ERIC Number: ED406989
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Developing an Integrated Library Program. Professional Growth Series.
Miller, Donna P.; Anderson, J'Lynn
This book provides teachers, media specialists, and administrators with a step-by-step method for integrating library resources and skills into the classroom curriculum. In this method, all curriculum areas are integrated into major units of study that are team-planned, team-produced, and team-taught. Topics include: components of the program and its relative strengths over traditional school library programs; research- based rationale for the program and its real-life implications; the planning team and collaboration among teachers, administrators, and the school librarian; implementation of the program for grades kindergarten-2, 3-6, and secondary school; potential obstacles to overcome; and qualitative benefits of the program. Lesson plans for grades kindergarten-8 are provided. Appendices include a brief description of the fully integrated library program; ideas for unit planning times; steps for developing a task card; sample task cards; tips for a successful integrated library program; curriculum map; American Association of School Librarians (AASL) position statement on the value of library media programs in education; AASL position statement on flexible scheduling; and a list of children's books used in the units. (Contains 16 references.) (Author/SWC)
Descriptors: Administrators, Course Integrated Library Instruction, Curriculum Development, Elementary Secondary Education, Information Literacy, Instructional Materials, Learning Resources Centers, Lesson Plans, Librarian Teacher Cooperation, Librarians, Library Skills, Media Specialists, Program Effectiveness, Program Implementation, School Libraries, Teacher Collaboration, Team Teaching, Units of Study
Linworth Publishing, Inc., 480 E. Wilson Bridge Road, Suite L, Worthington, OH 43085-2372 ($24.95).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A