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DOCUMENT RESUME ED 411 789 IR 056 483 TITLE Literature Connections: The Teacher and Teacher-Librarian Partnership. INSTITUTION British Columbia Dept. of Education, Victoria. Learning Resources Branch. ISBN ISBN-0-7726-1300-1 PUB DATE 1991-00-00 NOTE 180p. PUB TYPE Guides - Non-Classroom (055) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Curriculum Development; *English Curriculum; Foreign Countries; *Information Literacy; Language Arts; Learning Resources Centers; *Librarian Teacher Cooperation; Library Planning; Library Services; Program Development; *School Libraries; Teaching Methods IDENTIFIERS *Resource Based Learning ABSTRACT This book is designed to help teachers, teacher-librarians, administrators, and district staff create a literature program that integrates literature within the context of resource-based learning. The book is organized into three sections. Part 1: "Critical Components of Learning through Literature" discusses in detail how each of the components vital to learning through literature may be implemented in a library resource center program by teachers and teacher-librarians as they plan and teach together. These critical components identified in Part 1 are intrinsically tied to three essential focuses of a literature program: building a climate for literacy; applying current knowledge about the nature of student learning processes; and the refinement and maintenance of sound instructional practice. Part 2: "Critical Components Po.plied" provides teachers and teacher-librarians with nine cooperatively-planned sample unit outlines that incorporate many of the critical components identified in Part 1. Part 3: "Reference List and Notes" provides a list of those references cited in Part 1, as well as a list of notes. A Critical Components Chart at the beginning of the book shows how one or more of the three essential focuses identified in Part 1 underlie and underpin the critical components and is intended as a tool that administrators, teachers, and teacher-librarians may use to focus discussion and assessment of their current literature program. Contains five pages of references. (AEF) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** LITERATURE CONNECTIONS THE TEACHER AND TEACHER LIBRARIAN PARTNERSHIP With the Compliments of The British Columbia Teacher-Librarians' Association U.S. DEPARTMENT OFEDUCATION Office of Educational Researchand Improvement EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) This document has beenreproduced as received from the person ororganization originating it. "PERMISSION TO REPRODUCE THIS Minor changes have beenmade to MATERIAL HAS BEEN GRANTED BY improve reproduction quality. R. Faris Points of view or opinions statedin this document do not necessarily represent official OERI position or policy. BEST COPYMADAME TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." 1991 2 . s-wriI _LI1 Izzireacher-1V° Province of British Columbia Ministry of Education Learning Resources Branch Victoria, 1991 3 Canadian Cataloguing in Publication Data Main entry under title: Literature connections Includes bibliographical references. ISBN 0-7726-1300-1 1. Literature - Study and teaching - British Columbia. 2. School children - British Columbia - Library orientation. I. British Columbia. Learning Resources Branch. II. Title: The teacher and teacher-librarian partnership. LB1575.5.C3L57 1991 372.64'044 C91-092112-1 REST COPY AVAILABLE Acknowledgments The Ministry of Education would like to acknowledge the work of the following people, members of the Language Arts Resource Book Committee of the British Columbia Teacher-Librarians' Association, who are responsible for compiling and writing this document. Liz Austrom S.D. #39 (Vancouver) Michele Farquharson S.D. #39 (Vancouver) Barbara Hall S.D. #57 (Prince George) JoAnne Naslund S.D. #39 (Vancouver) Patricia Shields S.D. #39 (Vancouver) The Ministry would also like to acknowledge the contributions of the teacher and teacher-librarian teams who generously shared their cooperatively planned and taught units of study. The following individuals participated in developing and field testing one or more units of study: Bernice Betts S.D. #41 (Burnaby) Lynne Cosgrove S.D. #39 (Vancouver) Michele Farquharson S.D. #39 (Vancouver) Mike Ferguson S.D. #68 (Nanaimo) Lily Theodora Genis S.D. #39 (Vancouver) Margaret Haines S.D. #39 (Vancouver) Barbara Hall S.D. #57 (Prince George) Heather Holdaway S.D. #39 (Vancouver) Mark W. R Hyder S.D. #39 (Vancouver) Odie Kaplan S.D. #41 (Burnaby) Louise Maltais S.D. #39 (Vancouver) Celina Mau S.D. #39 (Vancouver) Margaret Mitchell S.D. #39 (Vancouver) JoAnne Naslund S.D. #39 (Vancouver) Pat Parungao S.D. #39 (Vancouver) Mark C. Roberts S.D. #39 (Vancouver) Stephanie Robb S.D. #39 (Vancouver) Elizabeth Smith S.D. #39 (Vancouver) David Stephen S.D. #39 (Vancouver) Grace Taylor S.D. #39 (Vancouver) Emma Thibodeau S.D. #39 (Vancouver) Una Walsh S.D. #39 (Vancouver) Caroline Wilson S.D. #39 (Vancouver) Margaret Wolff S.D. #39 (Vancouver) LITERATURE CONNECTIONS In addition, the Ministry would also like to acknowledge the contributions of the following people. Dianne Driscoll S.D. #43 (Coquitlam) Joan Harper University of British Columbia Marsha Ivany S.D. #39 (Vancouver) Dr. Ron Jobe University of British Columbia Janet McCutcheon S.D. #62 (Sooke) Ian McKay S.D. #39 (Vancouver) Diana Poole British Columbia Teacher- Librarians' Association Marlene Recchi Ministry of Education, Curriculum Development Branch, Language Arts Patricia Shields S.D. #39 (Vancouver) Barbara Smith S.D. #44 (North Vancouver) The Ministry would like to thank Cindy Williams (Assistant Director, Learning Resources Branch) for overseeing the publication of this document and GT Publishing Services Ltd. (Vancouver) for preparing this document for publication. The Ministry would also like to express its appreciation to the copyright hold- ers who have granted their permission to reproduce material to which they hold title. Every effort was made to contact copyright holders of material included in this resource book. Further information pertaining to the rights to this material would be welcome. LITERATURE CONNECTIONS 8 Contents Acknowledgments 3 Introduction 7 The Purpose of this Resource Book 7 Organization of this Resource Book 8 Critical Components of the Literature Program 9 PART 1: CRITICAL COMPONENTS OF LEARNING THROUGH LITERATURE Cooperative Planning and Teaching 15 Enhancing the Climate for Literacy 15 The Cooperative Planning Process 19 Flexible Scheduling of the Library Resource Centre 26 The Importance of Literature and Literacy 27 Student-Centred Experiences and Activities 29 Students' Selection of Literature 31 Students' Response to Literature 33 Literature as a Social Activity 35 Integration 37 The Library Resource Centre Collection 39 Teaching Strategies 43 Unit Approach 43 Discovery Learning 48 Individualized Instruction 49 The Research Process 50 Learning Centres/Stations 51 Oral Presentations 52 Discussion 54 Shared Reading 55 Process Writing 56 Dramatization 57 Simulations 59 Thinking Strategies 60 Evaluation 65 Strategies for Student Assessment 65 Unit Evaluation 79 Program Evaluation 80 PART 2: CRITICAL COMPONENTS APPLIED Overview 84 Book BlitzPrimary/Intermediate: Climate-Building Celebration 85 National Book Festival Play PresentationsIntermediate/Graduation: Climate-Building Celebration 89 GiantsPrimary: Sample Theme-Based Unit 92 Gold RushIntermediate- Sample Theme-Based Unit 107 The Medieval PeriodIntermediate: Sample Theme-Based Unit 129 Passons Nos Vacances h ParisIGraduation: Sample Theme-Based Unit 147 Wolves and HumansGraduation: Sample Theme-Based Unit 160 Les Critiques en HerbePrimary: Sample Author-Based Unit 165 It's a MysteryIIntermediate: Sample Genre-Based Unit 171 PART 3: REFERENCE LIST AND NOTES Reference List 180 Notes 185 Introduction In order to develop the "educated citizen" as described by the Ministry of Education, educators are modifying instructional practices and using an expanded array of learning resources. Greater emphasis is being placed on the use of children's literature to develop reading and writing abilities and skills. Developing Independent Learners: The Role of the School Library Resource Centre, p. 25. n the past, Language Arts English programs have emphasized literature as 1a means of conveying cultural heritage and developing both a love of reading and a disposition toward learning. The current trend toward multidisciplinary learning, thematic studies, and the integration of students' experience with literacy development offers new opportunities for teachers and teacher-librarians to work together to enhance learning experiences for students and to develop independent learners. Through these newly evolving approaches, literature, with its insight into society and the human psyche, can be used to broaden students' empathy for others and to increase their understanding of the world, science, issues related to our pluralistic Canadian identity, and a multitude of other topics. Through literature, students are exposed to excellence in form and expression and are connected to the ideas, values, and traditions of various cultures. It is these qualities of literature that make it of continuing importance and relevance to all students. The central aim of the Language Arts English program is "to enable
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