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| Illustrations | |
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| Foreword | |
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| Acknowledgments | |
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| Introduction | |
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| Organization of this Book | |
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| Challenge Posed | |
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| Closing the Learning Gap: Reframing Our Mission | |
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| The Significance of Mission in Schooling | |
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| Adopting a Mission-Centered Mindset | |
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| The Role of Learning Principles in Achieving the School's Mission | |
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| Predictable Problems in the Design of Schooling | |
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| The "Isolation of School from Life" Continues to Create Passive Learners and Significant Dropout Rates | |
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| Persistent Achievement Gaps Exist among Students in an Increasingly Diverse Student Population | |
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| Persistent Challenges in Collaboration | |
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| Isolation Remains the Enemy of School Improvement | |
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| Assumption that "Craft Knowledge" Is Acquired through On-the-Job Experience | |
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| Implications for the Library Media Specialist | |
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| Challenges Faced | |
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| Framing a Learner-Centered Mission Statement | |
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| Pairing Mission with Learner Performance Expectations: The AIME Example | |
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| Developing a Mission Statement for the Library Media Center | |
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| Collaborating with Staff and Administrator on the Mission (and Mission-Centered Mindset) | |
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| Learning Principles in the Library | |
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| Conclusion | |
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| The Learning Specialist: Clarifying the Role of Library Media Specialists | |
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| Summary of Significance of a Learning Specialist | |
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| Predictable Challenges in the Design of Learning Specialist Positions | |
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| Importance of a Clear Job Description | |
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| School-Level Factors that Impact Effectiveness | |
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| Collective Accountability for Results | |
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| Collegiality among Staff | |
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| Leadership Structures that Support Learning Specialists | |
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| Persistent Challenges in Collaboration between Learning Specialist and Teaching Staff | |
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| Collaboration | |
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| Content and Pedagogical Expertise | |
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| Reflection and Adaptability | |
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| Implications for the School Library Media Specialist | |
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| Focus on Teaching and Learning | |
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| Nurturing a Collaborative Culture | |
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| Planning and Working Strategically | |
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| Teaming with Other Learning Specialists | |
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| Conclusion | |
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| Designing Instruction to Fit the Nature of the Learning and the Learner | |
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| Expectations of the Learning Specialist | |
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| Summary of Significance of Effective Instructional Design | |
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| The Core Belief that All Children Can and Will Learn Well | |
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| Learning Specialists as Coaches of Learning | |
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| Predictable Challenges in Instructional Design and Practice | |
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| The Challenge of Engaging Students in Their Own Learning | |
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| The Challenge of Knowing What the Student Needs and Quickly Responding to that Need | |
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| The Challenge of Troubleshooting Learner Problems Predictable because of the Nature of the Learning | |
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| The Challenge of Trying to Teach All Kids Without Being Responsive to Cultural Background and Prior Experiences | |
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| Persistent Challenges in Collaboration | |
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| Effective Instructional Practice Is a Matter of Opinion | |
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| Only Inexperienced, Weak, or Lazy Teachers Use Other People's Instructional Designs-Competent Teachers Design It Themselves | |
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| Implications for the School Library Media Specialist | |
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| Personalizing Learning | |
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| Supporting Differentiation for Learners | |
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| Collaboration Is the Key | |
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| Scenarios of Practice: Personalizing the Learning Experience | |
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| Conclusion | |
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| Providing Robust Assessment and Feedback | |
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| Expectations of the Learning Specialist | |
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| Summary of Significance of Assessment | |
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| Principles of Assessment | |
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| Types of Assessment in a Robust Assessment System | |
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| Predictable Challenges in Assessment | |
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| Playing into Mythology that What Comes Quickly or Easily Is a Sign of Intelligence and What Comes Slowly and More Painfully Isn't | |
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| Measuring What Is Easy Instead of What Is Necessary | |
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| Viewing Assessment Solely as an Evaluation of Student Performance | |
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| Predictable Challenges in Collaboration | |
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| Learning Specialists Do Not Have Curricular Goals or If There Are Curricular Goals They Are of Secondary Importance to Subject Area Curricula | |
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| Learning Specialists Are Not in Charge of the Design of the Assessment, Just the Orchestration of It | |
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| Effective Collaborative Partnerships Require the Development of Leadership Skills | |
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| Implications for the School Library Media Specialist | |
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| Answering the Challenge for Deeper Learning | |
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| Pursuing Personal and Aesthetic Growth | |
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| Inquiring and Gaining Knowledge | |
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| Drawing Conclusions and Creating New Knowledge | |
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| Sharing Knowledge and Working in Teams | |
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| Conclusion | |
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| Looking to the Future: Providing Resources to Support 21st-Century Learning | |
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| The Role of the Library Media Specialist in Identifying, Acquiring, and Accessing Resources that Support Learning | |
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| Resource Demands of a Constructivist Teaching and Learning Context | |
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| Impact of a Changing Student Population | |
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| Extending Beyond the School | |
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| Impact of Technology on Information | |
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| Ethical Issues Dealing with Information Access | |
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| Navigating the Changing Information Landscape | |
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| Developing Digital Collections | |
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| Supporting Digital Natives | |
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| Web 2.0: Moving from Resources to Tools for Learning | |
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| Snapshots of Practice | |
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| Conclusion | |
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| Afterword | |
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| Index | |