RESOURCE-BASED PROJECT
RESOURCE-BASED LEARNING
v 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-Librarians
v 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):
v ...
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.
v 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
v Resource-based learning is student-centered. Students are actively involved and more accountable for their own learning.
v Information Literacy is clearly articulated in these Essential Graduation Learning's for Atlantic Canada:
— Problem-solving
— Communication
· Technological Competence
v Resource-Based
Learning is a planned educational program that actively involves
students in the effective use of a wide range of appropriate print,
nonprint, and human resources.
v 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)
v Many
of the outcomes for student learning are aimed at the development of
information literacy. These will be best achieved when a resource-based
learning approach is planned and implemented in a collaborative manner
throughout the curriculum at all grade levels, across the school and
formal educational experience of all students.
v 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:
v CO Bcommunicate information and ideas effectively and clearly, and to respond personally and effectively (S/L)
GCO Dselect, read. and view with understanding a range of literature, information, media, visual, and audio texts (R/V)
GCO Einterpret, select, and combine information using a variety of strategies, resources, and technologies (R/V)
GCO Grespond critically to a range of texts, applying their understanding of language, form, and genre (R/V)
GCO Icreate texts collaboratively and independently, using a variety of forms for a range of audiences and purposes (W/R)
GCO Dselect, read. and view with understanding a range of literature, information, media, visual, and audio texts (R/V)
GCO Einterpret, select, and combine information using a variety of strategies, resources, and technologies (R/V)
GCO Grespond critically to a range of texts, applying their understanding of language, form, and genre (R/V)
GCO Icreate texts collaboratively and independently, using a variety of forms for a range of audiences and purposes (W/R)
v Building Information Literacycontains
student learning outcomes for information literacy that emanate from
all ten of the general learning outcomes in the Atlantic Provinces
Education Foundation (APEF) Language Arts Curriculum.
What Does Resource-Based Learning Look Like?
v 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:
Resource-based Learning Centres or Stations:
v 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.
Projects, Papers, and Other Information Processing/Authentic Research Assignments:
v Students
have much to gain when they experience a consistent approach, beginning
in the primary grades and continuing throughout their school years.
World Wide Web-Based Projects:
v "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.