Across the Curriculum [electronic resource] : Across the World / Blanche Woolls.
This paper discusses changes at the American Association of School Librarians (AASL) and suggests changes in the role of the school librarian, by way of a shift from a traditional helping role to a leadership role. Because librarians have knowledge of the whole curriculum, they are in a unique posit...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1993.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED399934 | ||
| 100 | 1 | |a Woolls, Blanche. | |
| 245 | 1 | 0 | |a Across the Curriculum |h [electronic resource] : |b Across the World / |c Blanche Woolls. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1993. | ||
| 300 | |a 6 p. | ||
| 500 | |a ERIC Document Number: ED399934. | ||
| 500 | |a ERIC Note: In: Dreams and Dynamics. Selected Papers from the Annual Conference of the International Association of School Librarianship (22nd, Adelaide, South Australia, Australia, September 27-30, 1993); see IR 056 045. |5 ericd. | ||
| 520 | |a This paper discusses changes at the American Association of School Librarians (AASL) and suggests changes in the role of the school librarian, by way of a shift from a traditional helping role to a leadership role. Because librarians have knowledge of the whole curriculum, they are in a unique position to lead the way for teachers and to help them integrate learning across the curriculum. Librarians must begin to change from merely offering suggestions of materials to supplementing classroom teaching, and directing the collaborative experiences teachers offer their students, so that teachers will adjust their activities to combine isolated lessons and design them to meet different learning styles. It is only in this way that all students will be well prepared to be contributing members of a global society. Librarians must know the teachers and the curriculum, as well as exactly what and when teachers teach specific units, whom they teach, and how they teach. To find the answers to some of these questions, librarians are advised to predict teaching styles; discuss teaching strategies and resource based teaching; point out materials available in the library; record planning sessions and the actual outcome of the unit; base any suggestions on existing research; keep the students as the primary focus; and help teachers adapt lesson plans into multicultural experiences. (SWC) | ||
| 650 | 1 | 7 | |a Administrative Change. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Familiarity. |2 ericd. |
| 650 | 0 | 7 | |a Global Approach. |2 ericd. |
| 650 | 1 | 7 | |a Integrated Curriculum. |2 ericd. |
| 650 | 1 | 7 | |a Leadership Responsibility. |2 ericd. |
| 650 | 1 | 7 | |a Librarian Teacher Cooperation. |2 ericd. |
| 650 | 0 | 7 | |a Library Material Selection. |2 ericd. |
| 650 | 1 | 7 | |a Library Role. |2 ericd. |
| 650 | 0 | 7 | |a Organizational Change. |2 ericd. |
| 650 | 1 | 7 | |a School Libraries. |2 ericd. |
| 650 | 0 | 7 | |a Student Needs. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Styles. |2 ericd. |
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