What is the connection with
Resource-Based Learning? This educational approach is often referred to as the
"manifestation" of information literacy, or one of the best ways to
ensure the development of information literacy.
The following definition of
resource-based learning (from the APEF Foundation document for Language Arts)
was accepted and used by the Committee...
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Resource-based learning is student-centered.
Students are actively involved and more accountable for their own learning.
Classroom teachers and their partners in education need to do much more than
simply ensure access or provide the wide range of appropriate learning
resources.
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Skills for accessing, evaluating, using, and
applying information are carefully targeted, ensuring that students meet the
outcomes for information literacy identified in the approved curriculum and
instructional programs. Learning is facilitated by teachers who understand
their critical role, always promoting student involvement and interaction, and
assessing learning in ways that ensure that more than simple content (or the
"right answer") is learned.
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Resource-based learning actively involves
students, teachers and teacher-librarians in the effective use of a wide range
of print, non print and human resources. Resource-based learning fosters the
development of individual students by accommodating their varied interests,
experiences, learning styles, needs and ability levels. Students who use a wide
range of resources in various mediums for learning have the opportunity to
approach a theme, issue or topic of study in ways which allow for a range of
learning styles and access to the theme or topic via cognitive or affective
appeals.
Resource-Based
Learning and Teacher
Librarian
Resource-based learning has been, and
continues to be, a pervasive approach for teacher- librarians. This was evident
in the P.E.I. Department of Education's School Library Policy (Circular
92-03)
¢ In
today's rapidly changing society, students must have the opportunity to develop
the ability to retrieve, assess, and apply information. As we equip students
with these skills we will help ensure that learning does not end with the
completion of formal education, but continues throughout life.
¢ These
goals can best be achieved through resource-based teaching/learning, that is, a
library program fully integrated with the school's instructional program with
teacher-librarians and teachers using a cooperative program planning approach.
Resource-Based Learning in the
Atlantic Core Curriculum
¢ Resource-based
learning is student-centered. Students are actively involved and more
accountable for their own learning.
¢ Since
resource-based learning, and ultimately, the development of information
literacy, has become such an important component in the Atlantic core
curriculum for the public education system, the responsibility for implementing
this approach is shared by all educator
Resource-Based Learning in the
Atlantic Core Curriculum
¢ Resource-based
learning is student-centered. Students are actively involved and more
accountable for their own learning.
¢ Since
resource-based learning, and ultimately, the development of information
literacy, has become such an important component in the Atlantic core
curriculum for the public education system, the responsibility for implementing
this approach is shared by all educators
Regardless of the grade level or
the subjects being taught, teachers know that the language arts are important,
that students use these three strands for language acquisition and
communicating information and ideas across the curriculum (and throughout
life):
¢ Speaking
and Listening (S&L)
¢ Reading
and Viewing (R&V)
¢ Writing
and Other Ways of Representing (W&R)
The Language Arts Curriculum for
Atlantic Canada uses these three strands as a framework for the ten General
Outcomes for student learning, using the language arts processes.
Regardless of the grade level or the subjects being taught,
teachers know that the language arts are important, that students use these
three strands for language acquisition and communicating information and ideas
across the curriculum (and throughout life):
¢ Speaking
and Listening (S&L)
¢ Reading
and Viewing (R&V)
¢ Writing
and Other Ways of Representing (W&R)
These five General Curriculum
Outcomes (GCO's) in particular, illustrate this new focus on the development
of information literacy, and we need to remember that they are equally
important in science, mathematics, social studies, as well as other
subjects/curriculum areas:
· GCO B
communicate
information and ideas effectively and clearly, and to respond personally and
effectively (S/L)
· GCO D
select, read.
and view with understanding a range of literature, information, media, visual,
and audio texts (R/V)
· GCO E
interpret,
select, and combine information using a variety of strategies, resources, and
technologies (R/V)
· GCO G
respond
critically to a range of texts, applying their understanding of language, form,
and genre (R/V)
· GCO I
create texts
collaboratively and independently, using a variety of forms for a range of
audiences and purposes (W/R)
What Does
Resource-Based Learning Look Like?
There are endless
ways to implement a resource-based learning approach in the classroom or in the
school library or in other educational contexts. When classroom teachers and
teacher-librarians collaborate to plan, implement, and assess resource-based learning
activities, they may decide to use one of many possible methods, including the
following:
Ø Resource-based
Learning Centers or Stations:
Learning stations are an excellent
way to orient students to the school library early in the school year or they
may also be a good way to "launch" a topic or theme.
Ø Projects, Papers, and Other Information
Processing/Authentic Research Assignments:
Students have much
to gain when they experience a consistent approach, beginning in the primary
grades and continuing throughout their
school years.
Ø World Wide Web-Based Projects
Doing an Internet project" should
never be the sole purpose. The Internet should be an interactive and exciting
tool they use for individual or collaborative inquiry and problem-solving.
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