2004, English, Book, Illustrated edition: Inquiry learning through librarian-teacher partnerships / Violet H. Harada and Joan M. Yoshina. Harada, Violet H.

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Inquiry learning through librarian-teacher partnerships / Violet H. Harada and Joan M. Yoshina
 
Bookmark: http://trove.nla.gov.au/version/11806860
Physical Description
  • xii, 172 p. : ill. ; 28 cm.
Published
  • Worthington, Ohio : Linworth Pub., c2004.
Language
  • English

Edition details

Title
  • Inquiry learning through librarian-teacher partnerships /​ Violet H. Harada and Joan M. Yoshina.
Author
  • Harada, Violet H.
Other Authors
  • Yoshina, Joan M.
Published
  • Worthington, Ohio : Linworth Pub., c2004.
Physical Description
  • xii, 172 p. : ill. ; 28 cm.
Subjects
Contents
  • Machine derived contents note: Table of Contents
  • Table of Figures and Templates 4
  • Introduction 6
  • Picture this 6
  • Elements of inquiry learning 8
  • Benefits of engaging in inquiry learning 8
  • No Child Left Behind and inquiry learning 10
  • Who might use this book 13
  • Acknowledgments 14
  • Chapter 1: Identifying the Inquiry-Based School 15
  • What does an inquiry-based school look like? 15
  • How does an inquiry-based learning environment differ from a conventional one? 19
  • How do we create an inquiry-based learning environment? 21
  • What role does the library media program play? 22
  • Conclusion 24
  • Chapter 2: Describing an inquiry-driven curriculum 26
  • What is involved in inquiry learning? 26
  • Why use an inquiry approach to teaching and learning? 26
  • How are essential and unit questions used to focus the inquiry? 28
  • What might essential and unit questions look like in practice? 29
  • What attitudes or habits of mind are developed? 32
  • Where do content standards fit in? 34
  • How does the library media program support inquiry learning? 35
  • Conclusion 36
  • Chapter 3: Developing collaborative relationships 37
  • What does collaboration look like? 38
  • What factors make collaboration work? 40
  • What skills and attitudes do people need to collaborate? 40
  • How might we get started? 46
  • Conclusion 48
  • Chapter 4: Designing inquiry-driven instruction 49
  • What is critical in designing inquiry-driven instruction? 49
  • Where do we start in designing inquiry-driven instruction? 52
  • What approaches reflect an inquiry-driven framework? 54
  • How might information literacy standards be integrated into these approaches? 68
  • Chapter 5: Assessing learning and teaching 70
  • Why is assessment vital? 70
  • How does assessment differ from evaluation? 71
  • What should be assessed? 72
  • How should the learning be assessed? 73
  • Who does the assessing? How is the library media specialist involved? 87
  • Conclusion 92
  • Chapter 6: Connecting information searching and inquiry 94
  • How do information search process models support inquiry? 94
  • How does the information search process support inquiry learning? 96
  • Which instructional strategies work best? 97
  • How do we facilitate the learning? 98
  • How are diverse student needs and abilities addressed? 102
  • How might technology enhance student learning? 108
  • Conclusion 111
  • Chapter 7: Profile of an elementary school project 113
  • Chapter 8: Profile of a middle school project 115
  • Chapter 9: Profile of a high school project 117
  • Chapter 10: Moving toward a school-wide approach 119
  • What is involved? 119
  • What might it look like? 121
  • Conclusion 129
  • Bibliography 132
  • About the authors 146.
Notes
  • Includes bibliographical references (p. 165-169) and index.
Language
  • English
ISBN
  • 1586831348 (pbk.)
Dewey Number
  • 371.14/​8
Libraries Australia ID
Contributed by
Libraries Australia

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Charles Sturt University. Wagga Wagga Campus Library. Open to the public 001440534; 371.148 H1<001440534> Book; Illustrated English
Monash University. Monash University Library. Open to the public 99185548701751; 371.148 H254.I 2004; MA; TE; MA; GEN Book; Illustrated English
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