Post date: Nov 10, 2008 6:13:50 PM
Note: Explanation of learning principles as related to America's Most Unwanted project are posted in purple.
Principle 1: The library media program is essential to learning and teaching and must be fully integrated into the curriculum to promote students’ achievement of learning goals. Evidence provided to suggest librarian Tucker has been and continues to be involved with curriculum development. She has worked with science teacher Jones (and likely his entire department) to support literacy and critical thinking. Though the end result of this unit followed a constructivist approach, there was careful planning to include literacy standards from the beginning.
Principle 2: The information literacy standards for student learning are integral to the content and objectives of the school’s curriculum. Collaboration with teacher Jones is evident, but his statement also suggests the Jones collaboration is just one of many. Tucker is involved in more than just being a resource. Evidence suggests she has participated in building the curriculum.
Principle 3: The library media program models and promotes collaborative planning and curriculum development. Information literacy standards are integrated into this on-going unit of study. Jones enjoys and actively seeks Tuckers involvement in his course.
Principle 4: The library media program models and promotes creative, effective, and collaborative teaching. Tucker let the way in making connections with outside resources and finding technology that would allow students to connection with the resources. She designed and implemented many of the learning activities dealing with inquiry in this unit.
Principle 5: Access to the full range of information resources and services through the library media program is fundamental to learning. Jones and his students did not hesitate to consider the media center as a valuable place to use to interpret their field experience. Tucker made sure arrays of resources were ready for them to use to continue their inquiry process. Her knowledge of potential resources went beyond the library walls as evidenced by connections established with Extension Office, Purdue, and DNR.
Principle 6: The library media program encourages and engages students in reading, viewing, and listening for understanding and enjoyment. Rehsling desired to do more than just the field study. Tucker was there to support and encourage. Enjoyment emerged from a task worth doing.
Principle 7: The library media program supports the learning of all students and other members of the learning community who have diverse learning abilities, styles, and needs. Direct reference made towards diversity of materials and individualization of attention.
Principle 8: The library media program fosters individual and collaborative inquiry. Formation of America's Most Unwanted Club and work with teacher evidences individual and collaborative inquiry.
Principle 9: The library media program integrates the uses of technology for learning and teaching. Use of technology is prevalent throughout this article. Digital cameras, Internet, Googlesites, Facebook, and email are all examples. Tucker is involved in all aspects of the technology integration.
Principle 10: The library media program is an essential link to the larger learning community. Links outside of the school walls present in multiple places. Involvement of the local extension office, participation in a college research project, discussion with the DNR, speakers bureau, podcasts, etc. all are utilized in a way to build and sustain real world connections with learning.
Excerpted from Chapter 4, "Learning and Teaching," of Information Power: Building Partnerships for Learning. Copyright © 1998 American Library Association and Association for Educational Communications and Technology. ISBN 0-8389-3470-6.
Source: http://www.ala.org/ala/mgrps/divs/aasl/aaslproftools/informationpower/iplearningteaching.cfm