Educational Perspectives Chapters 11 & 12

Educational perspectives  Diverse demands on library media center Unified approach to teaching? Teaching methods similar or varied? Do teachers choose methods?

School purpose  Mission statement Vocational College preparatory  Consult with Administrators Teachers Students Parents

Approaches  Shift From basic reading, writing, etc. To critical analysis and problem solving  See example chart on pg. 191

Academic approach  Students Develop proficiency Master discipline knowledge Master major concepts Acquire a mode of inquiry Gain understanding  Educational goal Improve students’ abilities to master information

Personal approach  Recognizes unique characteristics  Programs lead to self understanding  Teacher’s role: help students teach themselves  Media center Broad range Multiple formats and reading levels

Social approach  Improve students’ relationships with Society Other people Other cultures  Learn to work cooperatively Problem solving skills Economic independence Improve social behavior skills

Curriculum approach  School’s educational program  Stated in goals and objectives  Media specialist should Examine curriculum plan Identify specific subject areas Specific learning situations

Model approach  See table, pg. 196.

Special programs  Literature based program Across disciplines Fiction and non-fiction books required  Accelerated reader Books have designated reading levels Students then take computer test  Block scheduling May impact media center

Conclusions  Examine range of courses  Curriculum goals  Know priorities of each department

Conclusions  Meet clients’ needs  May influence learners  Clients usually identify their needs from The Collection Program in Schools, by Van Orden and Bishop, 3 rd edition, 2001.

Individuals and Groups Chapter 12

Library media center  Meets needs of patrons Informational Recreational  Staff Professional collection General collection items, too  See pages for literature and thematic references

Reference services  Record books, style manuals, specific encyclopedias, etc.  Guide to reference materials, etc.

Multicultural  Materials from or about other nations  Consider labeling of cultures  Qualified authors?  Authentic dialogue and accurate information

Poor, reluctant, ESL  Not a reflection of reading potential  May choose not to read  Books with high appeal and lower reading level may be attractive  See pg. 214

People with disabilities  Special considerations  May require special items in print and non-print collection For example, large-print books, audio books, optical character recognition systems See pg from The Collection Program in Schools, by Van Orden and Bishop, 3 rd edition, 2001.

Activities  Answer the 4 questions at the bottom of pg. 189 with regard to your current school (Does the school have a unified approach to the educational process, etc.)

 The end