Inquiry learning through librarian-teacher partnerships / Violet H. Harada and Joan M. Yoshina.
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| Format: | Book |
| Language: | English |
| Published: |
Worthington, Ohio :
Linworth Pub.,
c2004.
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Table of Contents:
- Picture this.
- Elements of inquiry learning.
- Benefits of engaging in inquiry learning.
- No Child Left Behind and inquiry learning.
- Who might use this book.
- Acknowledgments.
- 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?38 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?.
- Conclusion92 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?