| | xi | |
| Foreword | | xiii | |
|
| Acknowledgments | | xv | |
| Introduction | | xvii | |
|
|
| Academic Excellence | | xviii | |
| Accountability | | xviii | |
| Diversity | | xix | |
| Digital Literacy | | xix | |
| Professional Renewal and Leadership | | xix | |
| The School Library Media Specialist and School Reform | | xx | |
| Overview of the Book | | xx | |
| Librarian as Change Agent | | xx | |
| Partners in Student Achievement | | xx | |
| Developing Literacy in the Twenty-First Century | | xxi | |
| Serving Diverse Student Populations | | xxi | |
| Building Professionalism | | xxi | |
| The Journey Begins | | xxii | |
| I. Librarian as Change Agent |
| | 1 | (16) |
| Change Agentry: An Essential Role for School Library Media Specialists |
| | 3 | (14) |
|
|
| What Is Change Agentry and What Do Change Agents Do? |
| | 3 | (1) |
| What Core Capacities Are Required to Be an Effective Change Agent? |
| | 4 | (3) |
| What Are Some Key Points about the Change Process? |
| | 7 | (2) |
| What Assets Do Library Media Specialists Bring to the Change Process? |
| | 9 | (1) |
| Strategies for Becoming a Change Agent |
| | 9 | (3) |
| Strategies for Acting As a Change Agent |
| | 12 | (1) |
| Why Act As a Change Agent? |
| | 12 | (3) |
| | 15 | (2) |
| II. Partners in Student Achievement |
| | 17 | (62) |
| The Impact of Standards-Based Education on School Library Media Programs |
| | 19 | (18) |
|
| The Beginning of the Standards Movement |
| | 19 | (2) |
| The No Child Left Behind Act |
| | 21 | (3) |
| | 21 | (1) |
| | 22 | (1) |
| | 22 | (1) |
| Improving Teacher Quality State Grant Program |
| | 22 | (1) |
| NCLB, Reading and Literacy Programs |
| | 23 | (1) |
| Science Testing Begins in 2007 |
| | 24 | (1) |
| A Report Card on No Child Left Behind |
| | 24 | (5) |
| | 25 | (1) |
| Accountability and the Annual Yearly Progress (AYP) Goals |
| | 26 | (1) |
| | 27 | (1) |
| One Size Does Not Fit All |
| | 27 | (1) |
| Reading Educators and NCLB |
| | 28 | (1) |
| NCLB and the School Library Media Program |
| | 29 | (3) |
| Potentially Positive Impacts |
| | 29 | (2) |
| Potentially Negative Impacts |
| | 31 | (1) |
| Reauthorization of NCLB and School Library Media Specialists |
| | 32 | (5) |
| Teaching for Understanding |
| | 37 | (20) |
|
| | 37 | (2) |
| What Needs to Be Understood? Who Gets to Say? |
| | 39 | (1) |
| How Is Understanding Developed? |
| | 40 | (3) |
| | 40 | (1) |
| | 41 | (1) |
| | 42 | (1) |
| | 42 | (1) |
| How Is Understanding Developed in the Real World? |
| | 43 | (1) |
| How Do We Teach for Understanding? |
| | 43 | (1) |
| How Do We Design Inquiry-Based Instruction That Leads to Understanding? |
| | 44 | (6) |
| Target Specific Understandings |
| | 44 | (1) |
| Determine How Students Will Demonstrate Their Learning |
| | 44 | (1) |
| Design the Instructional Activities |
| | 45 | (1) |
| Concept Map: The Connect Phase of Inquiry |
| | 45 | (2) |
| Six Thinking Hats Questioning: The Wonder Phase of Inquiry |
| | 47 | (1) |
| Construction of Context: The Investigate Phase of Inquiry |
| | 47 | (1) |
| Corroborating Information, Verifying Sources: The Investigate Phase of Inquiry |
| | 47 | (1) |
| Narrative Framework: The Construct Phase of Inquiry |
| | 48 | (1) |
| Constructive Conversation: The Construct Phase of Inquiry |
| | 49 | (1) |
| Gallery Walk: The Express Phase of Inquiry |
| | 49 | (1) |
| Reflection Logs: The Reflect Phase of Inquiry |
| | 49 | (1) |
| How Do We Invite Students to Think Metacognitively about the Process of Developing Understanding in All Content Areas? |
| | 50 | (1) |
| What Are the Challenges That Students Encounter When They Are Trying to Develop Understanding? |
| | 50 | (1) |
| How Do Librarians and Classroom Teachers Create a Community That Helps Students Build Understanding? |
| | 51 | (2) |
| What Is the Role of Librarians As Leaders in Creating Communities That Foster Understanding? |
| | 53 | (4) |
| Evidence-Based Practice and School Libraries: From Advocacy to Action |
| | 57 | (22) |
|
| | 57 | (1) |
| Evidence-Based Librarianship |
| | 58 | (2) |
| | 60 | (2) |
| School Libraries and Evidence-Based Practice |
| | 62 | (1) |
| Merging Research and Practice |
| | 62 | (2) |
| Identifying Learning Outcomes |
| | 63 | (1) |
| Principles of Evidence-Based Practice |
| | 64 | (12) |
| Know the Research, and Know the Research Intimately |
| | 64 | (2) |
| Make Visible the Research Foundations of Your Practice in Your School |
| | 66 | (1) |
| Make Student Learning Outcomes the Center of Your Evidence |
| | 67 | (1) |
| | 67 | (1) |
| | 68 | (1) |
| | 69 | (1) |
| Integrate Evidence-Generating Strategies in Your Practice That Focus on Learning Outcomes |
| | 70 | (1) |
| | 71 | (1) |
| Levels of Data Collection |
| | 71 | (1) |
| | 71 | (1) |
| | 72 | (2) |
| Mesh Results of Local Evidence of Learning Outcomes with Other Evidence to Build a Continuous Improvement Plan |
| | 74 | (1) |
| Disseminate, Celebrate, and Build Together on the Evidence-Based Outcomes |
| | 75 | (1) |
| | 76 | (3) |
| III. Developing Literacy in the Twenty-First Century |
| | 79 | (50) |
| Family Literacy: The Dynamic Roles School Librarians Can Play |
| | 81 | (12) |
|
|
| | 82 | (1) |
| Criteria for Family Literacy Programs |
| | 82 | (1) |
| School Library Involvement in Family Literacy Programming |
| | 83 | (3) |
| Critical Background Knowledge for the School Librarian |
| | 83 | (1) |
| Recommended Family Literacy Practices |
| | 84 | (1) |
| | 84 | (1) |
| | 85 | (1) |
| | 85 | (1) |
| | 85 | (1) |
| Planning for Family Literacy Programs |
| | 86 | (1) |
| | 86 | (2) |
| Family Literacy Programming: A Possible Scenario |
| | 88 | (2) |
| | 90 | (3) |
| Reading the Web: The Merging of Literacy and Technology |
| | 93 | (18) |
|
| A Changing View of Literacy |
| | 94 | (1) |
| A Changing View of Teaching |
| | 95 | (2) |
| The Process of Web Reading |
| | 97 | (10) |
| | 97 | (1) |
| | 98 | (1) |
| | 98 | (4) |
| | 102 | (1) |
| | 102 | (2) |
| | 104 | (3) |
| | 107 | (4) |
| Literacy and Learning in a Digital World |
| | 111 | (18) |
|
| Literacy in the Digital Age: What Does It Mean to Be Literate in a Digital Age? |
| | 113 | (3) |
| Learning in a Digital Environment: How Is Learning Different in a Digital Age? |
| | 116 | (2) |
| Information and Communication Technology Reform: How Is the Education and Library Field Addressing ICT Reform? |
| | 118 | (6) |
| ICT Frameworks and Assessments |
| | 118 | (6) |
| The Role of the School Library: How Can School Librarians Take a Leadership Role in Preparing Students for the Twenty-First Century? |
| | 124 | (1) |
| | 125 | (4) |
| IV. Serving Diverse Student Populations |
| | 129 | (30) |
| Special Education and Inclusion: Opportunities for Collaboration |
| | 131 | (14) |
|
|
| | 132 | (1) |
| Special Education Supports for Inclusion |
| | 133 | (1) |
| | 133 | (1) |
| | 133 | (1) |
| Supporting Special Education Students: Strategies for the School Library Media Specialist |
| | 134 | (8) |
| | 135 | (4) |
| | 139 | (1) |
| | 139 | (1) |
| | 139 | (1) |
| Providing Resource Support |
| | 140 | (1) |
| | 140 | (1) |
| | 140 | (1) |
| | 141 | (1) |
| | 142 | (3) |
| Language, Culture, and the School Library |
| | 145 | (14) |
|
|
| Language, Culture, and Learning |
| | 146 | (3) |
| Language, Culture, and Student Assessment |
| | 146 | (1) |
| Language, Culture, and the Comprehension of Information Resources |
| | 147 | (2) |
| Language, Culture, and the Student Socialization Process |
| | 149 | (1) |
| Implications for Practice |
| | 149 | (7) |
| Supporting ELL and Minority Student Learning |
| | 150 | (4) |
| Supporting ELL and Minority Student Socialization |
| | 154 | (2) |
| | 156 | (3) |
| V. Building Professionalism |
| | 159 | (34) |
| The Real Thing: Authentic Teaching through Action Research |
| | 161 | (18) |
|
| Why Perceptions Are Not Enough |
| | 161 | (1) |
| | 162 | (1) |
| Origins of Action Research |
| | 163 | (3) |
| Action Research and the School Library Program |
| | 166 | (2) |
| Getting Started with Authentic Learning Tasks |
| | 168 | (2) |
| Using Qualitative Data Collection Methods |
| | 170 | (1) |
| What Does Action Research Look Like? |
| | 171 | (5) |
| What Do School Librarians and Teachers Think about Action Research? |
| | 176 | (1) |
| | 177 | (2) |
| Professional Development in Communities of Practice |
| | 179 | (14) |
|
|
|
| | 179 | (1) |
| Professional Development for Reflective Practice |
| | 180 | (1) |
| | 181 | (2) |
| Building Trusting Relationships |
| | 181 | (1) |
| | 181 | (1) |
| | 182 | (1) |
| Designing for Learning in a Community of Practice |
| | 183 | (1) |
| Structures for Participation |
| | 184 | (6) |
| Initial Face-to-Face Engagement Activity |
| | 185 | (1) |
| Building Teams: School-Based Planning and Implementation |
| | 186 | (1) |
| Building Community Support: Online Mentoring Strategies |
| | 187 | (1) |
| Building Community Support: Buddy Team Responses |
| | 188 | (2) |
| | 190 | (3) |
| Index | | 193 | (8) |
| About the Editors and Contributors | | 201 | |
