Product Description

This volume aims to help readers respond proactively and help to lead the way to collaborative learning in schools. The American Library Association has been instrumental in shaping and publishing guidelines for school libraries for 75 years. This book incorporates the standards that should help students become skillful producers and consumers of information along with guidelines and principles to help create a dynamic, student-centred programme. The book's underlying concepts feature: helping students flourish in a learning community not limited by time, place, age, occupation or disciplinary borders; designing authentic learning tasks and assessments; speaking in terms educators understand; defining your role in student learning; and joining teachers and others to identify links in student information needs, curricular content, learning outcomes and a variety of print and nonprint resources.

Product Details

• Amazon Sales Rank: #557628 in Books
• Published on: 1998-06
• Original language: English
• Binding: Paperback
• 205 pages

From School Library Journal

Volkman offers 12 "excursions," or lesson plans, designed to help secondary librarians steer their students through the research process. The first two lessons present basic reference books and include 70 sets of practice questions with answer keys. Excursion 3 introduces the term-paper process, with detailed instructions for a start-to-finish research project as well as sample research notes and finished papers. The remaining assignments build on this knowledge. Each lesson includes instructions, reproducibles, and a bibliography. These practical ideas will adapt easily to a specific grade, curriculum, or reference collection. The sailing metaphor wears a little thin (materials are "cargo," objectives are "destinations"), but this navigational aid will benefit any librarian struggling to stay afloat in a sea of research.-Debbie Johnson, Richardson West Junior High School, TX

Copyright 1999 Cahners Business Information, Inc.

Customer Reviews

Information Power validates school programs
Information Power, generated by the American Library Association, lists and describes the standards for a good school library media program. Unfortunately, the standards are written as many standards are...not extremely precise and easily misunderstood. However, if the entire book is utilized, the standards are explained in detail with examples of proficiency at each level. For example, the Nine Information Literacy Standards for Student Learning are listed, and then details are given as to whether a student is acquiring a Basic, Proficient, or Exemplary level. This book is meant to be used as a handbook for creating a good program, rather than reading for pleasure or information at one sitting. If used properly, it may help set up an exemplary school media center program.

While the standards seem to be the initial focus of the ALA, the real usefulness of the document comes into play when the additional chapters are explored. The real meat of the program comes in Part Two, entitled Building Partnerships for Learning. The importance of collaboration, leadership, and technology are described within the media center program, and are given a place of respect throughout this second section. Additionally, collaborative teaching is given a high place of honor, and is, in fact, written into the goals described for a media center specialist. This section continues by including ways in which information should be accessed by patrons and delivered by the library media specialist. It is nice that the ALA didn't describe the exact methods for information access and delivery because it allows the document to be ever changing. Instead a more general Principle 1 is given, "The library media program provides intellectual access to information and ideas for learning." (p. 83). This states what is important, yet allows for the professional to find the method by which information is accessed. Additionally, the document takes the professional school librarian and sets goals that can be adapted to the specific user. Finally, goals are set forth for the school regarding the expectations of program administration, which requires a professional or certified librarian to be a part of every school (which may increase the need for even more jobs in this profession!). The references are an important addition as well as they are relatively up-to-date and important sources for a librarian to look for information.

Overall, the book nicely sets forth a comprehensive plan for a school library media program, whether at an elementary or secondary level. While the standards and principles may get rather weighty, the information behind them is important and useful.