The first role of school resource center is is as a curricular activities center. It can be said school resource center exists through and for the school curriculum. Tilke states that the curriculum is often referred to as though it were a collection of subjects that appear on the timetable of schools but another way of looking at the curriculum is as all the experiences that school provides (as cited in Bartlett, Burton and Peim, 2002, p. 56). The school curriculum can be divided into three broad areas which is formal stated curriculum, emotional, behavioural and social curriculum together wider or hidden curriculum (Tilke, 2002). Formal stated curriculum its content may be easily to identifiable especially if there is a state or legislated codified curriculum that govern all schools in a given area. It may be that official documents form the basis of a librarians survey of the schools own curriculum, followed by general school documents, supplemented by detail that may be found in departmental date and handbooks. Emotional, behavioural and social curriculum can also be found in official information. Again, options or particular applications for the individual school will mean that the librarian needs to consult a schools own documentation for supplementary, specific information and talk to colleagues in the school. It will also assist with providing resources to enable students to develop an understanding of acceptable bounds. Wider or hidden curriculum will exist in school but information on or about it may not be forthcoming, at least in detail. To gather helpful information about what it is will involve the librarian in using advanced information-handling skills (akin to those of a private detective, perhaps), identifying ...
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Limberg, Louise, and Mikael Alexandersson. “The School Library as a space for learning.” School Libraries Worldwide 9 .1 (2003): 1-5. Print.
Liong, K. C. “Education: The role of resource centres in schools.” News Straits Times [Negeri Sembilan] 18 May 2012: n. pag. Web. 17 Mar. 2014.
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Tilke, Anthony. Managing Your School Library and Information Service: A Practical Handbook. London: Facet Pub, 2002. Print.
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< http://unllib.unl.edu/LPP/mansor-nor.htm>.
This passage will analyze how Smith effectively draws the reader into the discussion and logically refutes arguments and take a look at his mistakes and ways of countering contentions. In defending his claim that libraries should be preserved, Smith looks at why the libraries are shutting down: “Kensal Rise… is unprofitable, Green… is for a sweet real estate deal”. In response, she logically responds to the contentions by recognizing the popularity of libraries that serve as an indoor public space that can be used to study: “you don’t have to buy anything in order to stay”. She concludes that libraries provide important
Direct student services are in person interaction between the counselor and student. The services are described as, school counseling core curriculum, individual student planning, and responsive services. As a trainee, it has been well-educated that those three aspects of direct service is vital for the success of each student. The core curriculum are lessons that are designed to assist and attain desired competencies and to provide the knowledge, attitude, and skill needed for each student developmental level (ASCA, 2016). For instance, a
Coatney, Sharon. "Banned Books: A School Librarian's Perspective." Time. Time Inc., 22 Sept. 2000. Web. 11 Mar. 2014.
Definitions for curriculum are many and varied. Broad sweeping statements claim that curriculum is what is taught in various subjects and the amount of time given to each. While a more specific view is that curriculum are performance objectives for students that focus on specific skills or knowledge (Marsh, 2010). Marsh (2010, p. 93) defines curriculum as “an interrelated set of plans and experiences” that are completed at school. The curriculum used in education can have various interpretations, it may refer to the curriculum as a plan that encompasses all the learning that is planned and directed by the school. Cu...
Lukenbill, W. Bernard. "Censorship: What Do School Library Specialists Really Know?" American Library Association. American Association of School Librarians, n.d. Web. 06 Nov. 2013. .
Arsenault, R. & Brown, P. (2007). The Case for Inclusive Multicultural Collections in the School Library.
Dr. Joshua Englehart is an assistant superintendent in the Warren School Division. At the time of writing the article he had 14 years experience in the field of Education. He also worked for the LC Educational Service Center as a member of the State Education Support Team. In this capacity he worked with the staff in the district on continuous improvement plans. Dr. Englehart holds a Masters in Curriculum and Instruction, Educational Special degree in School Administration and Doctorate in Urban Education Learning and Development from Cleveland State University. Through his experience he is more than qualified to write this
The King County Library System is the fifth largest library system in circulation in the United States. The current director of the KCLS, Bill Ptacek, started with the organization three years ago and is in the process of working towards a new strategic plan titled "The Year 2000 Plan, which has a long-term goal of integrating all the resources of the library system equally and to coordinate all the efforts to ensure it was providing the best possible service to the community. In the three years, Ptacek worked to expand the mission to cover services for the community to include children, life-long learning, career development, and literacy (Chell, 1996, pg.2). The reworking of the mission and services of KCLS was in full swing, but there were
With my background as Supervisor of Curriculum and then as both principal and superintendent, I have a background of collaborating with teachers in developing and then implementing curriculum guides, curriculum maps, professional development plans and innovative programs. Establishing an instruction...
school staffs are the people who are in most contact with parents and visible in the community. Therefore, a culture of cooperation,
Administrators, librarians, teachers and parents all want the best for children. That is why the topic of intellectual freedom in school libraries is often emotional and heated. While the Library Bill of Rights clearly states that information access should not be denied because of age, when it comes to children the discussion gets complicated. Parents have the right to decide what materials are appropriate for their children, but the librarian has to be able to safeguard the collection for the rest of the school. During the career of a school librarian, the topic of censorship will undoubtedly arise. School librarians need to be prepared to support intellectual freedom rights when it comes to the issues of filtering, relocating, and removing information from a library collection.
...district trains staff with new technology tools that will include net books, mounted projectors, peripheral technologies, new student achievement reporting system (aka RAD and DAS systems running on Brio software, new access points, that centralizes the management console, so students and staff will be able to connect to the CCSD wireless network at all school sites. Training will also be provided to refine the RTI process. Using district and school goals, assessing needs using the right data, planning specific content and processes to teach best instructional practices, providing resources to ensure success, measuring success and providing frequent feedback, adjusting practices as needed to ensure successful implementation, evaluating and improving strategies and then sharing the plan with the community has been key to ensuring the highest student achievement.
The first support system needed is a coherent instructional guidance system. This system is valuable due to the importance of the tools and resources made available for instructors and how they can use them to help their students. The second support system is the professional capacity. Professional capacity is an important factor that helps faculty members to work together to improve an institutions performance and the ability to work together as staff members. The third support system is strong parent-community-ties. Strong parent community ties are essential for the advancement of a school’s
School resources are very important in promoting school community relationship. According to Bakwai (2013) some of these resources which can be used in promoting school community relationship include the
One of the classroom practices I noticed at RAC was the use of technology in the classroom. In an eighth-grade math class, the teacher had the student 's use IPADs to research different foods for an imaginary restaurant they were building. In another classroom ( seventh-grade) I saw student engagement in a rigorous task. The teacher assigned a work packet for the students, and then had them watch a documentary on the pilgrims. After watching the video, the students had to answer questions in the packet. During the discussion of the work, students raised their hands and was very engaged in the classwork. Overall, I saw a school environment that needed improvement. The school library didn 't have many books on the bookshelves. Adding more school resources/materials like books will help to construct a strong school