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ERIC Number: EJ1041300
Record Type: Journal
Publication Date: 2014
Pages: 5
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-1094-9046
The Beneficiation of Education
Senger, April J.
Knowledge Quest, v42 n3 p30-34 Jan-Feb 2014
When the challenge of adapting curriculum to meet the requirements of the Common Core State Standards were presented, this author immediately sought out the assistance of experts in another field: the school library staff. It was apparent that staff needed to practice the beneficiation of the current curriculum to meet the CCSS requirements. During the process of assisting students in their research, a pattern emerged. Students could easily navigate the Web to find information, but the information they reveal is not always reliable or at their ability level. A strong partnership between the departments and the library staff ensure that the students are being exposed to the most current information available. The school librarian introduced students to resources available through the library's website and had students familiarize themselves with the databases most useful for their project. The Common Core State Standards encourage educators to enrich students' learning with a vast array of resources beyond textbooks. Core content teachers will need to collaborate with the library staff to maximize potential outcomes through effective use of literature and research. School librarians' understanding of resources available to support content will supply a foundation for supporting the diverse learning needs of the students. The expanded number of resources available for classroom instruction will expose students to a greater variety of materials that address the same key content concepts but in a multitude of ways.
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A