Partners in Learning: Students, Teachers, and the School Library [Paperback]

Ray Doiron (Author), Judy Davies (Author)

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Product Details

Paperback: 182 pages
Publisher: Libraries Unlimited (Mar 15 1998)
Language: English
ISBN-10: 1563085526
ISBN-13: 978-1563085529
Product Dimensions: 28 x 21.7 x 1.3 cm
Shipping Weight: 572 g
Amazon Bestsellers Rank: #1,401,751 in Books (See Top 100 in Books)

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Product Description

From School Library Journal

This book is relevant to librarians in training, working librarians, classroom teachers, and administrators. Doiron and Davies emphasize that all media specialists need to be considered as teacher-librarians. Supported by the school leadership, these professionals must work in partnership with classroom teachers to create a successful program. The authors spell out the need for a more integrated approach to teaching skills necessary for finding, accessing, evaluating, using, and sharing information. Strategies for building the partnership and involving students more fully in their learning are included along with planning guides, sample research projects, and evaluation tools. The advice given is practical and the projects are easy to replicate. There are tips for booktalks and successful silent reading programs. While this title focuses on elementary schools, many of the ideas could be used in middle and secondary schools as well. A useful resource for anyone involved in the process of educating the whole child.
Edith Ching, St. Albans School, Mt. St. Alban, Washington, DC
Copyright 1998 Reed Business Information, Inc.

From Booklist

Two former elementary school librarians from Prince Edward Island explain how they established partnerships with classroom teachers to provide integrated, resource-based units that helped students develop literacy and information skills. After describing the rationale and benefits of these associations, they offer detailed advice on planning, implementing, and evaluating these projects. They provide several ready-made units focusing on literature, content areas, and integrated themes. Although some units have Canadian-centered topics (Robert Munsch and Canadian cities), they can be easily adapted to the needs of other regions. The authors also suggest ways to include more traditional library activities (storytelling, booktalks, and author visits) into this kind of approach, which should be reassuring to librarians who fear that resource-based learning means abandoning children's literature. Appended with a selection of reproducible worksheets and forms, this will be useful in schools of education and information science as well as elementary schools. Kay Weisman

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