Inspiring Curiosity

Cassinelli, Colette. Inspiring Curiosity: The Librarian's Guide to Inquiry-Based Learning. International Society for Technology in Education, 2018. ISBN: 978-1-56-484672-3

Note: The author is a teacher librarian at Sunset High School in Beaverton, Oregon.

Publisher's Description
Inspiring Curiosity is a practical guide for secondary school librarians as they collaborate with teachers and students to develop inquiry-based research projects. With success stories from librarians all over the U.S. illustrating how they’ve guided teachers and students through the research process, this book provides strategies for using memorable events to activate students’ natural curiosity and activities for generating essential questions for exploration.

The book includes:

• Ideas and resources to help librarians be more effective in research and inquiry.
• Tips for developing search strategies, locating and curating resources, evaluating sources and celebrating students’ inquiry beyond the traditional research paper.
• Lessons and assessment ideas to keep librarians current on information literacy topics.

Written for librarians by a librarian, this book will help librarians collaborate with classroom teachers on inquiry projects and offers new ideas and insights to inspire them in the process.

The Fun of Motivation: Crossing the Threshold Concepts

The Fun of Motivation: Crossing the Threshold Concepts (Publications in Librarianship #71), by Mary Francis. ACRL, 2017. 978-0-8389-8933-3.

Publisher's Description
What’s the place of fun in education? When students learn something new, they reach a learning edge, a threshold, where learning becomes uncomfortable because the material is difficult or beyond their understanding. To avoid this discomfort, some students can simply fall back on what they already know. This is a critical point, because if they do not move beyond the edge, they are stuck with both limited knowledge and a negative feeling about learning. Fun can be used as a motivating technique to help students get past this learning edge, and to meet an established goal or learning objective.

The Fun of Motivation: Crossing the Threshold Concepts is organized into two parts—Part I examines the theories behind motivation and fun in the classroom, and offers three instructional techniques that highlight their benefits. Part II is the application of the theories explored in Part I, and its six chapters each address one of the threshold concepts provided in ACRL’s Framework for Information Literacy for Higher Education. Each chapter contains three lesson plans addressing the threshold concept, one for each of the three fun instructional techniques. Assessment opportunities are provided throughout, with formative assessment strategies as well as summative assessments, including sample rubrics to apply to a range of student work. Each lesson plan ends with a section on possible modifications and accommodations and additional ideas on how to adapt the lesson for different student populations.

The threshold concepts within the Framework need to be facilitated with deliberation by librarians integrating them into their instruction sessions. Students must be motivated to learn these concepts that help them master skills across disciplines. The Fun of Motivation can help you explore, implement, and assess this powerful means of motivation.

More Information
See the publisher's website for table of contents and information about the author.

Engaging Diverse Learners: Teaching Strategies for Academic Librarians

Engaging Diverse Learners: Teaching Strategies for Academic Librarians, by Mark Aaron Polger and Scott Sheidlower. Libraries Unlimited, 2017. 978-1-4408-3850-7.

Publisher's Description
Drawing on the literatures of adult education and of teaching skills, Engaging Diverse Learners: Teaching Strategies for Academic Librarians presents a wide range of methods to improve how you teach. Coauthors Mark Aaron Polger and Scott Sheidlower argue that in order to grab–and hold onto—students' attention, instructors must get their interest right from the beginning. The techniques they suggest explain how to take into consideration the range of different learning styles students may have, how to accommodate students with different English language skills or abilities, and how to successfully work with individuals from different socioeconomic backgrounds or from different technologically adapted generations. The sections for each group address the key questions of identification (who are they?); how members of that group tend to react to libraries, librarians, and education; and how educational theories of that time affected students' learning in that generation.

Features

• Describes engagement techniques that work even for shy librarians or instructors who aren't naturally comfortable with performance aspects of teaching
• Covers working with adult learners at different age groups and students with different English language abilities, from different socioeconomic backgrounds, or with various levels of technological competence, not just the "traditional" undergraduate
• Presents methods to overcome and win over those learners who initially react with "Why do I need another library lesson?"

More Information

See the publisher's website for author information and a look inside.

Learning Transformed

Sheninger, Eric C., and Thomas C. Murray. Learning Transformed: 8 Keys to Designing Tomorrow's Schools, Today. ASCD, 2017.
ISBN: 978-1-4166-2389-2

This book is not about libraries, although one example is about libraries. One of the authors is involved in the Future Ready Schools initiative.

Product Description
With all that we know about how students learn, the nature of the world they will face after graduation, and the education inequities that have existed for centuries, maintaining a traditional, one-size-fits-all approach to teaching and learning is tantamount to instructional malpractice.

International security, the success of global economies, and sustainability as a global society all depend on the success of our education system in the years to come. It's our obligation to prepare our students for their future—not our past.

Authors Eric C. Sheninger and Thomas C. Murray outline eight keys—each a piece of a puzzle for transforming the K–12 education system of teaching and learning—to intentionally design tomorrow's schools so that today's learners are prepared for success . . . and stand ready to create new industries, find new cures, and solve world problems.

The traditional model of schooling ultimately prepares students for the industrial model of the past. If we want our students to become successful citizens in a global society, we must dramatically shift to a more personal approach. Failure is not an option. We can no longer wait. Let Learning Transformed show you how you can be a part of the solution.

The authors encourage you to use the hashtag #LT8Keys to continue the discussion online.

Table of contents

The Craft of Librarian Instruction: Using Acting Techniques to Create Your Teaching Presence

The Craft of Librarian Instruction: Using Acting Techniques to Create Your Teaching Presence, by Julie Artman, Jeff Sundquist, and Douglas R. Dechow. ACRL, 2016. 978-0-8389-8821-3.

Publisher's Description

Library instruction is like a theatre performance. You play a role as the instruction librarian. There is a live audience. You may receive reviews or evaluations. Or maybe the teaching experience feels more like an audition—a bit unnerving! In The Craft of Librarian Instruction: Using Acting Techniques to Create Your Teaching Presence, join Julie Artman, Jeff Sundquist, and Douglas R. Dechow for a fun and creative approach to library instruction as they demonstrate how acting techniques can hone your presentation skills, your teaching style, and your performance to create an invigorating (and stress-free) learning experience for your students.

Using acting methods and techniques, you’ll learn how to:

• Rehearse and prepare for your instruction session by centering yourself through visualization, memorization, and improvisation;
• Connect with your students through personalization and role-playing, and by exploring your teacher identity; and
• Sharpen your unique teaching presence through reflection and intentional instruction.

Vocal and physical preparation and instructional scenarios will reveal potential challenges and pose solutions, and provide tips for deepening your teaching skills. Intended for newly hired instruction librarians, librarians with little or no teaching experience, those dealing with shyness or ‘stage fright,’ as well as more experienced librarians in need of a refreshed perspective, The Craft of Librarian Instruction: Using Acting Techniques to Create Your Teaching Presence will add an undeniable star quality to your instructional performance!

More Information
See the publisher's website for Table of Contents and information about the authors.

Emerging Strategies for Supporting Student Learning

Emerging Strategies for Supporting Student Learning: A Practical Guide for Librarians and Educators by Barbara Allan. Facet Publishing, 2016. 978-1-78330-070-9.

Publisher's Description

The higher education landscape is rapidly evolving due to changes in the student population (millenials, increasing diversity, changing work habits), technology (the rise in the use of social media) and learning spaces (the increase in physical and virtual social learning spaces).  Allan presents the first book to bring together recent developments in both theory and practice, covering a wide range of tools and techniques which will suit students in different contexts, from large groups of 500+ to very small classes of research students. Making extensive use of case studies, examples, checklists, and tables, this practical book contains:

• an analysis of the current higher education landscape, the changes that are occurring and the diverse nature of student populations;
• an exploration of new theories of digital literacy including case studies demonstrating how library and information workers have applied these models in practice;
• a demonstration of the many different ways in which academic library and information services are working in support of student employability;
• a theoretical overview of different approaches to teaching and learning including Kolb's learning cycle, Laurillard's conversational framework for university teaching, Entwistle's teaching for understanding at university, Land and Meyer's threshold concepts and the Higher Education Academy's work on flexible pedagogies;
• practical guidance on designing, developing and evaluating courses and other learning and teaching events in different situations including face-to-face, flipped classroom, blended learning, and online learning; and
• an exploration of approaches to personal and professional development including 90+ approaches to workplace learning; accredited courses; short courses, conferences and workshops; networking through professional organizations; and developing online networks.

This book will be essential reading for different groups working in colleges and universities including library and information workers, staff developers, educational technologists, educational development project workers, educational change agents and students of library and information science who are planning their careers in higher education institutions.

More Information
See the publisher's website for Table of Contents, information about the author, and to read a sample of the book.

Critical Library Pedagogy

Pagowsky, N., & McElroy, K. (Eds.). (2016). Critical Library Pedagogy Handbook (Vols. 1 & 2). Chicago, IL: Association of College and Research Libraries. ISBN: 978-0-8389-8917-3

Publisher's Description

Critical pedagogy incorporates inclusive and reflective teaching for aims of social justice; it provides mechanisms for students to evaluate their social, political, and economic standing, and to question societal norms and how these norms perpetuate societal injustices. Teaching librarians have long incorporated social justice into their work, but focused interest in critical library pedagogy has grown rapidly in recent years.

In two volumes, the Critical Library Pedagogy Handbook works to make critical pedagogy more accessible for library educators, examining both theory and practice to help the busy practitioner explore various aspects of teaching for social justice.

Volume One, Essays and Workbook Activities, provides short essays reflecting on personal practice, describing projects, and exploring major ideas to provide inspiration as you begin or renew your exploration of critical pedagogy. The bibliography of each chapter provides a network of other sources to explore, and the volume closes with a selection of workbook activities to improve on your own practice and understanding of critical pedagogy.

Volume Two, Lesson Plans, provides plans covering everything from small activities to multi-session projects. Critical pedagogy requires collaborating with learners and adapting to their needs, as well as continual reflection, but these lessons provide elements you can pull and tweak to fit your own environment. These chapters also provide 30 different views on creating and delivering critically designed information literacy instruction and reflect material commonly requested by faculty—including introductions to databases, evaluating information sources, and the research cycle. 

Table of Contents

Guided Inquiry Design in Action: Middle School

Maniotes, Leslie K., LaDawna Harrington, and Patrice Lambusta. Guided Inquiry Design in Action: Middle School. Santa Barbara, CA: Libraries Unlimited, 2015. ISBN: 978-1-4408-3764-7

Note: The State Library has the related guided inquiry books, too.


Publisher's Description

Supplying classroom-tested lessons and unit plans that can serve as templates, this book demonstrates exactly how to integrate and implement Guided Inquiry Design (GID) theory into practice.

Guided Inquiry is an approach that many educators—thought leaders and practitioners alike—are finding to be well-suited to information-age learning and a way to meet Common Core Standards. For many teachers, librarians, middle school leaders, and curriculum specialists, the biggest challenge is finding examples of guided inquiry in practice applicable to their own context. This guide offers an easy solution, offering ready-to-use templates and models for implementing Guided Inquiry Design (GID) in the middle school learning environment. With each supplied lesson laid out according to the session plan templates from GID and a thorough description of the ideal inquiry process from beginning to end, integration and implementation of GID is attainable.

Besides showing how to put GID to best use to achieve five kinds of learning through inquiry, the book provides an explicit structure for developing instructional partnerships and collaborative teams within the school and with the larger community. It enables teachers, school librarians, and other educational partners to consider and plan for achieving outcomes that bring about deep understanding while also addressing curricular goals. Readers will be better equipped to provide an authentic learning environment using collaboration, discussion, and reflection embedded in the sessions, thereby helping their students to be able to think creatively to solve problems.

Features

• Answers the needs of teachers and librarians who are seeking actual lesson plans using the GID concepts specifically at the 6th–8th grade levels
• Supplies lesson plans and complete units of Guided Inquiry Design along with materials for implementation
• Includes techniques for assessment of learning strategies aligned to the Common Core State Standards
• Serves to heighten student engagement by going beyond fact-finding to achieve deeper understanding and knowledge creation
• Encourages embedded information literacy and creates student choice

Guided Inquiry

Kuhlthau, Carol C., Leslie K. Maniotes, and Ann K. Caspari. Guided Inquiry: Learning in the 21st Century. 2nd ed. Santa Barbara, CA: Libraries Unlimited, 2015. ISBN: 978-1-4408-3381-6

Publisher's Description

This dynamic approach to an exciting form of teaching and learning will inspire students to gain insights and complex thinking skills from the school library, their community, and the wider world.

Guided inquiry is a way of thinking, learning, and teaching that changes the culture of a school into a collaborative inquiry community. Global interconnectedness calls for new skills, new knowledge, and new ways of learning to prepare students with abilities and competencies that rise to meet the challenges of a changing world. The challenge for the information-age school is to educate students for living and working in this information-rich technological environment.

At the core of being educated today is knowing how to learn and innovate from a variety of sources. Through guided inquiry, students see school learning and real life meshed in meaningful ways. They develop higher order thinking and strategies for seeking meaning, creating, and innovating. Today's schools are challenged to develop student talent, coupling the rich resources of the school library with those of the community and wider world. How well are you preparing your students to draw on the knowledge and wisdom of the past while using today's technology to advance new discoveries in the future? This book is the introduction to guided inquiry. It is the place to begin to consider and plan how to develop an inquiry learning program for your students.

Features

• Identifies and explains the five kinds of learning accomplished through guided inquiry
• Includes a new chapter on how to meet current curricular standards throughout inquiry learning
• Introduces the Guided Inquiry Design framework
• Describes guided inquiry's unique approach to transforming learning in today's schools
• Discusses how to embed student research in the inquiry process at all grade levels

Using Images to Teach Critical Thinking

Cordell, Diane M. Using Images to Teach Critical Thinking Skills: Visual Literacy and Digital Photography. Santa Barbara, CA: Libraries Unlimited, 2016. ISBN: 978-1-4408-3515-5

Publisher's Description

Learn how to teach visual literacy through photography—an easy way for you to combine student interest with resources at hand to enhance a key learning skill.

Research indicates that 75 to 90 percent of classroom learning occurs through the visual system, making visual literacy a key component of information literacy and of critical thinking—a requirement throughout the Common Core standards. It's no surprise then that visual literacy is increasingly recognized as a competency that should be part of every student's skill set. Fortunately, this critical skill can be incorporated into existing curriculum, and this book shows you how to do just that.

Written for K–12 classroom teachers and librarians, this all-you-need-to-know volume discusses the importance of visual literacy in education and examines how it helps address current learning standards. The book shows you how to use photography and digital images to cultivate critical thinking, inquiry, and information literacy; provides examples of the use of photographic images in the classroom and in "real life"; and addresses how students can be ethical practitioners in a digital world. In addition, the book includes sample lessons you can easily implement, regardless of your level of technical and photographic expertise. A resource list of photo editing, curation, and museum sites is included.

Features

• Discusses visual literacy, critical thinking, and photography
• Shows that librarians are often key to teaching and supporting visual literacy
• Provides a nontechnical approach anyone can use
• Fits with the popular makerspace movement
• Offers activities with standards and essential questions to help teachers insert these suggested activities into their lesson plans

Going Beyond Google Again

Devine, Jane and Francine Egger-Sider.  Going Beyond Google Again: Strategies for Using and Teaching the Invisible Web. Chicago: Neal-Schuman, 2014. 025.0425 Devin.  ISBN 978-1-55570-898-6

The Invisible Web, also known as the Deep Web, is a huge repository of underutilized resources that can be richly rewarding to searchers who make the effort to find them. Since Jane Devine and Francine Egger-Sider explored the educational potentials of this realm in Going Beyond Google: The Invisible Web in Learning and Teaching, the information world has grown even more complex, with more participants, more content, more formats, and more means of access. Demonstrating why teaching the Invisible Web should be a requirement for information literacy education in the 21st century, here the authors expand on the teaching foundation provided in the first book and persuasively argue that the Invisible Web is still relevant not only to student research but also to everyday life. Intended for anyone who conducts research on the web, including students, teachers, information professionals, and general users, their book:
•    Defines the characteristics of the Invisible Web, both technologically and cognitively
•    Provides a literature review of students information-seeking habits, concentrating on recent research
•    Surveys the theory and practice of teaching the Invisible Web
•    Shows ways to transform students into  better researchers
•    Highlights teaching resources such as graphics, videos, and tutorials
•    Offers an assortment of tools, both public and proprietary, for trawling the Invisible Web
•    Looks at the future of the Invisible Web, with thoughts on how changes in search technology will affect users, particularly students learning to conduct research

The Virtual Learning Commons

 

Loertscher, David V., Carol Koechlin, and Esther Rosenfeld. The Virtual Learning Commons: Building a Participatory School Learning Community. Salt Lake City: Learning Commons Press, 2012. ISBN: 978-1-933170-70-1

Note
A virtual learning commons is the online arm of a learning commons, a combined school library and computer lab, that reinvents a school library website as a portal for interactive learning.

Publisher's Description
This book is a companion to and an extension of The New Learning Commons Where Learners Win 2nd edition, published in 2011. In that volume, we presented the idea that the school library and computer lab be merged into a single entity in the school, and that this new place be reinvented from the ground up in order to become a giant collaborative. 

In the past year, as we have watched Learning Commons develop around North America, we have discerned the need to elaborate on the virtual part of the  the Learning Commons that would replace the often bypassed school library website.

Our contribution is brief by design. It is what we hope is just enough of a spark to get you, the reader’s, imagination going. In the first part, we lay out the foundational ideas of what a giant participatory Virtual Learning Commons could contribute to teaching and learning in the school. Then, using Google Sites as just one possible tool, we guide the reader to download our free template and get started.

The last few chapters of the book deal with some of the important additional issues that are sure to come up as a school launches this grand experiment. We hope that the reader will be as excited by the possibilities as we are. Education across the world is changing, and we hope that the Virtual Learning Commons will be the vehicle to help both young people and adults learning to work in a global community. It is time to focus on building young people who are in charge of their own learning; a habit that will serve them their entire lives.

See the related book, The New Learning Commons: Where Learners Win!

Coteaching Reading Comprehension Strategies in Elementary School Libraries

Moreillon, Judi. Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2013. ISBN: 978-0-8389-1180-8

From the Publisher

Time-strapped educators wonder whether partnering with school librarians can realistically improve students’ scores, but studies show that collaboration improves overall effectiveness in increasing students’ reading comprehension. Moreillon, a veteran teacher-librarian, updates Collaborative Strategies for Teaching Reading Comprehension to draw on cutting-edge research in instructional strategies, offering a clear, rigorous roadmap to teaching reading comprehension in a proven collaborative process. Incorporating the American Association of School Librarians (AASL) Standards for the 21st-Century Learner, Moreillon presents

• Strategies for improving reading comprehension, complete with updated graphic organizers, sample lesson plans, and technology-centered examples
• Practical steps for streamlining the coteaching lesson-planning process, boiling it down to three levels of literacy development
• Techniques for strengthening collaborative partnerships through flexible design and delivery 
• Guidance for incorporating library programs into research-driven teaching practices

As part of the U.S.-wide drive to improve test scores and build a nation of readers, Moreillon’s book offers proven teamwork tools to accomplish both goals.

Check out this book’s Web Extra now!

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Table of Contents

Acknowledgments

Introduction

1 : Collaborative Teaching in the Age of Accountability

2 : Maximizing Your Impact

3 : Reading Comprehension Strategy One: Activating or Building Background Knowledge

4 : Reading Comprehension Strategy Two: Using Sensory Images

5 : Reading Comprehension Strategy Three: Questioning

6 : Reading Comprehension Strategy Four: Making Predictions and Inferences

7 : Reading Comprehension Strategy Five: Determining Main Ideas

8 : Reading Comprehension Strategy Six: Using Fix-up Options

9 : Reading Comprehension Strategy Seven: Synthesizing

References

Index

Companion Book
Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact

Research-Based Reading Strategies in the Library for Adolescent Learners

 

Bernadowski, Carianne, and Patricia L. Kolencik. Research-Based Reading Strategies in the Library for Adolescent Learners. Columbus, OH: Linworth, 2009. ISBN: 978-1-58683-347-3

Publisher's Description

It is estimated that approximately 8.7 million 4th-12th grade students struggle to meet proficiency standards in reading and writing. This book provides the precise information school library media specialists need to make a difference in the school-wide effort to develop literacy and information literacy skills and to improve reading comprehension and vocabulary skills.

Research-Based Reading Strategies in the Library for Adolescent Learners is a one-stop resource for librarians who face the difficult task of trying to offer appropriate reading instruction, need guidance on how to devote more time to reading instruction, need researched-based reading activities to meet modern standards, and are interested in collaborating with classroom teachers to meet the content demands of the curriculum.

Designed to assist school librarians and classroom teachers as they collaborate to help students improve reading comprehension and vocabulary skills, this book presents nine research-based, best-practice reading strategies for middle and high school use. These approaches blend the strategies with critical information literacy skills, helping teachers address the Information Literacy Standards for Student Learning, the Standards for the English Language Arts, and the Standards for the 21st-Century Learner. For each strategy, the book presents nuts-and-bolts information, connection to the standards, current research findings, assessment tools, and more.

Features
• Includes nine researched-based reading and vocabulary strategies for secondary education
• Provides 27 ready-to-use reproducible templates, charts, tables, and graphic organizers
• Offers assessment tools
• Presents an appendix of Web. 2.0 resources for both classroom teachers and librarians
• A bibliography includes both books and websites at the end of each chapter, enabling teachers and librarians to find additional information about the reading strategy presented

Highlights
• Discusses a selection of essential researched-based reading comprehension strategies and vocabulary strategies for use in the school library and the classroom
• Provides effective approaches to blending reading strategies with critical information literacy skills, thus addressing the Information Literacy Standards for Student Learning, the Standards for the English Language Arts, and the Standards for the 21st Century Learner
• Offers “Collaborative Connections” that describe a shared planning and teaching process to allow the librarian and the classroom teacher to partner to teach each of the reading strategies
• Includes a section on extending the strategy for diverse students and students with special needs in each chapter

Teaching for Inquiry: Engaging the Learner Within

Small, Ruth V., et al. Teaching for Inquiry: Engaging the Learner Within. New York: Neal-Schuman, 2011. ISBN: 9781555707552

From the publisher:
Make AASL’s 21st Century Learning Standards a reality in your school with this practical guide!

The American Association of School Librarians’ (AASL’s) Standards for the 21st-Century Learner define “inquiry” as a “stance toward learning in which the learner is engaged in asking questions and finding answers, not simply accumulating facts presented by someone else that have no relation to previous learning or new understanding. Inquiry follows a continuum of learning experiences, from simply discovering a new idea or an answer to a question to following a complete inquiry process.”

Inquiry is a crucial vantage point for teaching information literacy, but where can school librarians turn for help meeting those standards?

Written by a “dream team” of school library leaders, Teaching for Inquiry will focus on this process, helping school library media specialists actively engage and motivate their students in learning. The authors go over the most important instructional models and help readers integrate these and new standards into their own teaching.

The book even comes with a companion Web site including videos of librarians teaching and student learning that bring the various teaching techniques and motivational strategies described in the book to life! www.teachingforinquiry.net

The planning tools, models, and methods featured in Teaching for Inquiry will provide essential guidance to librarians looking to engage their students in the world of information.

Coteaching Reading Comprehension Strategies in Secondary School Libraries

Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012. ISBN: 978-0-8389-1088-7

From the Publisher:
This companion volume to Collaborative Strategies for Teaching Reading Comprehension, which covered lower grades, completes the educational arc by focusing on adolescent readers in grades 6-12. Drawing on the most current standards from the American Association for School Librarians (AASL) as well as cutting-edge research, this straightforward book

• Offers a comprehensive approach to increasing students’ reading comprehension, with chapters covering the complete range of skills
• Includes graphic organizers, rubrics, sample student work, adaptable lesson plans, and more
• Addresses the evolving relationship between technology and reading comprehension

Designed to raise reading scores and encourage classroom teacher-school librarian partnerships, this timely resource identifies new and critical areas of importance as they relate to current standards.

Table of Contents

Acknowledgments
Introduction

Chapter 1 Collaborative Teaching in the Age of Accountability
Chapter 2 Maximizing Your Impact
Chapter 3 Reading Comprehension Strategy One: Activating or Building Background Knowledge
Chapter 4 Reading Comprehension Strategy Two: Using Sensory Images
Chapter 5 Reading Comprehension Strategy Three: Questioning
Chapter 6 Reading Comprehension Strategy Four: Making Predictions and Drawing Inferences
Chapter 7 Reading Comprehension Strategy Five: Determining Main Ideas
Chapter 8 Reading Comprehension Strategy Six: Using Fix-up Options
Chapter 9 Reading Comprehension Strategy Seven: Synthesizing

References
Index

Companion Book
Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact

Practical Pedagogy for Library Instructors: 17 Innovative Strategies to Improve Student Learning

Sittler, Ryan L. and Cook, Douglas, eds. Practical Pedagogy for Library Instructors: 17 Innovative Strategies to Improve Student Learning. Chicago: ACRL, 2008 025.5677 Pract ISBN 978-0-8389-8458-1

Practical Pedagogy for Library Instructors: 17 Innovative Strategies to Improve Student Learning (Doug L. Cook and Ryan L. Sittler, eds) gathers seventeen case-studies using unique instructional methodologies framed by sound pedagogical theory. As the mission of academic libraries has moved away from maintaining collections toward educating users in research methodologies, a need for new approaches to teaching are required. Many librarians come from disciplines other than education and therefore need to upgrade their skills in the area of instruction. This practical casebook is of great advantage to librarians who have had little formal training in education. Cases included cover the broad spectrum of education from behavioral to cognitive to constructivist. Each chapter is grounded in the educational and library literature and explores the potential of using pedagogical approaches which closely match instructional aims.

Using Web 2.0 Tools in the K-12 Classroom

Crane, Beverley E. Using Web 2.0 Tools in the K-12 Classroom. New York: Neal-Schuman, 2009. ISBN: 978-1-55570-6531

From the Publisher:
In this invaluable resource you’ll find a host of Web 2.0 tools available on the Internet today, plus teaching and learning strategies to use them in the K-12 classroom. Language arts, science, and social studies unit lesson plans included in each chapter exemplify topics at the elementary, middle, and high school levels. Each chapter focuses on a specific Web 2.0 tool:

• Blogs--high school science study
• Podcasts--immigrant topic for the elementary classroom
• Wikis--learning about novels in high school
• Video/digital storytelling about energy
• Google tools (e.g., Google Earth, Maps, Docs)--current events in social studies
• VoiceThread--language learning for non-native speakers
• Social bookmarking--Earth Day projects

Each chapter incorporates a glossary; a description of the particular tool; examples of its use in the K-12 curriculum; how to get started, and a unit plan focused on learning strategies. Exercises in each chapter reinforce the concepts. Readers get a complete listing of all Web sites mentioned plus access to a Web site for exercises, new URLs, and more. Teachers will want to check this out of your library too!

Companion Website:
http://sites.google.com/site/bevseducationalwebsite/

Reviews:
"Without a doubt, this is a tremendous resource guide for teachers and media specialists who want to successfully integrate Web 2.0 technology throughout the school curriculum...an excellent resource for professional educators who are looking to integrate Web 2.0 skills across grade levels and across the curriculum."
-- Catholic Library World, March 2010

"A wealth of suggestions, ideas, unit plans, and answers to questions ... to how to integrate and use Web 2.0 tools throughout the curriculum. The book will also prove useful to school media specialists for library implementation and to collaborate with teachers on the development and utilization of these exciting tools."
-- School Library Journal, June 2009

"We recommend this book for its usefulness....Highly Recommended."
-- Teacher Librarian, Volume 36, No. 4

"A "how-to" and "why should I?" manual all rolled into one easy-to-understand text....widely appealing to teachers, librarians and school media specialists."
-- VOYA, June 2009

Reflective Teaching Reflective Learning

Booth, Char. Reflective Teaching Reflective Learning. Chicago: ALA, 2011. 028.7071 Booth ISBN 978-0-8389-1052-8
Char Booth, an avid library education and technology advocate, introduces a series of concepts that will empower readers at any level of experience to become better designers and presenters, as well as building their confidence and satisfaction as library educators. Laying the foundation for effective teaching, Booth outlines a four-part framework of Instructional Literacy, which includes:

· Reflective Practice: tools for improving learning in the moment and developing a teacher identity, as well as approaches to collaboration and creating communities of practice
· Educational Theory: evidence-based strategies in learning and instructional research
· Teaching Technologies: evaluating and integrating technology in learning using a practical “toolkit” approach
· Instructional Design: a systematic and outcomes-based strategy for developing and assessing learning experiences

This foundation is supplemented by the USER Method, a step-by-step approach to creating learner-focused instruction. Tailored to library contexts, USER walks readers through understanding an instructional scenario, structuring content, engaging learners, and reflecting on outcomes. Also included are templates for instructional planning and technology evaluation, as well as practical advice and scenarios from those working in the field.