The Big Think: 9 Metacognative Stratagies That Make the End Just the Beginning of Learning
The typical research assignment might consist of a selection of a topic and the interception of information resulting in a product of some kind that is graded. The end. Next topic, please.
The New Learning Commons: Where Learners Win!
Loertscher, Koechlin, and Zwaan team up in this book to rethink everything about the function and role of school libraries and computer labs. It is often a case of 180 degree reconsideration. What does this mean? The profession has been on a command and control model: If we build it, they will come. We build a website and expect students and teachers to use it on our terms. They Google, instead. We expect teachers to appreciate the collections we build. They want classroom collections. We open our doors during the school day. Our patrons want 24/7-365 service.
Author Profile: David V. Loertscher is a professor in the School of Library and Information Science, San Jose State University. He is a past president of the American Association of School Librarians and an international consultant.
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Our newest titles:
The Big Think: 9 Metacognative Stratagies That Make the End Just the Beginning of Learning
Issues: Think Models for Collaborative Knowledge Building
People: Think Models for Collaborative Model Building
Places: Think Models for Collaborative Model Building
Connections: Papers of the Treasure Mountain Research Retreat, Nov. 4-5, 2009, Charlotte, NC
Treasure Mountain Treasury #1: Using Online Resources
Collection Development Using the Collection Mapping Technique A Guide for Librarians
Young Adult Literature and Multimedia: A Quick Guide 2010
A Painless Guide to Research Using Web 2.0 Tools: Under the Umbrella of 21st Century Teaching Skills
As a companion to The New School Learning Commons Where Learners Win, this book is a planning guide for administrators and those interested in establishing a Learning Commons that reinvents the role of the school library and computer labs in the school. Chock full of checklists, planning forms, an organizational suggestions, this guide is a handy tool. It begins with a brief explanation of what a Learning Commons is and its role in total school improvement and then step by step goes through the aspects of program, physical facilities, changing technologies and ends with a variety of assessment tools to guage progress.
In this third publication, the editors have gathered together 25 articles they have solicited about the Learning Commons idea over the past several years and published in Teacher Librarian. Articles lay the foundation of the Common, provide real examples from teacher librarians who have established a learning commons in their school, provide a glimpse into curriculum matters related to the Commons, the technology needed to make the Commons a success, a guide for the staff and role of specialists in the Commons, and finally several articles dealing with assessing impact on teaching and learning. This trio is a valuable collection for reinventing the nature of school libraries into a 21st century model.
