The school librarian as educator

목차 (Table of Contents)

• CONTENTS
• Acknowledgements = xv
• Introduction = xix
• Notes = xxi
• Part 1 Learning as Thinking
• Interlude : Who Comes First? = 3
• 1-Learners as Individuals : Adaptive Education = 5
• Learner characteristics = 6
• AvailableLearningsandAttitudes = 7
• Aptitudes and Talents = 7
• Developmental Stages = 9
• Sensory Modalities = 11
• Learning styles = 12
• The Brain and Individual Differences = 15
• Responding to Individual Differences = 18
• Behavior-Person-Environment = 18
• Time = 19
• Goals = 20
• Methods = 22
• Materials = 23
• Issues in Adaptive Education = 26
• For Further Reading = 28
• Notes = 31
• 2-Learners with Special Needs = 35
• Giftedness = 36
• Handicaps and Disabilities = 40
• Non-English-Speaking students = 43
• Other Special Needs = 44
• For Further Reading = 45
• Notes = 46
• Interlude : Matching Materials to Learners = 49
• 3-Library Skills Instruction = 53
• Assessing Resources and Constraints = 53
• Analyzing Learner Needs = 54
• Observing Students = 54
• Judging Usefulness to Students = 57
• Defining Goals and Terminal Objectives = 61
• Defining Enabling Objectives = 62
• Planning for Learner Characteristics = 63
• Planning for Teaching = 64
• Teaching Strategies = 64
• Multimedia Materials = 67
• Individual and Group Work = 72
• Record keeping = 72
• Evaluating Library Skills Instruction = 74
• Hands-on Library Skills Materials = 75
• Notes = 75
• 4-Teaching Search Strategies = 77
• Bibliographic Organization = 77
• Search Problems and Behaviors = 79
• Teaching Library Search Strategies = 80
• Objectives for Teaching = 82
• Selecting the Most Promising Term. = 82
• Generating Alternate Terms : Key-word Search Strategy = 84
• Teaching Key-word Patterns = 88
• Beyond the Library Catalog = 93
• Teaching Resources = 94
• Notes = 96
• Interlude : Mind-stretching Key-word Diagrams = 99
• 5-Independent Learning = 101
• Skills for Independent Learning = 102
• Teaching Independent Learning Skills = 104
• Library Research = 105
• Evaluating Independent Learning Skills = 109
• Are Learning Skills Teachable? = 110
• Materials for Independent Learning = 111
• Programmed Instruction = 112
• The Work Sheet and Its Variants = 112
• Puzzles and Games = 113
• Multimedia in "Stations" = 113
• Learning Packages = 114
• Organizing for Independent Study = 116
• Ladders and Leads = 116
• Facilities and Equipment = 117
• The schedule = 118
• The Librarian as Organizer, Manager, Preceptor = 118
• Beyond the Media Center = 119
• Reorganizing a school = 120
• For Further Reading = 121
• Notes = 122
• Interlude : Sock It to 'Em : A Case Study in Report Writing = 127
• Part 2 Learning as Feelings and Action
• 6-Curiosity, Competence, and Self-Fulfillment = 135
• Curiosity = 136
• Competence and Self-Fulfillment = 138
• For Further Reading = 143
• Notes = 143
• 7-Puzzles, Games, and Thematic Boxes = 145
• Motivational Value = 145
• Instructional Value = 146
• Puzzles = 147
• Games = 150
• Question cards = 153
• Basic Game boards = 155
• Thematic Gameboards = 158
• Story-specific Gameboards = 163
• CardGames = 168
• Chance Factors = 168
• Computer Games = 169
• Thematic Boxes = 169
• Activity Cards = 170
• Puzzles and Games = 170
• Displaying Thematic Boxes = 170
• Resources for Gamemakers = 171
• Notes = 173
• Interlude : Popular Culture a Problem = 175
• 8-Action, Interaction, and Discipline = 177
• An Atmosphere for Learning = 177
• Planning = 178
• Rules and Consequences = 178
• The Light Touch = 180
• Working with Groups = 180
• An Atmosphere for Learning (cont'd)
• Teaching Appropriate Behavior = 181
• Helping Individuals = 183
• Intervention = 184
• Toward Self-Discipline = 185
• For Further Reading = 186
• Notes = 186
• Interlude : Library Doubles as Student Union = 189
• 9-The "Chronic Overdue-er" = 191
• Objectives = 192
• Setting Expectations = 192
• Behavior Modification = 193
• Group Reinforcements = 193
• Group Cues = 196
• Individual Procedures = 197
• Points to Remember = 201
• For Further Reading = 201
• Interlude : The Investigation of Nancy Drew : A Role-Play = 203
• 10-Media and Learning = 207
• Why Multimedia? = 207
• Media and Their Users = 211
• Psychoanalytic Views of Response = 212
• Stimulus-Response Views of Response = 213
• Developmental Views of Response = 214
• International Views of Response = 215
• Attitudes, Aggression, and Media = 217
• Response as a Basis for Learning = 218
• For Further Reading = 219
• Notes = 219
• Interlude : Remove This Book! A Role-Play = 223
• Part 3 Setting the Stage
• 11-An Environment for Activity-Centered Learning = 229
• Environment and Behavior : Visualizing the Reality = 230
• Traffic Patterns = 231
• Activity Areas = 231
• Shelf Arrangement = 232
• A"Contact" Collection = 233
• Aids to Independent Use = 234
• Classification = 235
• Uniform Procedures = 235
• Redesigning a Media Center Environment = 236
• A Self-Checkout System = 239
• Cataloging for Adaptive Education = 247
• For Further Reading = 250
• Notes = 251
• Interlude : No. 1. Teaming with Teachers in Elementary School = 253
• Interlude : No. 2. Teaming with Teachers in Middle School = 255
• Interlude : No. 3. Teaming with Teachers in High School = 257
• 12-Teaming with Teachers = 261
• Teachers = 262
• Library Media Staff = 262
• Physical Facilities = 264
• The Collection = 264
• Inservice for Teachers = 265
• Administrators = 267
• Instructional Programs = 268
• Direct Instruction = 268
• Models of Teaching = 271
• Subject Areas = 273
• Cooperative Curriculum Planning = 276
• Making Contact = 277
• Library Skills Instruction = 279
• Content Area Teaching = 282
• Instructional Design = 289
• For Further Reading = 292
• Notes = 293
• Interlude : Designing a Media Workshop : A problem = 297
• 13-Postscript on Management = 299
• The Systems Process = 299
• Setting Priorities = 300
• Using Advisory Committees = 301
• Stating Objectives = 302
• Product Objectives = 303
• Indicator Objectives = 305
• Process Objectives = 305
• Developing Objectives from Activities = 306
• Directing Time and Energy = 307
• Using Helping Hands = 308
• Evaluation = 311
• Some Reservations = 312
• For Further Reading = 313
• Notes = 314
• Interlude : No. 1. What to do First? Elementary School = 317
• Interlude : No. 2. What to First? Secondary School = 319
• Afterword = 321
• Appendix Ⅰ - Library and Study Skills = 323
• Library Media Center Skills, Grades K-12 = 323
• Independent Study as an Objective of Instruction = 328
• Independent Learning Skills = 332
• Appendix Ⅱ - Key-Word Lessons and Diagrams = 336
• Using the Research Checklist-Primary Grades = 337
• Recognizing "Larger" Subjects = 338
• Using Key-Word Puzzles-Pattern2 = 339
• Recognizing "Larger" and "Smaller" Subjects = 341
• Using Key-Word Puzzles-Patterns 2 and 3 = 342
• Generating Alternates-Patterns 1,2, and 3 = 344
• Selecting Key Words from Questions = 349
• Applying Key-Word Strategy in the Yellow Pages = 351
• Practicing Patterns 1,2,and 3 = 354
• Applying Key-Word Strategy in a Magazine Index = 358
• Double-Meaning Key-Word Diagrams = 360
• Any Word in Any Index = 361
• Additional Key-Word Diagrams = 362
• Appendix Ⅲ - Research Checklists for Students = 368
• Research Checklist for Primary Grades = 369
• Research Checklist for Upper Grades = 373
• Research Record for Secondary Grades = 378
• Appendix Ⅳ - An Independent Study Program : ICES = 379
• The ICES File and Materials = 380
• Contracts = 380
• Teachers' Sheets = 383
• Binders = 383
• Using ICES = 384
• Writing ICES Studies = 388
• Sample Study = 388
• Appendix Ⅴ - Idea Starters to Motivate Students to Read = 394
• Monthly Motivators = 395
• Appendix Ⅵ - "Pick a Puzzle" Thematic Box = 398
• Suggestions for Puzzles = 399
• Math Books for"Pick a Puzzle = 406
• Appendix Ⅶ - "Fascinating Futures" Thematic Box = 407
• Activity Cards = 408
• Puzzles = 415
• Games = 423
• Futuristic Fiction = 447
• Models for Student Projects = 448
• Other Nonfiction Resources = 448
• Index = 451