Activity
- Building Teams: School-Based Planning and Implementation
- Building Community Support: Online Mentoring Strategies
- Building Community Support: Buddy Team Responses
- Conclusion
- Index
- About the Editors and Contributors.
- Notes:
- Includes bibliographical references and index.
- Subject:
- Other authors/contributors:
- Harada, Violet H
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 2007
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