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Inquiry learning through librarian-teacher partnerships

Author: Violet H Harada; Joan M Yoshina
Publisher: Worthington, Ohio : Linworth Pub., ©2004.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
Provides guidance for building collaborations between library media specialists and teachers in teaching and curriculum planning, and includes models of inquiry-based learning projects for elementary, middle, and high school.
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Additional Physical Format: Online version:
Harada, Violet H.
Inquiry learning through librarian-teacher partnerships.
Worthington, Ohio : Linworth Pub., ©2004
(OCoLC)622280498
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Violet H Harada; Joan M Yoshina
ISBN: 1586831348 9781586831349
OCLC Number: 54079848
Description: xii, 172 pages : illustrations ; 28 cm
Contents: Chapter 1: Identifying the Inquiry-Based School --
What does an inquiry-based school look like? --
How does an inquiry-based learning environment differ from a conventional one? --
How do we create an inquiry-based learning environment? --
What role does the library media program play? --
Conclusion --
Chapter 2: Describing an inquiry-driven curriculum --
What is involved in inquiry learning?--
Why use an inquiry approach to teaching and learning? --How are essential and unit questions used to focus the inquiry? --
What might essential and unit questions look like in practice? --
What attitudes or habits of mind are developed? --
Where do content standards fit in? --How does the library media program support inquiry learning? --
Conclusion --
Chapter 3: Developing collaborative relationships --
What does collaboration look like? --
What factors make collaboration work? --What skills and attitudes do people need to collaborate? --
How might we get started? --
Conclusion --
Chapter 4: Designing inquiry-driven instruction --
What is critical in designing inquiry-driven instruction? --
Where do we start in designing inquiry-driven instruction?--
What approaches reflect an inquiry-driven framework? --
How might information literacy standards be integrated into these approaches? --
Chapter 5: Assessing learning and teaching--
Why is assessment vital? --
How does assessment differ from evaluation? --
What should be assessed? --
How should the learning be assessed? --
Who does the assessing? How is the library media specialist involved?--
Conclusion --
Chapter 6: Connecting information searching and inquiry --
How do information search process models support inquiry? --
How does the information search process support inquiry learning? --
Which instructional strategies work best? How do we facilitate the learning? --
How are diverse student needs and abilities addressed? --
How might technology enhance student learning? --
Conclusion --
Chapter 7: Profile of an elementary school project --
Chapter 8: Profile of a middle school project --
Chapter 9: Profile of a high school project --
Chapter 10: Moving toward a school-wide approach --
What is involved? --
What might it look like? --
Conclusion.
Responsibility: Violet H. Harada and Joan M. Yoshina.
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Abstract:

Provides guidance for building collaborations between library media specialists and teachers in teaching and curriculum planning, and includes models of inquiry-based learning projects for elementary, middle, and high school.

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"This instructional and informative guide provides the tools to implement an inquiry-based model into your school's research projects. Stressing the importance of the librarian-teacher partnership, Read more...

 
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