Descripciones mejoradas de Syndetics:

Grounded in a commitment to the school library media specialist's vital role in the design, implementation, and evaluation of classroom instruction, Turner's book explores why the SLMS must get involved, and it provides the tools for doing so. New features in this edition include the procedures for an information skills needs assessment, cognitive-based instructional enterprises, and information on new learner analysis instruments. In addition, sections on the professional collection, authentic assessment, learning strategy selection, and other areas have been completely updated. An important guide for professionals.

Tabla de contenidos provista por Syndetics

• Preface
• Part I Instructional Consultation and the School Library Media Specialist
• Chapter 1 The Roles of the School Library Media Specialist
• Chapter 2 A Levels Approach to Helping Teachers Teach
• Chapter 3 Finding Out Where You Are and Where You Want to Go
• Chapter 4 The Initial Level
• Chapter 5 The Moderate Level
• Chapter 6 The In-Depth Level
• Part II The Steps in the Instructional Design Process
• Chapter 7 Needs Assessment
• Chapter 8 Learner Analysis
• Chapter 9 Instructional Objectives
• Chapter 10 Assessment of Student Performance
• Chapter 11 Strategies and Activities Development
• Chapter 12 Materials Selection
• Chapter 13 Implementation
• Chapter 14 Evaluation
• Chapter 15 Conclusion
• Appendixes

Reseñas proporcionadas por Syndetics

School Library Journal Review

An organized and comprehensive treatment of one of the roles of a school library media specialist-instructional consultant. This third edition of the title mentions that the term "instructional consultant" changed to "instructional partner" with the publication of Information Power in 1998; however, the authors consistently use the older term. In addition to mentioning the impact of Information Power on formally defining the roles of school library media specialists, this edition recognizes changes in technology and in cognitive psychology, and the current education reform initiatives. The first half of the book defines the role of instructional consultant in relation to the other roles of a school librarian, and the latter sections detail parts of the instructional design process. One of the initial chapters, "A Levels Approach to Helping Teachers Teach," outlines various gradations of involvement; "initial level," "moderate level," and "in-depth level" are explained in following chapters. A sample unit, answers to the end-of-chapter "thought provokers," an excerpt from a policy and procedure manual, and a student learning styles survey are a few of the finds in the appendixes. This title has wide-ranging possibilities for use-from textbook in a library-science course to an addition in the professional reading collection.-Beth Jones, Shelby County High School, Shelbyville, KY (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

Booklist Review

Using a levels approach, this book examines instructional design and the role of the school library media specialist in that process. Levels range from no involvement to initial, moderate, and in-depth levels; details are provided for each level and suggestions are given on ways to advance to the next. The second part of the book discusses each instructional design step: needs assessment, learner analysis, instructional objectives, assessment of student performance, strategies and activities development, material selection, implementation, and evaluation. In each case, involvement by the school library media specialist is described, with sample scenarios given to concretize practice. Unfortunately, issues of curriculum, time, and special populations are not well covered, and materials selection starts with format, which is contrary to instructional design. Although there is good information here, the authors place too much emphasis on levels. -- RBB Copyright 2004 Booklist