Curriculum Connections: Chapter 10

The use of learning communities broadens what a school means. In effect, it encapsulates all of the stakeholders in a student's learning. It shows appreciation both for the individual, but also for the shared strength of all the members.

Learning communities work to connect knowledge between disciplines and move beyond the traditional school boundaries.

There is a strong correlation between learning communities and the standards in Information Power. With the first three standards, the information literacy standards, students learn how to use information. The teacher librarian:

• inform learners of available resources for a project.
• teach learners how to evaluate reliability and relevance.
• assist learns in the construction of a project.

With the next three, the independent learning standards, teacher librarians:

• build collections that support individual needs.
• provide students with materials in a variety of formats.
• assist learners with search and information processing strategies.

With the final three, the social responsibility standards, the teacher librarian:

• encourage learners to look at a variety of perspectives.
• inform learners about access policies.
• model collaborative behavior.

In this model, school site administrators and teacher librarians share similar duties which include:

• Knowing curricular goals for all levels.
• Acquire/allocate resources.
• Communicate policies.
• Manage facilities.
• Manage/lead personnel.
• Disseminate information.

Administrators and teacher librarians should be allies in this process.

Quote: A library media specialist whose program is an integral part of a learning community turns his or her "vision" of an information-literate citizenry into a reality through advocacy, example, and reflective practice."

Related Articles
Loertsher, D. and Diggs, V. (2009, April). From library to learning commons: a metamorphosis. Teacher Librarian 36(4), 32-38.

Pennell, S. (2008, Fall). Teacher Librarians in Professional Learning Communities. CSLA Journal, 32(1), 25-26.