ERIC ED411789: Literature Connections: The Teacher and Teacher-Librarian Partnership.

181 Pages·1991·2.8 MB·English

by  ERIC

DOCUMENT RESUME
IR 056 483
ED 411 789
Literature Connections: The Teacher and Teacher-Librarian
TITLE
Partnership.
British Columbia Dept. of Education, Victoria. Learning
INSTITUTION
Resources Branch.
ISBN-0-7726-1300-1
ISBN
1991-00-00
PUB DATE
NOTE
180p.
Guides - Non-Classroom (055)
PUB TYPE
MF01/PC08 Plus Postage.
EDRS PRICE
Curriculum Development; *English Curriculum; Foreign
DESCRIPTORS
Countries; *Information Literacy; Language Arts; Learning
Resources Centers; *Librarian Teacher Cooperation; Library
Planning; Library Services; Program Development; *School
Libraries; Teaching Methods
*Resource Based Learning
IDENTIFIERS
ABSTRACT
This book is designed to help teachers, teacher-librarians,
administrators, and district staff create a literature program that
integrates literature within the context of resource-based learning. The book
is organized into three sections. Part 1: "Critical Components of Learning
through Literature" discusses in detail how each of the components vital to
learning through literature may be implemented in a library resource center
program by teachers and teacher-librarians as they plan and teach together.
These critical components identified in Part 1 are intrinsically tied to
three essential focuses of a literature program: building a climate for
literacy; applying current knowledge about the nature of student learning
processes; and the refinement and maintenance of sound instructional
practice. Part 2: "Critical Components Po.plied" provides teachers and
teacher-librarians with nine cooperatively-planned sample unit outlines that
incorporate many of the critical components identified in Part 1. Part 3:
"Reference List and Notes" provides a list of those references cited in Part
1, as well as a list of notes. A Critical Components Chart at the beginning
of the book shows how one or more of the three essential focuses identified
in Part 1 underlie and underpin the critical components and is intended as a
tool that administrators, teachers, and teacher-librarians may use to focus
discussion and assessment of their current literature program. Contains five
pages of references.
(AEF)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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LITERATURE CONNECTIONS
THE TEACHER AND
TEACHER LIBRARIAN PARTNERSHIP
With the Compliments of
The British Columbia Teacher-Librarians' Association
EDUCATION
U.S. DEPARTMENT OF
and Improvement
Office of Educational Research
INFORMATION
EDUCATIONAL RESOURCES
CENTER (ERIC)
reproduced as
This document has been
organization
received from the person or
originating it.
"PERMISSION TO REPRODUCE THIS
made to
Minor changes have been
MATERIAL HAS BEEN GRANTED BY
improve reproduction quality.
R. Faris
in this
Points of view or opinions stated
document do not necessarily represent
official OERI position or policy.
MADAME
BEST COPY
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."
1991
2
.
s-wri
I _LI1
reacher-1V°
Izzi
Province of British Columbia
Ministry of Education
Learning Resources Branch
Victoria, 1991
3
Canadian Cataloguing in Publication Data
Main entry under title:
Literature connections
Includes bibliographical references.
ISBN 0-7726-1300-1
1. Literature - Study and teaching - British
2. School children - British Columbia -
Columbia.
Learning
I. British Columbia.
Library orientation.
II. Title: The teacher and
Resources Branch.
teacher-librarian partnership.
C91-092112-1
372.64'044
LB1575.5.C3L57 1991
REST COPY AVAILABLE
Acknowledgments
The Ministry of Education would like to acknowledge the work of the following
people, members of the Language Arts Resource Book Committee of the British
Columbia Teacher-Librarians' Association, who are responsible for compiling
and writing this document.
S.D. #39 (Vancouver)
Liz Austrom
Michele Farquharson
S.D. #39 (Vancouver)
Barbara Hall
S.D. #57 (Prince George)
S.D. #39 (Vancouver)
JoAnne Naslund
Patricia Shields
S.D. #39 (Vancouver)
The Ministry would also like to acknowledge the contributions of the teacher
and teacher-librarian teams who generously shared their cooperatively
planned and taught units of study. The following individuals participated in
developing and field testing one or more units of study:
S.D. #41 (Burnaby)
Bernice Betts
S.D. #39 (Vancouver)
Lynne Cosgrove
S.D. #39 (Vancouver)
Michele Farquharson
S.D. #68 (Nanaimo)
Mike Ferguson
S.D. #39 (Vancouver)
Lily Theodora Genis
Margaret Haines
S.D. #39 (Vancouver)
Barbara Hall
S.D. #57 (Prince George)
Heather Holdaway
S.D. #39 (Vancouver)
Mark W. R Hyder
S.D. #39 (Vancouver)
S.D. #41 (Burnaby)
Odie Kaplan
Louise Maltais
S.D. #39 (Vancouver)
S.D. #39 (Vancouver)
Celina Mau
Margaret Mitchell
S.D. #39 (Vancouver)
JoAnne Naslund
S.D. #39 (Vancouver)
Pat Parungao
S.D. #39 (Vancouver)
Mark C. Roberts
S.D. #39 (Vancouver)
Stephanie Robb
S.D. #39 (Vancouver)
Elizabeth Smith
S.D. #39 (Vancouver)
S.D. #39 (Vancouver)
David Stephen
S.D. #39 (Vancouver)
Grace Taylor
Emma Thibodeau
S.D. #39 (Vancouver)
Una Walsh
S.D. #39 (Vancouver)
S.D. #39 (Vancouver)
Caroline Wilson
Margaret Wolff
S.D. #39 (Vancouver)
LITERATURE CONNECTIONS
In addition, the Ministry would also like to acknowledge the contributions of
the following people.
S.D. #43 (Coquitlam)
Dianne Driscoll
Joan Harper
University of British Columbia
Marsha Ivany
S.D. #39 (Vancouver)
University of British Columbia
Dr. Ron Jobe
Janet McCutcheon
S.D. #62 (Sooke)
Ian McKay
S.D. #39 (Vancouver)
British Columbia Teacher-
Diana Poole
Librarians' Association
Ministry of Education,
Marlene Recchi
Curriculum Development
Branch, Language Arts
Patricia Shields
S.D. #39 (Vancouver)
Barbara Smith
S.D. #44 (North Vancouver)
The Ministry would like to thank Cindy Williams (Assistant Director,
Learning Resources Branch) for overseeing the publication of this document
and GT Publishing Services Ltd. (Vancouver) for preparing this document
for publication.
The Ministry would also like to express its appreciation to the copyright hold-
ers who have granted their permission to reproduce material to which they
hold title. Every effort was made to contact copyright holders of material
included in this resource book. Further information pertaining to the rights to
this material would be welcome.
LITERATURE CONNECTIONS
8
Contents
Acknowledgments
3
Introduction
7
The Purpose of this Resource Book
7
Organization of this Resource Book
8
Critical Components of the Literature Program
9
PART 1: CRITICAL COMPONENTS OF
LEARNING THROUGH LITERATURE
Cooperative Planning and Teaching
15
Enhancing the Climate for Literacy
15
The Cooperative Planning Process
19
Flexible Scheduling of the Library Resource Centre
26
The Importance of Literature and Literacy
27
Student-Centred Experiences and Activities
29
Students' Selection of Literature
31
Students' Response to Literature
33
Literature as a Social Activity
35
Integration
37
The Library Resource Centre Collection
39
Teaching Strategies
43
Unit Approach
43
Discovery Learning
48
Individualized Instruction
49
The Research Process
50
Learning Centres/Stations
51
Oral Presentations
52
Discussion
54
Shared Reading
55
Process Writing
56
Dramatization
57
Simulations
59
Thinking Strategies
60
Evaluation
65
Strategies for Student Assessment
65
Unit Evaluation
79
Program Evaluation
80
PART 2: CRITICAL COMPONENTS APPLIED
84
Overview
85
Book BlitzPrimary/Intermediate: Climate-Building Celebration
National Book Festival Play PresentationsIntermediate/Graduation:
89
Climate-Building Celebration
GiantsPrimary: Sample Theme-Based Unit
92
Gold RushIntermediate- Sample Theme-Based Unit
107
The Medieval PeriodIntermediate: Sample Theme-Based Unit
129
Passons Nos Vacances h ParisIGraduation: Sample Theme-Based Unit
147
Wolves and HumansGraduation: Sample Theme-Based Unit
160
Les Critiques en HerbePrimary: Sample Author-Based Unit
165
It's a MysteryIIntermediate: Sample Genre-Based Unit
171
PART 3: REFERENCE LIST AND NOTES
Reference List
180
Notes
185
Introduction
In order to develop the "educated citizen" as described by the
Ministry of Education, educators are modifying instructional
practices and using an expanded array of learning resources.
Greater emphasis is being placed on the use of children's literature
to develop reading and writing abilities and skills.
Developing Independent Learners: The Role of the School Library
Resource Centre, p. 25.
n the past, Language Arts English
programs have emphasized literature as
1
a means of conveying cultural heritage
and developing both a love of reading and a disposition toward learning. The
current trend toward multidisciplinary learning, thematic studies, and the
integration of students' experience with literacy development offers new
opportunities for teachers and teacher-librarians to work together to enhance
learning experiences for students and to develop independent learners.
Through these newly evolving approaches, literature, with its insight into
society and the human psyche, can be used to broaden students' empathy for
others and to increase their understanding of the world, science, issues related
to our pluralistic Canadian identity, and a multitude of other topics. Through
literature, students are exposed to excellence in form and expression and are
connected to the ideas, values, and traditions of various cultures. It is these
qualities of literature that make it of continuing importance and relevance to
all students.
The central aim of the Language Arts English program is "to enable each
student to use language with satisfaction and confidence, striving for fluency,
precision, clarity and independence" (B.C. Ministry of Education 1990a, p. 17)
an aim that is central to all disciplines and all educators. The inclusion of
literature within the context of resource-based learning provides models of
language that have the power to move, motivate, and actively engage interest
and participation in the topics being studied.
7
The Purpose of this Resource Book
Although a literature program could be carried out in the classroom, a program
that involves the teacher-librarian in partnership with the classroom teacher,
using the wealth of literary works available in the library resource centre
collection, will help students become independent learners and will provide
them with richer learning experiences. This type of program increases opportu-
nities to meet the needs of individual students and to provide high-quality
instruction. This document, together with its companion
document, Developing Independent Learners: The Role of
the Library Resource Centre, is designed to help teachers,
teacher-librarians, administrators, and district staff
create such a program.
INTRODUCTION
In addition, the purpose of this resource book is to
o demonstrate that in order to achieve curriculum goals, collaborative connec-
tions must be established between the library resource centre and the
classroom. The connections presented in this resource book include the
teacher/teacher-librarian partnership, curriculum resources, teaching
strategies, and integrated approaches to the curriculum.
o define the value and role of literature experiences within the context of
resource-based learning for Primary, Intermediate, and Graduation level
students.
o demonstrate ways in which a collaborative or partnership approach sup-
ports the development of a climate for learning and literacy.
o provide teachers and teacher-librarians with practical, sample applications
in which student-centred activities are the focus and library resources are
the base.
o present samples of resource-based units that incorporate literature in
thematic and multidisciplinary approaches across the four curriculum
strands (Humanities, Sciences, Practical Arts, and Fine Arts).
o identify the critical components that must be in place for the impact of
resource-based learning to be maximized.
In focusing on the components critical to learning through literature, teachers
and teacher-librarians
a recognize the importance of student-centred experiences and activities
o build on students' response to literature
o foster students' experience with literature as a social activity
o facilitate students' selection of reading materials
o integrate literature into a variety of contexts, content areas, and activities
o access the library resource centre collection through flexible scheduling
o plan and teach cooperatively
o meet student needs through a variety of teaching strategies
o evaluate student learning and the effectiveness of the unit of study.
Organization of this Resource Book .v
This resource book is organized into three sections or parts.
o Part L Critical Components of Learning Through Literature
discusses in detail how each of the components vital to learning through
literature may be implemented in a library resource centre program by
teachers and teacher-librarians as they plan and teach together.
o Part 2: Critical Components Applied provides teachers and teacher-
librarians with nine cooperatively-planned sample unit outlines that
incorporate many of the critical components identified in Part 1. The
samples units are categorized under the headings "Climate-Building
Celebrations," "Sample Theme-Based Units," "Sample Author-Based Units,"
and "Sample Genre-Based Units."
o Part 3: Reference List and Notes provides a list of those references cited
in Part 1. A list of notes is also included.
INTRODUCTION
1, 0