Learning and Libraries in an Information Age: Principles and Practice (Principles and Practice Series) - Softcover

Stripling, Barbara K.

Softcover

ISBN 10: 1563086662 ISBN 13: 9781563086663

Publisher: Libraries Unlimited, 1999

Synopsis

Blending the latest research and educational theory with sound and effective practices, this book shows you how to create a learning-centered library for the new millennium. Some of the most respected authorities in the field have contributed their ideas and expertise to this important work. For example, Carol Kuhlthau discusses student learning in the information age; Jackie Mancall writes about collection development; Sheila Salmon describes what the library media specialist brings to the equation of standards-based learning; and Joy McGregor provides an informative article about learning theories and models. The result is a valuable combination of principles and implementation strategies for learning, information literacy, instructional design, library media program design, collaboration, teaching, collection development, assessment, and building communities of learning. Now is the time to step forward as an instructional leader and this is the book that will help you do it. A must read for libra

About this title

About the Author

Barbara K. Stripling has been a school librarian (Arkansas), grant administrator (Tennessee), school library supervisor (Arkansas and New York City), and library educator (Syracuse University) during an almost 50-year career. She holds a B.A., an M.A., an M.Ed., an Ed.S., and a D.P.S. Stripling was co-editor of School Library Media Quarterly and is the author or editor of numerous books, articles, and book chapters. She is the creator of the Stripling Model of Inquiry and the REACTS Taxonomy of Research Reactions.

Reviews

This collection of 13 essays from respected leaders in the field explores the structure and theory of the school library in the information age and looks ahead to its future changes. Some of the topics include learning theories and how they relate to library media practice, comparisons of several models for teaching information-literacy skills, collaborative teaching, standards-based teaching, and assessment of student learning. Each chapter provides a background in research and theory, then highlights effective practices and implementation strategies. An excellent resource, this volume is helpful both to librarians new to the field and seasoned veterans wishing to keep up with the times.
Yapha Nussbaum Mason, Brentwood Lower School, Los Angeles
Copyright 2000 Reed Business Information, Inc.

This book is the first in the publisher's new Principles and Practice series, which replaces School Library Media Annual and is intended to "provide practicing library media professionals with research and theory that are grounded in effective practice." It fulfills this goal admirably, combining a solid grounding in constructivist theory and inquiry-based learning with practical tips on revamping library media programs based on these theories. Throughout its six parts and 13 contributed chapters, the book emphasizes the role of the school library media specialist as full partner in the instructional program and the media center as the heart of the information-age school. Sections and chapters cover learning theories; collaborative planning and teaching with meaningful assignments and assessment; collection development; design of library media programs; community building; and more. Contributors are library and information science faculty, library media specialists, and other educators. Recommended for professional collections and students.
-Janet Crum, Oregon Health Sciences Univ. Lib., Portland
Copyright 2000 Reed Business Information, Inc.

This book in the new Principles and Practice series deals with a topic relevant to all librarians: the changing role of media specialists in the information age. Thirteen contributing essayists provide a clear, dynamic view of the shifting responsibilities of media specialists in light of the abundant information available through technology. Some of the essays review general learning theories or target specific research techniques (for example, Pathways to Knowledge); others mix learning theory with pragmatic, hands-on suggestions for integrating the new responsibilities that align media specialists more directly with student learning. Nearly every selection is supported by an extensive bibliography. Charts and insets help reinforce the ideas by giving concrete templates for implementing some of the suggestions. Solid and well researched, this suggests a promising series of value to both new and established media specialists. Roger Leslie

Edition details

• Publisher: Libraries Unlimited
• Publication date: 1999
• Language: English
• ISBN 10: 1563086662
• ISBN 13: 9781563086663
• Binding: Paperback
• Edition number: 1
• Number of pages: 375