Enhancing Teaching and Learning: A Leadership Guide for School Library Media Specialists / Edition 2

by Jean Donham

Overview

Now director of the library at Cornell College, Mount Vernon, Iowa, Donham formerly taught library and information science at the U. of Iowa. She presents a text to help K-12 school library media professionals effect change in their program by integrating it into the school's overall instructional plan. Reflecting professional, theoretical, legal, and political changes over the last six years, the second edition includes new coverage on the new role of standards; the impact of No Child Left Behind legislation; the growing influence of the media, including the Web; the new educational needs of millennials; changing reading habits; the new model of shared school-public libraries; the unique leadership opportunities of the school library media specialist; and updated statistics and data throughout the text. Annotation ©2004 Book News, Inc., Portland, OR

Product Details

ISBN-13:	9781555705169
Publisher:	Neal-Schuman Publishers, Incorporated
Publication date:	01/28/2005
Edition description:	Older Edition
Pages:	300
Product dimensions:	6.10(w) x 9.00(h) x 0.90(d)

Editorial Reviews

Updated with the latest statistics and research, this resource exemplifies making the best better still. As Donham states in the preface, this new edition "is expanded to reflect changes-professional, theoretical, legal, and political-in the library media field and in education over the last six years." Statistics on current trends relating to the new generation of students highlight increased attention to secondary students, media, and reading habits. Learning theory research incorporates learning styles and motivation as educational roles, relationships, and collaboration are explored in more depth. Current issues of equity and standards are addressed, as is the impact of No Child Left Behind and technological developments. Leadership opportunities for school library media specialists in the changing educational environment are integrated throughout the book. A new chapter, "Leadership," reviews literature related to the "unique role of the library media specialist who leads from the middle." Each chapter ends with suggested action strategies related to the American Association of School Libraries (AASL) and the Association for Educational Communications Technology (AECT) Guidelines for Library Media Programs' three elements of the library media program: learning and teaching, information access and delivery, and program administration. "Having influence requires establishing one's expertise, working collegially with others, articulating one's ideas clearly, maintaining a good 'say-do' ratio, . . . and establishing processes for continuous reflection and assessment." Donham succinctly provides a rich repertoire of tools for accomplishing all of the above. Worth the purchase price evenif one already owns the first edition and a must-buy if one does not, this book remains this reviewer's personal "single most valuable professional text for school library media specialists." 2005, Neal-Schuman, 338p.; Index. Source Notes. Further Reading. Appendix., pb. Ages adult professional.
—Kim Carter

VOYA

Originally published in 1998, this revised, updated edition incorporates the new Standards for the 21st Century Learner from the American Association of School Librarians (AASL). Donham comprehensively covers how to best implement a successful library media program in this thorough examination of the many facets in library media and education. Divided into two parts, this title first offers an in-depth look at The Environment, which focuses on the key relationships between the school media center and its stakeholders—the students, the principal, the community, and others—and how these relationships can result in a successful media program and thus a more effective learning environment. The second section, The Library Media Program, addresses topics ranging from collaborative planning and media center collections to program evaluation and leadership. Each chapter ends with action strategies, which are creative, practical applications of the concepts discussed, and a scenario for discussion, which offers thought-provoking situations of the principles considered. Donham also includes a select bibliography at the end of the book for supplemental reading. This title is well-written, well-researched, and informative. Donham masterfully weaves together current AASL standards and the real world of today's media specialist. Media specialists and graduate students who are planning to become media specialists will find this resource to be invaluable. Reviewer: Domina Daughtrey

VOYA - Domina Daughtrey

This publication seeks to aid school librarians who wish to move from being efficient keepers of materials to active players in the teaching/learning process. Part I discusses the components of a school system and relates the role of the library media program to each one. The discussion of the needs of contemporary TV-influenced students, whose socioeconomic and cultural differences effect library access and use, is particularly relevant. Part II involves a detailed study of issues that Donham believes are essential to a successful integration of the library media center into the instructional program. Areas include collaborative planning, technology, information skills, assessment, and scheduling. A thoughtful review of reading literacy studies challenges librarians to consider the long-term effects of incentive programs on reading motivation. Each chapter ends with specific action strategies; numerous charts include evaluations for Web sites, audiovisual materials, and lesson design. Donham's key point is that successful library programs must be simultaneously proactive and responsive. This well-documented handbook illustrates ways to achieve that leadership balance in every area.-Debbie Johnson, Richardson West Junior High School, TX Copyright 1999 Cahners Business Information.

School Library Journal

A guide for effecting change in a library media program by integrating it into the school's instructional program. Donham (library and information science, U. of Iowa) addresses how all the components of the school environment--the principal, the students, the curriculum, the community--can interact with the library media program. He also discusses collaboration between the library media specialist and teachers, collection development and maintenance, instructional assessment, and technology's place as a component of the library media program. Appends a section on suggested further reading. Annotation c. by Book News, Inc., Portland, Or.

Booknews