Helping Teachers Teach

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ISBN: 9781591580201 | 159158020X
Cover: Paperback
Copyright: 8/30/2003

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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 update.

Preface

xiii

Part I Instructional Consultation and the School Library Media Specialist

(70)

1 The Roles of the School Library Media Specialist

(10)

Role Ambiguity in the School Library Media Profession

(1)

The Evolution of the Profession

(1)

Proposed Functions of the School Library Media Program

(2)

The Importance of the Helping-Teachers-Teach Function

(3)

Thought Provokers

(3)

2 A Levels Approach to Helping Teachers Teach

(11)

Resistance to the Role of Instructional Consultant

(2)

The Value of Instructional Design

(2)

Steps in Instructional Design Consultation

(2)

Amount of Interaction

(1)

Purpose of Interaction

(1)

Number of Steps Involved

(1)

Levels of Instructional Consultation

(2)

No Involvement

(1)

The Initial Level

(1)

The Moderate Level

(1)

The In-Depth Level

(1)

Thought Provokers

(3)

3 Finding Out Where You Are and Where You Want to Go

(8)

Using the ICAC

(7)

The ICAC as a Current-Assessment Device

(2)

The ICAC as a Planning Device

(1)

A Sample Instructional Consultation Action Plan

(3)

Suggestions for Proceeding

(2)

Thought Provokers

(1)

4 The Initial Level

(12)

What Is the Initial Level?

(2)

Resources the Library Media Center Can Provide

(8)

Building a Professional Collection

(6)

A Sample Materials Collection

(1)

An Instructional Tools Collection

(1)

Equipment Selection and Maintenance

(1)

Facilities

(1)

Networking

(1)

Conclusion

(1)

Thought Provokers

(2)

5 The Moderate Level

(16)

What Is the Moderate Level?

(3)

Moving Up to the Moderate Level

(10)

Targeting the Step

(1)

Assessing and Increasing Instructional Consultation Capabilities

(1)

Assessing and Increasing Positive Personal Characteristics and Communication Skills

(1)

Using the Attending Skills

(2)

Publicizing

(2)

Sample Instructional Consultation Action Plan

(3)

Putting It into Perspective

(1)

Conclusion

(1)

Thought Provokers

(3)

6 The In-Depth Level

(11)

What Is the In-Depth Level?

(1)

Moving Up to the In-Depth Level with Instructional Consultation Team Participation

(5)

Targeting the Step

(1)

Publicizing

(1)

Maximizing the Climate for Success

(1)

Choosing the Initial Team

(1)

Getting Off to a Good Start

(1)

Using Appropriate Communications Skills

(3)

Moving Up to the In-Depth Level with In-Service Programs

(3)

Drawbacks of In-Service Activities

(1)

Benefits of In-Service Activities

(1)

Designing a Successful In-Service

(2)

Evaluating the Inservice

(1)

Conclusion

(1)

Thought Provokers

(2)

Part II The Steps in the Instructional Design Process

(163)

Evolution of the Systems Approach

(1)

The Purpose of the Instructional Design Process

(3)

7 Needs Assessment

(20)

The Purpose of the Needs Assessment Step

(1)

What Is a Need?

(1)

Affective Needs

(1)

Sources of Information for Needs Assessments

(3)

The Needs Assessment Procedure

(1)

The Scope of Needs Assessment

(5)

Large-Scale Needs Assessment

(1)

Small-Scale Needs Assessment

(4)

Needs Assessment for Information Skills

(4)

Types of Information Skills

(1)

Characteristics of the Unit That Influence Information Skills Integration

(2)

Levels of Involvement by the School Library Media Specialist at the Needs Assessment Step

(4)

The Initial Level

(1)

The Moderate Level

(1)

The In-Depth Level

(2)

Thought Provokers

(3)

8 Learner Analysis

(21)

What Is the Purpose of the Learner Analysis Step

(1)

The Evolution of Learner Analysis

(1)

General Types of Learner Characteristics

(1)

Physiological Characteristics

(1)

Affective Characteristics

(1)

Cognitive Characteristics

(1)

Specific Learner Analysis Procedures

(9)

Unidimensional Procedures

(1)

Multidimensional Procedures

(8)

Tentative Conclusions and Recommendations

107

(1)

Levels of Involvement by the School Library Media Specialist at the Learner Analysis Step

107

(5)

The Initial Level

108

(1)

The Moderate Level

109

(3)

The In-Depth Level

112

(1)

Thought Provokers

112

(4)

9 Instructional Objectives

116

(29)

Review of Step 1 in the Instructional Design Process

116

(1)

The Purpose of the Instructional Objectives Step

116

(1)

Writing an Instructional Objective

117

(2)

The Goal-Elaboration Statement

117

(1)

Parts of an Instructional Objective

117

(2)

The Uses (and Abuses) of Instructional Objectives

119

(2)

Categories of Learning

121

(14)

Intellectual Skills

122

(11)

Affective or Attitudinal Learning

133

(2)

Motor Skills

135

(1)

Instructional Objectives and Information Skills

135

(1)

Levels of Involvement by the School Library Media Specialist at the Instructional Objectives Step

136

(5)

The Initial Level

136

(1)

The Moderate Level

136

(3)

The In-Depth Level

139

(2)

Thought Provokers

141

(4)

10 Assessment of Student Performance

145

(18)

The Purpose of the Student Assessment Step

146

(1)

Characteristics of Authentic Assessment

146

(1)

Conditions for Authentic Assessment

147

(1)

Types of Authentic Assessment

148

(6)

Tests

148

(1)

Portfolios

149

(2)

Performances

151

(2)

Personal Contact with the Student

153

(1)

Authentic Assessment as Reflection in Action

154

(1)

Online Assessments

154

(1)

Levels of Involvement by the School Library Media Specialist at the Assessment of Student Performance Step

155

(3)

The Initial Level

155

(1)

The Moderate Level

156

(2)

The In-Depth Level

158

(1)

Thought Provokers

158

(5)

11 Strategies and Activities Development

163

(15)

Content-Based versus Cognitive-Based Instruction

163

(1)

What Are Learning Strategies and Activities?

164

(1)

How Do Instructional Strategies and Activities Vary?

165

(2)

Source of Reinforcement and Guidance

165

(2)

Cognitive Environment Provided

167

(1)

Physical Environment Provided

167

(1)

Selecting Instructional Strategies and Activities

167

(5)

Level and Type of Learning Targeted by the Instructional Objective

168

(1)

Learner Characteristics

169

(3)

Information Skills

172

(1)

Levels of Involvement by the School Library Media Specialist at the Strategies and Activities Development Step

172

(3)

The Initial Level

172

(1)

The Moderate Level

173

(1)

The In-Depth Level

174

(1)

Thought Provokers

175

(3)

12 Materials Selection

178

(21)

The Purpose of the Materials Selection Step

178

(1)

The Materials Selection Sequence

179

(13)

Selecting the Format

179

(2)

Identifying the Materials

181

(1)

Locating Reviews of the Materials

181

(2)

Previewing the Materials

183

(8)

Evaluating the Materials with Actual Learners

191

(1)

Levels of Involvement by the School Library Media Specialist at the Materials Selection Step

192

(4)

The Initial Level

192

(1)

The Moderate Level

192

(2)

The In-Depth Level

194

(2)

Thought Provokers

196

(3)

13 Implementation

199

(20)

The Purpose of the Implementation Step

199

(1)

The Teacher's Instructional Activities

200

(3)

The Teacher as the Medium

200

(1)

The Teacher's Role in Student-Led Group Projects

201

(1)

The Teacher's Role in Using Instructional Packages

202

(1)

Teacher Activities and Levels of Learning

203

(1)

Classroom Management

204

(6)

Information Management

204

(2)

Management of the Physical Environment

206

(1)

Management of the Instructional Event

206

(4)

Levels of Involvement by the School Library Media Specialist at the Implementation Step

210

(6)

The Initial Level

210

(1)

The Moderate Level

211

(2)

The In-Depth Level

213

(3)

Thought Provokers

216

(3)

14 Evaluation

219

(13)

The Purpose of Formative Evaluation

219

(2)

Questions to Be Answered in Formative Evaluation

220

(1)

Information to Be Collected

220

(1)

Phases of Formative Evaluation

221

(1)

Evaluating Each Step After Instruction

222

(4)

Evaluating the Needs Assessment

222

(1)

Evaluating the Learner Analysis

223

(1)

Evaluating the Instructional Objectives

223

(1)

Evaluating the Assessment of Student Performance

224

(1)

Evaluating Strategies and Activities Development

224

(1)

Evaluating Materials Selection

224

(1)

Evaluating the Implementation

225

(1)

Evaluating the Evaluation

226

(1)

Levels of Involvement by the School Library Media Specialist at the Evaluation Step

226

(3)

The Initial Level

226

(1)

The Moderate Level

227

(1)

The In-Depth Level

228

(1)

Thought Provokers

229

(3)

15 Conclusion

232

(2)

The Future of the Profession

232

(1)

Your Roles as a School Library Media Specialist

232

(2)

Appendixes

A Answers to Thought Provokers

234

(19)

Chapter 1

234

(1)

Chapter 2

235

(1)

Chapter 3

236

(1)

Chapter 4

237

(1)

Chapter 5

237

(2)

Chapter 6

239

(1)

Chapter 7

240

(3)

Chapter 8

243

(1)

Chapter 9

244

(2)

Chapter 10

246

(3)

Chapter 11

249

(1)

Chapter 12

250

(1)

Chapter 13

250

(1)

Chapter 14

251

(2)

B Instructional Consultation Assesment Chart (ICAC)

253

(1)

C Excerpt from a Policies and Procedures Manual

254

(3)

II. Beverly Public Schools Library Materials Selection and Adoption Policy

254

(3)

D Materials Publicizing Helping-Teachers-Teach Role

257

(4)

E Student Learning Styles-A Survey

261

(5)

Student Learning Styles-A Survey Questionnaire

264

(2)

F Learning Tools Inventory

266

(3)

Sample Behaviors of Students Possessing and Not Possessing Learning Tools

268

(1)

G Instructional Materials Evaluation Form

269

(2)

H Sample Unit

271

(14)

Background of the Project

271

(1)

Step 1: Needs Assessment

272

(1)

Step 2: Learner Analysis

273

(1)

Step 3: Instructional Objectives

274

(1)

Step 4: Assessment of Student Performance

274

(1)

Step 5: Strategies and Activities Development

274

(3)

Step 6: Materials Selection

277

(2)

Step 7: Implementation

279

(2)

Step 8: Evaluation

281

(1)

Evaluation of the Steps in the Instructional Design Process

282

(2)

Summary

284

(1)

Index

285

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Helping Teachers Teach

Summary

Author Biography

Table of Contents

Supplemental Materials