Literaturnachweis - Detailanzeige
| Autor/in | Donham, Jean |
|---|---|
| Titel | Assignments Worth Doing |
| Quelle | In: School Library Monthly, 28 (2011) 2, S.5-7 (3 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2166-160X |
| Schlagwörter | Assignments; Inquiry; Prior Learning; Active Learning; School Libraries; Librarians; Time Management; Librarian Teacher Cooperation; Learner Engagement; Thinking Skills; Time Factors (Learning); Standards; Teaching Methods; Technology Integration; Interpersonal Competence; Critical Thinking; Information Literacy |
| Abstract | Time is one of the most valuable assets for learners. Yet, as educators, school librarians often waste it on tasks that may not be worth doing. Recent attention to inquiry-based learning and cognitive complexity affords an opportunity to examine how school librarians use their limited learning time while challenging themselves as educators to be vigilant in expecting students to engage their minds deeply. School librarians must design tasks carefully to require mental work beyond superficial fact-gathering or fact-learning--tasks that push into complex questions like those students will encounter in an increasingly complicated world. In this article, the author discusses a guide to deep learning through inquiry which school librarians can use with teachers to design assignments and assessment criteria to accompany those assignments. In this way, previous learning time is used to engage students in tasks worth doing--tasks that engage student intellects deeply, relate to real life, and challenge the "principle of least effort." (Contains 1 figure.) (ERIC). |
| Anmerkungen | Libraries Unlimited. Subscription Department, 88 Post Road West, Westport, CT 06881. Tel: 888-371-0152; Fax: 203-454-8662; Web site: http://www.schoollibrarymedia.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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