Crosswalk between the "Framework for K-12 Science Education" and "Standards for the 21st-Century Learner": School Librarians as the Crucial Link

Autor/inn/en	Subramaniam, Mega; Ahn, June; Waugh, Amanda; Taylor, Natalie Greene; Druin, Allison; Fleischmann, Kenneth R.; Walsh, Greg
Titel	Crosswalk between the "Framework for K-12 Science Education" and "Standards for the 21st-Century Learner": School Librarians as the Crucial Link
Quelle	In: School Library Research, 16 (2013), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1019
Schlagwörter	Academic Standards; Science Education; School Libraries; Library Role; Multiple Literacies; Middle Schools; Educational Practices; Scientific Concepts; Science Course Improvement Projects; After School Programs; Learning Activities; Ethnography; Transcripts (Written Records); Interviews; Educational Principles; Alignment (Education); Program Descriptions; Librarians + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; School library; Schulbibliothek; Middle school; Mittelschule; Mittelstufenschule; Bildungspraxis; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Lernaktivität; Ethnografie; Interviewing; Interviewtechnik; Bildungsprinzip; Librarian; Bibliothekar; Bibliothekarin
Abstract	Within the school library community, there have been persuasive calls for school librarians to contribute to science learning. We present a conceptual framework that links national standards of science education ("Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas," referred to as "Framework") to core elements embedded in "AASL's Standards for the 21st-Century Learner" (referred to as "Standards"), the standard that guides the teaching and learning of multiple literacies for which librarians are responsible in schools. Based on this conceptual framework, we highlight how four middle school librarians in a large school district in the mid-Atlantic region of the United States enact and expand their five roles--information specialist, instructional partner, teacher, program administrator, and leader--while they participate in Sci-Dentity, a science-infused after-school program. We observed clear links between skills, dispositions, and responsibilities from the "Standards." taught and facilitated by these school librarians, to principles in the Framework. We contend that the learning of the Standards is crucial to creating and sustaining science-learning environments as envisioned in the "Framework" and argue that school librarians' role in science learning is more vital than it has ever been. (Contains 1 figure and 1 footnote.) (As Provided).
Anmerkungen	American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 800-545-2433; Web site: http://www.ala.org/aasl/slmr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10