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ERIC Number: ED337128
Record Type: Non-Journal
Publication Date: 1990
Pages: 54
Abstractor: N/A
Reference Count: N/A
Classroom Instructional Design: Tools for Teacher/Media Specialist Interaction.
Dalbotten, Mary; Wallin, Joan
"Information Power," the national guidelines for school library media programs, specify three roles for today's school library media specialist, i.e., information specialist, teacher, and instructional consultant. As school library media specialists plan with teachers, they are performing the instructional consultant role. The Media and Technology Unit of the Minnesota Department of Education believes that the instructional design consultant role is vital in giving school library media programs meaning and direction, and that it is the pivotal role upon which the other two are based. Classroom goals should be the focus of the library media specialist's teaching and library media services. As an information specialist planning resource-based teaching units with teachers, the library media specialist is purchasing resources that tie directly into unit outcomes, and the media specialist may team-teach part of the unit, thus performing the teacher role. This guide provides suggestions, helpful hints, useful strategies, checklists, and forms for use by the library media specialist in the role of instructional consultant. Three chapters cover: (1) Beginning Strategies for Working with Teachers (getting started, finding time, working through others); (2) Planning for Resource-Based Teaching (instructional planning guide, resource assessment); and (3) Refining Your Role in the Instructional Process (self-assessment and action plan). A 27-item annotated bibliography is provided and an article, "The Role of the School Librarian as a Professional Teacher: A Position Paper" (Ken Haycock) is appended. (DB)
Minnesota Curriculum Services Center, Capitol View, 70 Co. Rd. B-2 W, Little Canada, MN 55117.
Publication Type: Guides - Non-Classroom; Tests/Questionnaires
Education Level: N/A
Audience: Media Staff; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Minnesota State Dept. of Education, St. Paul.