Helping Teachers Teach
This book is the third edition of a very popular book describing in depth one of the many roles of the school library media specialist. It has been updated to include the changes in technology, national guidelines and standards and to explain the library media specialists continuing role as an instructional consultant in schools. Previous editions of this book have been widely used in library instruction classes throughout the country and this edition should prove to be a very popular...
Search in google:
Describes the many roles of the school library media specialist. Paula Rohrlick - KLIATT This new edition of a classic text focuses on a new role for school library media specialists, that of instructional consultant. Ten years have passed since the book's second edition, and educational practices have changed, partly due to the advent of new technologies. Beyond promoting reading and fostering information skills, the often-neglected but important function of "helping teachers teach" can be a challenging and rewarding part of a school library media specialist's job, the authors maintain. They carefully and thoroughly describe what the role of instructional consultant entails and how to implement it at various levels. At the initial level, for example, the school media specialist might simply gather and make available materials, equipment or facilities to help faculty; at the moderate level, he or she might offer advice or help, such as assistance in writing instructional objectives; at the in-depth level, the specialist is extensively involved in the instructional design process, providing in-service training and collaborating with teachers. Sample scenarios help make the goals and activities at each level clear. Chapters then go on to cover the instructional design process, learner analysis, instructional objectives, assessment of student performance, strategies and activities development, materials selections, implementation and evaluation. While the goal of becoming an instructional consultant might seem daunting, Turner and Riedling have created a road map to make it achievable. This is a valuable resource for all school library media specialists. KLIATT Codes: P-Recommended. 2003, Libraries Unltd, 294p. illus. bibliogs. index., Ages adult.
PrefacePart I: Instructional Consultation and the School Library Media SpecialistChapter 1: The Roles of the School Library Media SpecialistChapter 2: A Levels Approach to Helping Teachers TeachChapter 3: Finding Out Where You Are and Where You Want to GoChapter 4: The Initial LevelChapter 5: The Moderate LevelChapter 6: The In-Depth LevelPart II: The Steps in the Instructional Design ProcessChapter 7: Needs AssessmentChapter 8: Learner AnalysisChapter 9: Instructional ObjectivesChapter 10: Assessment of Student PerformanceChapter 11: Strategies and Activities DevelopmentChapter 12: Materials SelectionChapter 13: ImplementationChapter 14: EvaluationChapter 15: ConclusionAppendixes
\ KLIATTThis new edition of a classic text focuses on a new role for school library media specialists, that of instructional consultant. Ten years have passed since the book's second edition, and educational practices have changed, partly due to the advent of new technologies. Beyond promoting reading and fostering information skills, the often-neglected but important function of "helping teachers teach" can be a challenging and rewarding part of a school library media specialist's job, the authors maintain. They carefully and thoroughly describe what the role of instructional consultant entails and how to implement it at various levels. At the initial level, for example, the school media specialist might simply gather and make available materials, equipment or facilities to help faculty; at the moderate level, he or she might offer advice or help, such as assistance in writing instructional objectives; at the in-depth level, the specialist is extensively involved in the instructional design process, providing in-service training and collaborating with teachers. Sample scenarios help make the goals and activities at each level clear. Chapters then go on to cover the instructional design process, learner analysis, instructional objectives, assessment of student performance, strategies and activities development, materials selections, implementation and evaluation. While the goal of becoming an instructional consultant might seem daunting, Turner and Riedling have created a road map to make it achievable. This is a valuable resource for all school library media specialists. KLIATT Codes: P-Recommended. 2003, Libraries Unltd, 294p. illus. bibliogs. index., Ages adult. \ — Paula Rohrlick\ \ \ \ \ School Library JournalAn organized and comprehensive treatment of one of the roles of a school library media specialist-instructional consultant. This third edition of the title mentions that the term "instructional consultant" changed to "instructional partner" with the publication of Information Power in 1998; however, the authors consistently use the older term. In addition to mentioning the impact of Information Power on formally defining the roles of school library media specialists, this edition recognizes changes in technology and in cognitive psychology, and the current education reform initiatives. The first half of the book defines the role of instructional consultant in relation to the other roles of a school librarian, and the latter sections detail parts of the instructional design process. One of the initial chapters, "A Levels Approach to Helping Teachers Teach," outlines various gradations of involvement; "initial level," "moderate level," and "in-depth level" are explained in following chapters. A sample unit, answers to the end-of-chapter "thought provokers," an excerpt from a policy and procedure manual, and a student learning styles survey are a few of the finds in the appendixes. This title has wide-ranging possibilities for use-from textbook in a library-science course to an addition in the professional reading collection.-Beth Jones, Shelby County High School, Shelbyville, KY Copyright 2004 Reed Business Information.\ \
