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= School Library Instructional Resources and Teaching Ideas =

//The following is a **selection of print and online resources intended to support school librarians in inquiry-based collaboration and instruction**. The resources compiled for recommendation here are not the property of the Wiki creators.//


 * ===** Books to Support Library Collaboration in General Instruction **===
 * ===** Books to Support Reading Instruction **===
 * ===** Books to Support Library Collaboration in Other Subject Area Instruction **===
 * ===** Internet Resources to Support General Inquiry-Based Instruction **===
 * ===** Internet Resources to Support Collaborative Inquiry-Based History and Social Studies Instruction **===
 * ===** Internet Resources to Support Collaborative Inquiry-Based Science Instruction **===
 * ===** Internet Resources to Support Collaborative Inquiry-Based Instruction in Other Subject Areas **===

**Books to Support Library Collaboration in General Instruction:**
//Power Tools for Adolescent Literacy: Strategies for Learning// by Jan Rozzelle and Carol Scearce. Solution Tree, 2009. 978-1-934009-35-2.
 * This is an encyclopedia of research-based literacy strategies that will increase student learning. Examples from science, social studies, math, and English language arts teachers show how to integrate reading, writing, and critical thinking across the curriculum. The authors draw on their extensive experience working with teachers and schools to define the best practices that have been proven to work in real schools. Each chapter explores the research foundation for a particular aspect of literacy, suggests key resources, defines critical issues, and then provides concrete strategies for actively engaging students in reading, writing, talking, and listening. Understand what the strategy is, why teachers should use it, and how to use it in clear step-by-step instructions complete with examples and templates.

//Nine Thousand Straws: Teaching Thinking Through Open-Inquiry Learning// by Jean Sausele Knodt. Teacher Ideas Press, 2008. 978-1-59158-640-1.
 * Based on nine years of design, research, and open-inquiry lab teaching experience with over 600 children annually, //Nine Thousand Straws// presents an inquiry instructional approach that engages the inquisitive energy children naturally bring to the learning table. It offers practical methods and concrete guidance that will enable you to open, employ, and guide this energy towards developing productive and globally applicable thinking skills and dispositions.

//Teach Like Your Hair's on Fire: The Methods and Madness Inside Room 56// by Rafe Esquith. Penguin, 2007. 978-0-14-311286-0.
 * In a Los Angeles neighborhood plagued by guns, gangs, and drugs, there is an exceptional classroom known as Room 56. The fifth graders inside are first-generation immigrants who live in poverty and speak English as a second language. They also play Vivaldi, perform Shakespeare, score in the top 1 percent on standardized tests, and go on to attend Ivy League universities. Rafe Esquith is the teacher responsible for these accomplishments. This bestseller gives any teacher or parent all the techniques, exercises, and innovations that have made its author an educational icon, from personal codes of behavior to tips on tackling literature and algebra.

//Collaborating for Project-Based Learning in Grades 9-12// by Violet H. Harada, Carolyn H. Kirio, and Sandra H. Yamamoto. Linworth Books, 2008. 978-1-58683-291-9.
 * This is a project-based approach to student learning in high school featuring the school library media specialist in a starring leadership role in the school improvement process! Includes how-to directions for project-based learning for high school students. See both theory and practice in active collaboration to bring authentic examples of the school media specialist's leadership role in school improvement.

//Powerful Learning: What We Know About Teaching for Understanding// by Linda Darling-Hammond, Brigid Barron, P. David Pearson, Alan H. Schoenfeld, Elizabeth K. Stage, Timothy D. Zimmerman, Gina N. Cervetti, and Jennifer L. Tilson. Jossey-Bass, 2008. 978-0-470-27667-9.
 * The authors offer a clear, comprehensive, and engaging exploration of the most effective classroom practices. They review, in practical terms, teaching strategies that generate meaningful K–2 student understanding, and occur both within the classroom walls and beyond. The book includes rich stories, as well as online videos of innovative classrooms and schools, that show how students who are taught well are able to think critically, employ flexible problem-solving, and apply learned skills and knowledge to new situations.

//Guided Inquiry: Learning in the 21st Century// by Carol C. Kuhlthau, Leslie K. Maniotes, and Ann K. Casparl. Libraries Unlimited, 2007. 978-1-59158-435-3
 * The authors set forth the theory and rationale behind adopting a Guided Inquiry approach to PreK-12 education, as well as the expertise, roles and responsibilities of each member of the instructional team.

//Ban Those Bird Units// by David V. Loertscher, Carol Koechlin, and Sandi Zwaan. Libraries Unlimited, 2005. 978-1-933-17011-4.
 * Bird units are fill-in-the-blank library assignments or reports, the result of which is copying or outright plagiarism. This book provides ways to ban such low-level activities and replace them with exciting learning experiences that link the library and technology into achievement. Models, sample units, forms, and links to popular educational practices such as Understanding by Design are provided. The models work K-12 and across all disciplines. They work when teachers are interested in going beyond the textbook and the lecture. They work extremely well in differentiated instruction and in classrooms where the students cannot understand the textbook. The models show how to integrate information literacy and technology into learning topics based on state standards. The book is a guide for teachers as much as it is for librarians and technology specialists. Great for planning collaborative units and doing professional development with teachers.

//Beyond Bird Units: 18 Models for Teaching and Learning in Information-Rich and Technology-Rich Environments// by David V. Loertscher, Carol Koechlin, and Sandi Zwaan. Hi Willow Research and Publishing, 2007. 978-1-933170-37-9
 * The authors of the popular Ban Those Bird Units have joined their talents once more to provide more ways to create very high-level think units when teachers bring learning activities into the information-rich and technology-rich environment of the library. The new volume adds three new models to the original 15, provides planning sheets for each model, presents all new learning activities, and concentrates on the culminating high-think activities of a teacher/librarian collaboration. If you already own Ban Those Bird Units, this volume will add many new ideas to your repertoire. The book also includes additional (18 in all) think models and planning guides, plus fresh unit ideas.

//Leap into Literacy: Teaching the Tough Stuff So it Sticks// by Kathleen Gould Lundy. Pembroke, 2007. 978-1-55138-212-8.
 * The brain learns by doing. //Leap Into Literacy// demonstrates how teachers can create active classrooms that are challenging, safe, and relevant to students. It features a wealth of proven strategies and techniques—from role-playing, moving expressively, and working with art, to cooperative drama games, tableaux, poetry cafes, and interpreting text as Readers Theater. The book advocates for classrooms where learning is about more than acquiring information. It argues that even in a crowded curriculum, teachers can capitalize on “teachable moments” and find active, experiential, and inclusive ways to reach more of their students as they create happier and more exciting classroom communities. Based on the latest research on how children learn, the book shows teachers how to help their students:
 * grapple with problems that interest them and share their new understanding with others;
 * read and share texts orally with others;
 * represent their new understanding in drama and movement, visual arts, and electronic media;
 * share leadership in groups as they talk through their ideas;
 * engage in ideas that force them to rethink what they know;
 * reframe their understanding about how the world works;
 * reflect on how, what, and why they are learning in various subjects.

//Yes, but...if they like it, they'll learn it//! //How to plan, organize, and assess learning experiences with meaning, purpose, and joy// by Susan Church, Jane Baskwill, and Margaret Swain. Pembroke, 2007. 978-1-55138-211-1. These are only some of the real classroom challenges that face busy teachers every day. This innovative book explores constructive ways teachers can meet the literacy learning needs of a diverse range of students with engaging practices that are both authentic and accountable. The book is committed to connecting students` existing knowledge, experiences, and interests to classroom literacy learning that is relevant and purposeful. At the same time, it offers a wealth of specific curriculum projects that will help teachers both engage students and build skills that will improve test scores.
 * Yes, but…
 * …I have to prepare my students for standardized tests.
 * …my class has many students with special needs.
 * …how will I bring parents, principals, and school districts on side?

//The New Taxonomy of Educational Objectives (2nd Ed.)// by Robert J. Marzano and John S. Kendall. Corwin Press, 2007. 978-1-4129-3629-3.
 * Marzano's Taxonomy—the most current and comprehensive guide in 50 years to define the new standard for education—is a must-have resource for all directors of curriculum and instruction, directors of staff development, principals, and teachers. Developed by internationally recognized experts in the development and improvement of standards for education, this field-tested and proven reference contains the most current research on the nature of knowledge and cognition and a reflection of the movement to standards-based education. Based on three domains of knowledge: information, mental procedures, and psychomotor procedures; and six levels of processing: retrieval, comprehension, analysis, knowledge utilization, metacognition, and self-system thinking, this essential guide offers specific applications for:
 * Designing and classifying educational objectives
 * Creating assessments
 * Redesigning state and district-level standards
 * Formulating curriculum
 * Outlining a thinking-skills curriculum

//Concept-Based Curriculum and Instruction for the Thinking Classroom// by H. Lynn Erickson. Corwin Press, 2006. 978-1-4129-1700.
 * This guide combines proven curriculum design with teaching methods that encourage students to learn concepts as well as content and skills for deep understanding across all subject areas.

//Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids// by Carol Ann Tomlinson and Jay McTighe. Association for Supervision and Curriculum Development, 2006. 978-1-4166-0284-2
 * Educators need a model that acknowledges the centrality of standards but also ensures that students truly understand content and can apply it in meaningful ways. Simultaneously, teachers find it increasingly difficult to ignore the diversity of the learners who populate their classrooms. Few teachers find their work effective or satisfying when they simply "serve up" a curriculum--even an elegant one--to students with no regard for their varied learning needs. For many educators, Differentiated Instruction offers a framework for addressing learner variance as a critical component of instructional planning. In this book, two models converge, providing readers fresh perspectives on two of the greatest contemporary challenges for educators: crafting powerful curriculum in a standards-dominated era and ensuring academic success for the full spectrum of learners. Each model strengthens the other. Understanding by Design is predominantly a curriculum design model that focuses on what we teach. Differentiated Instruction focuses on //whom// we teach, //where// we teach, and //how// we teach. Carol Ann Tomlinson and Jay McTighe show you how to use the principles of backward design and differentiation together to craft lesson plans that will teach essential knowledge and skills for the full spectrum of learners.

//Q Tasks: How to Empower Students to Ask Questions and Care About Answers// by Carol Koechlin and Sandi Zwaan. Pembroke, 2006. 978-1-55138-197-8. Each “task” is clearly delineated and contains explicit teaching instructions, curriculum contexts and evaluation techniques. The flexible tasks are designed to nurture curiosity and cultivate wonder and imagination. They aim to create a community of learners that deal with rich information and offer opportunities for sharing the learning with others.
 * This book shows teachers how to develop a questioning culture among students. Offering students essential survival skills for the complexities of the information age, //Q Tasks// presents practical strategies that will empower them to become critical thinkers and users of information. This step-by-step book outlines more than 80 tried-and-proven classroom activities that will take students beyond memorization and rote learning. Teachers will find innovative ways to help students ask real questions that focus on personal understanding and give them ownership of their learning experience. It focuses on tasks such as:
 * evaluating the reliability of information;
 * connecting with literature and the arts;
 * analyzing personal issues and setting realistic goals;
 * exploring scientific and mathematical concepts;
 * delving deeper into world issues;
 * testing new ideas.

//Understanding by Design, Expanded 2nd Edition// by Grant Wiggins and Jay McTighe. Association for Supervision and Curriculum Development, 2005.
 * The second edition of //Understanding by Design// poses the core, essential questions of understanding and design, and provides readers with practical solutions for the teacher-designer. The book opens by analyzing the logic of backward design as an alternative to coverage and activity-oriented plans. Though backward from habit, this approach brings more focus and coherence to instruction. The book proposes a multifaceted approach, with the six “facets” of understanding. The facets combine with backward design to provide a powerful, expanded array of practical tools and strategies for designing curriculum, instruction, and assessments that lead students at all grade levels to genuine understanding. The second edition, a refined work, has been thoroughly and extensively revised, updated, and expanded, including improvement of the UbD Template, the key terms of UbD, dozens of worksheets, and some of the larger concepts.

//Ladybugs, Tornadoes, and Swirling Galaxies: English Language Learners Discover Their World Through Inquiry// by Brad Buhrow and Ann upczak Garcia. Steinhouse, 2006. 1-57110-400-3.
 * Brad Buhrow and Anne Garcia are primary teachers in a diverse school in Boulder, Colorado. In this book they blend comprehension instruction and ELL best practices to explore inquiry as a literacy pathway for English language learners. As teachers and students engage in learning science and social studies content they also discover multiple ways to make meaning. The book is full of photographs of student artwork—including a color insert—that reveals the children's inquiry process, and demonstrates the important role of art as a sign system in ELL literacy and language acquisition. The authors provide explicit detail on the process they use as they move step-by-step with students from personal narrative through the independent inquiry process. They also discuss use of the Gradual Release Model, authentic assessment, and bilingual identities. Includes appendices in Spanish and English.

//Shouting Won't Grow Dendrites: 20 Techniques for Managing a Brain-Compatible Classroom// by Marcia L. Tate. Corwin Press, 2006. 1-4129-2780-3.
 * Author Marcia Tate demonstrates how to cultivate a physical classroom environment conducive to learning, develop a proactive classroom management plan, and deal with chronic behavior problems.

//Internet-Based Student Research: Creating to Learn with a Step-by-Step Approach// by Jacqueline Keane. Linworth, 2006. 1-58683-209-3.
 * This project-oriented, hands-on guide to developing research projects with upper elementary and secondary school students gives teachers and library media specialists the steps they need to teach researching skills to students in a meaningful and comprehensive manner. Projects are broken into four phases, called the CIDE Process: Concept, Investigation, Design, and Execution. Lead students through their research to produce meaningful, quality, learning products.

//Multimedia Projects in Education: Designing, Producing, and Assessing, 3rd Ed.// by Karen S. Ivers and Ann E. Barron. Libraries Unlimited, 2006. 1-59158-249-0.
 * Building on the materials in the two previous successful editions, //Multimedia Projects in Education, Third Edition//, features approximately 40% all new material and updates the previous information. The authors use the DDD-E model (Decide, Design, Develop, Evaluate) to show how to select and plan multimedia projects, use presentation and development tools, manage graphics, audio, and digital video, create Web pages, and evaluate student work.

**Books to Support Reading Instruction:**

 * // Beyond Leveled Books: Supporting Early and Transitional Readers // //in Grades K-5// by Karen Szymusiak, Karen, Franki Sibberson, & Lisa Koch. Stenhouse, 2008. ** 978-1-571-10714-5.
 * This book offers perspective on moving transitional readers from the basic supports of leveling to independent book selection. The authors provide even more resources to help teachers understand and meet the needs of transitional readers. In this second edition, the key topic of series books has been revised and enlarged, with charts outlining new series with the challenges they pose and supports readers need. New lessons have been added, and most chapters now include a related article from a literacy expert. The book also features an entirely new section covering grades K-1, that explores the uses and limitations of leveled texts in primary reading instruction. Among the highlights of this new section are ideas for how to organize your classroom library and a list of great books to use alongside leveled text in supporting new readers. Packed with examples of classroom instruction, sample mini-lessons, strategies for small-group instruction, assessment techniques, and student work, this new edition expands what was once a great little book that filled a gap for teachers in intermediate grades into an essential resource for independent reading instruction from grades K-5.

// Connecting Boys with Books 2 // by Michael Sullivan. ALA, 2009. 978-0-838-90979-9.
 * In his hugely successful "Connecting Boys with Books" (2003), Sullivan delved into the problem that reading skills of pre-adolescent boys lag behind those of girls in the same age group. In this companion book, Sullivan digs even deeper, melding his own experiences as an activist with perspectives gleaned from other industry experts to help you: learn about the books that boys love to read; uncover the signs that point to the reading gap; find creative new programming ideas to match boys' interests; and, establish a strategic blueprint for boys and reading. Drawing on more than 20 years of experience, Sullivan shows how to reinvigorate the sense of excitement that boys felt when they first heard a picture book being read aloud.

// Literacy Instruction for English Language Learners // by Nancy Cloud, Fred Genesee, & Else Hamayan. Heinemann, 2009. 978-0-325-02264-2.
 * Teaching English Language Learners to read and write is challenging. Every classroom teacher, ESL teacher, and reading specialist shares this crucial responsibility. These educators need research-based practices to help them meet the challenge, and //Literacy Instruction for English Language Learners// is their comprehensive guide. //Literacy Instruction for English Language Learners// is for everyone who teaches English language learners to read and write. It turns important research findings about ELL students into evidence-based, effective classroom practice. It helps teachers:
 * learn more about the ELL students in their classroom
 * support the emergence and early development of English literacy skills in nonnative speakers
 * help English learners reach their full potential as readers and writers
 * promote biliteracy in English and students' home languages
 * guide ELL students as they develop academic language and literacy in English
 * connect reading and writing strongly to promote growth in each
 * assess the literacy skills of English language learners and use that information to plan responsive instruction.

// Reading for Their Life: (Re) Building the Textual Lineages of African American Adolescent Males // by Alfred Tatum. Heinemann, 2009. 978-0-325-02679-4. 
 * In //Reading for Their Life// Tatum shows how teachers can encourage adolescent African American males to connect with reading and change the trajectory of their lives by defining who they are through textual lineages texts with significance, carefully chosen for instruction because they are useful to young black males and because they matter. With works ranging from Up from Slavery and Sounder to the contemporary Handbook for Boys, Tatum helps you:
 * understand what adolescent African American male readers need
 * select enabling texts that have worked in Tatum's own teaching
 * build textual lineages by putting meaningful texts at the core of a challenging curriculum
 * engage readers in the curriculum through essential questions, writing, and self-assessment.

// Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms // by Ruth Schoenbah, Cynthia Greenleaf, Christine Cziko, & Lori Hurwitz. Jossey Bass, 1999. 978-0-787-95045-3.
 * This book is the collaborative effort of classroom teachers and education researchers. Part One explains the reading apprenticeship approach in which a teacher serves as master reader to the student apprentice. Part Two describes how the reading apprenticeship approach has been put into practice. Part Three discusses ideas for professional development and helping teachers become aware of their won reading skills, acquire a better understanding of the struggles students are experiencing with reading, and prepare for the role of master reader to student apprentice readers.Explicit strategies and instructional tactics are included.

//Naked Reading: Uncovering What Tweens Need to Become Lifelong Readers// by Teri S. Lesesne. Steinhouse, 2006. 978-157110-416-8. //Naked Reading// is loaded with specific titles to help you connect kids with books that will interest them the most.
 * //Naked Reading// was inspired by the author's curiousity about what makes some tweens avid readers while others elect not to read or become dormant readers. Without help, many become middle and high school students who have stopped reading for pleasure, and only slog through what is assigned. The author draws on her extensive experience as a teacher and consultant to examine ways that educators can help interest kids in books and keep them reading during this crucial period. She looks at:
 * developmental attributes of tweens;
 * emerging interests for tweens;
 * themes and plots tweens find most engaging;
 * annotations for scores of children's and YA literature most appropriate for tweens;
 * practical classroom activities for sparking tween engagement in reading.

Books to Support Library Collaboration in Other Subject Area Instruction:
//Constructing History 11-19// by Hillary Cooper and Arthur Chapman. Sage, 2009. 978-1-84787-188-6.
 * This book provides a diverse array of case studies of constructivist history teaching. Its contributors provide extended, close-to-the-ground narratives of active learning, supplemented by the voices of both students who participated and academic historians who observed. The case studies took place in a number of different localities and show how practising teachers worked with pupils during each year from Y6/7 to Y 13 to initiate, plan and implement enquiries and to present their findings in a variety of ways. Each case study is a practical example which teachers can use as a model and modify for their own contexts, showing how independent learning linked to group collaboration and peer assessment can enhance learning. Social constructivist theories of learning applied to historical thinking underpin the book, with particular emphasis on links between personalised and collaborative learning and e-learning.

//Story Starters and Science Notebooking: Developing Student Thinking through Literacy and Inquiry// by Sandy Buczynski and Kristin Fontichiaro. Libraries Unlimited, 2009. 978-1-59158-686-9.
 * Everybody knows the story of Goldilocks and the Three Bears. But what if students were asked to write a scientific report of lab findings about variables that might account for the temperature differences between each bear's porridge? What if they were then asked to rewrite the tale to match their lab results? This book shows how to use the power of story and inquiry to promote student thinking in science in grades 3-6.

//Everyday Science Mysteries: Stories for Inquiry-Based Science Teaching// by Richard Konicek-Moran. NSTA, 2008. 978-1-933531-21-2.
 * What causes condensation? Does temperature affect how well a balloon will fly? How do tiny bugs get into oatmeal? Through 15 mystery stories, this book memorably illustrates science concepts for students and reinforces the value of learning science through inquiry. Each mystery presents opportunities for students to create questions, form hypotheses, test their ideas, and come up with explanations. Focused on concepts such as periodic motion, thermodynamics, temperature and energy, and sound and sound transmission, these mysteries draw students into the stories by grounding them in experiences students are familiar with, providing them with a foundation for classroom discussion and inquiry.

More Everyday Science Mysteries: Stories for Inquiry-Based Science Teaching by Richard Konicek-Moran. NSTA, 2009. 978-1-933-53144-1.
 * Where do rotten apples go after they fall off the tree? Does the temperature of the wood affect the heat of the fire? Can you make water boil faster? How large a mirror do you need to see your whole body? This second volume of 15 mystery stories examines more science concepts and reinforces the value of learning science through inquiry. Each mystery presents opportunities for students to create questions, form hypotheses, test their ideas, and come up with explanations. Focused on concepts such as weather and climate, thermodynamics, interdependency of living things, adaptation, life cycles, properties of matter, reflection and refraction, and chemical bonds, these mysteries draw students into the stories by grounding them in experiences students are familiar with, providing them with the foundation for classroom discussion and inquiry. These stories are bound to reveal the wonderful ideas all students have, give them the confidence to explore their own thinking, and provide opportunities for them to do science rather than have science done to them.

//Nanoscale Science: Activities for Grades 6-12// by M. Gail Jones, Michael R. Falvo, Amy R. Taylor, and Bethany P. Broadwell. NSTA Press, 2007. 78-1-933531-05-2.
 * Futurists predict that nanotechnology will be the next major scientific revolution one with an even greater impact than the Industrial Revolution. Help middle and high school students understand the big implications of tiny technology with Nanoscale Science. Using guided inquiry with open-ended exploration where possible, the book s 20 investigations teach students about the unique properties and behavior of materials at the nanoscale one-billionth of the size of a meter. The activities are organized around five themes: size and scale, tools and techniques, unique properties and behaviors, nanotechnology applications, and societal implications. All activities use readily available materials and provide clear background, instructions, and formative assessments. stain-resistant fabrics to improved means to clean water, to tumor-targeting nanoshells? How will society change when we use nanolabels to track where people, animals, and materials move around the world?

//Art in Story: Teaching Art History to Elementary School Children, 2nd Ed.// by Marianne C. Saccardi. Teacher Ideas Press, 2007. 978-1-59158-359-2.
 * Saccardi shows how to make art history fun for children. Her hands-on guide, based on her 13 years of experience, includes storytelling about artists' lives and times, talking with the children about the art, drama and writing activities, and preparation for museum visits. Her examples range from cave paintings, illuminated manuscripts, and Renaissance art to works by Diego Rivera and Jackson Pollock. For each project, she gives the actual stories and pictures she used, possible curriculum connections, and a wealth of resources, including adult and children's books and reference materials. An excellent readable guide for librarian-teacher cooperation across the curriculum.

//Language Arts Idea Bank: Instructional strategies for supporting student learning.// Graham Foster. Stenhouse, 2003. 1-55138-158-3.
 * Encompassing reading, writing, speaking and listening, viewing and representing, this collection of classroom-tested activities is the perfect complement to instruction. The activities motivate students and make them more fully engaged in their learning. Each goal-driven lesson helps students develop their skills, while an accompanying sidebar scenario places the activity in a classroom setting. The lessons demonstrate how to break down, analyze, and critique information, as well as draw conclusions and improve comprehension. This practical resource book recognizes that students who fail to reach their potential usually do so because they do not have the strategies they need to help them succeed. Teachers will find a repertoire of effective learning approaches that will improve student performance grouped around key themes that include:
 * promoting close attention to text;
 * responding to reading;
 * exploring vocabulary;
 * using exemplars and rubrics;
 * improving expository writing;
 * finding a writing voice;
 * benefiting from oral interpretation;
 * viewing media critically.

= **Internet Resources to Support General Inquiry-Based Instruction:**=

Exploratree by FutureLab ([|www.exploratree.org.uk/])
 * Contains blank thinking guides that students can use to plan out the question phase of the inquiry process.

PortaPortal ([|www.portaportal.com/])
 * School librarians can create their own Web quests using this bookmarking site.

TeacherTap ([])
 * School librarians can create their own Web questions.

WebQuest.Org ([])
 * Content-specific Web quests are available.

teAchnology ([|www.teach-nology.com/teachers/lesson_lans/computing/web_quests])
 * Content-specific Web questions are available.

Best WebQuests ([])
 * Rated Web quests are available.

ThinkQuest ([|www.thinkquest.org/en])
 * Students can create and post their projects online to share with others. Students can also consider creating a digital portfolio/public performance project.

Tech Trainer ([|www.ettc.net/tech/tips/portfolios.htm])
 * Explains digital portfolios and gives step-by-step instructions to create digital portfolios.

Route 21 ([|http://www.21stcenturyskills.org/route21/])
 * Here you will find numerous teaching resources ranging from fully developed curriculum for using specific software to video examples from the George Lucas Educational Foundation illustrating schools teaching the skills to a selected list of top students. In addition, the entire site can be easily browsed via the left side index, keyword search, or layering in through the skills diagram. Be sure to browse through the resources in the "Information, Media, and Technology Skills" section of the site.

Project Based Learning ([|http://pbl-online.org/default.htm])
 * Designed by the Department of Educational Technology at Boise State University along with the George Lucas Foundation. Provided are step-by-step design guidelines along with superb examples from the Lucas Edutopia site. Other great finds are the web resources link and the video library. Both choices provide a compendium of excellent examples for a range of grade levels.

The New York Times Learning Network ([|www.nytimes.com/learning/])
 * This is the consummate news site for teachers and parents. Here one finds not only educational activities for current events but also news summaries. In addition, a news quiz, word of the day, and crossword puzzle that can be completed online are included. There are also conversation starters for students to utilize in order to discuss news with their peers and their parents.

= Internet Resources to Support Collaborative Inquiry-Based History and Social Studies Instruction:=

McCord Museum's EduWeb ([|www.mccord-museum.gc.ca/en/eduweb])
 * Learners can access a data base of 90,000 images relating to Canadian history, as well as six online games ranging from a simple quiz to deriding which object does not belong in the time period. Start with the Keys to History section to view the extensive number of thematic tours, access the visual database, and find a number of learning tools. Students can also develop their own web tours through the tools provided.

Odyssey Online ([|www.carlos.emory.edu/ODYSSEY/MidElem_Home.html])
 * An excellent resource for study of the ancient Near East, Egypt, Greece, Rome, and 19th- and 20th-century sub-Saharan Africa. Resources from three art museums provide information about the archeology, daily life, death and burial customs, mythology, people, and writing. A number of artifacts can also be examined in detail. Online games are embedded in some of the exhibits.

The British Museum ([|www.thebritishmuseum.ac.uk/world/world.html])
 * Older learners will find a wealth of online exhibits and links to various other sections of the British Museum. For example, the Near East options include a complete online exhibit, a virtual exhibit on the money of the area, and links to a vast number of other online exhibits where the Near East had influence.

The Lemelson Center ( [|http://invention.smithsonian.org/home])
 * This site opens with an invention and its story. One option is the flexible straw! Online exhibits, Podcasts, audio and video resources, and shortcuts to indexes for students and teachers are easily found on the home page. One online exhibit, "Doodles, Drafts and Designs," showcases a number of primary sources housed at the Smithsonian. This allows students to examine at their leisure the detail of the designs for the automatic stopping valve used on gas station pump hoses and a wide range of other inventions.

The Star Spangled Banner ([|http://americanhistory.si.edu.libproxy.lib.unc.edu/ssb/])
 * This is the virtual exhibit for the Smithsonian's National Museum of American History. Here learners of all ages can find the story of the flag, the history of the national anthem, and discussions of the preservation techniques. A series of questions, such as "Is there battle damage?" or "Why was the flag altered?" serve as the basis of a student mystery activity. The primary source materials available via the site serve as excellent reference and teaching tools.

Amock trial involving the Titanic ([|www.andersonkill.com/titanic/home.htm] )
 * The site includes a number of primary source materials and contains instructions for the entire role-playing exercise. The mock trial can be done in one period but works best if done over a 2-day period. Students are engaged in learning and experiencing the justice system as they complete this activity. This site can also be used as a springboard for gathering information on the Titanic and the judicial system.

Wayback ([])
 * Elementary students can explore U.S. presidents, technology, discrimination, flight, and a number of other options. The U.S. presidents option includes "secret" information on each president and a complete look at the campaign trail. The flight selection examines the flight of the Wright brothers, airmail, and barnstormers. This site serves as an excellent springboard for research and study of many topics.

The Greatest Places Online ([])
 * This is the web site companion for an excellent educational film that takes viewers to seven locations throughout the world. Video clips, still images, audio files, and a number of high-quality links are available for each location. Hands-on activities tie in geography and science as well as engage learners. A series of questions of the week serve as starting points for exploration.

= Internet Resources to Support Collaborative Inquiry-Based Science Instruction:=

The North Carolina Aquarium site ([|www.ncaquariums.com/])
 * The site features a Kid's Tank section with a coloring activity in addition to some Flash-operated learning activities. Older students will want to explore the conservation and research activities at the three different aquariums. In addition, a number of well-crafted FAQs provide information about exhibits, eastern seashore animals, and other water life. The use of Quick Time movies is certain to engage student attention.

Edheads ([|www.edheads.org/])
 * Contains three superbly crafted activities for learners of all ages. Simple Machines helps elementary students practice their knowledge of incline planes, pulleys, levers, and other machines, engaging the learner through Flash-driven activities. The weather activity weaves math and science into weather prediction. Learners complete a virtual knee replacement surgery through the third activity, including the pre-surgery activities, and real-life pictures of such a surgery can also be accessed. This site makes the world of science and health an engaging, realistic activity. Those with reading difficulties will also find this an accessible site through the use of its audio and visuals.

FOSS ([])
 * This site supports the research-based curriculum developed by the folks at the Lawrence Hall of Science and the University of California at Berkeley. Divided by grade level segments, K-2, 3-6, and middle school, the interactive choices range from watching plants grow to learning about energy resources to learning about the brain.

Gene Almanac (Gene Almanac, [|www.dnalc.org/home.html])
 * A site developed by the DNA Learning Center. Here students can use tools to gather their own DNA and investigate the study of human evolution, learn about cancer biology, see animations of key concepts related to the study of DNA, as well as explore a number of other options. A vast number of animation and text resources are included. The animations make use of Flash.

eNature ([])
 * Formerly under the direction of the National Wildlife Federation, this site has good information on over 5,500 species of plants and animals in North America. Concise facts, extraordinary visuals, and ask-an-expert options are included. A customized guide can be developed by providing Zip code information. Students can develop their own personalized list of species and send a variety of ecards. Good reference for quick introductions and fact gathering.

Monterey Bay Aquarium ([|www.mbayaq.org/])
 * Webcam options have expanded to include six choices. Students can watch the kelp forest and its various residents, the frolicking of sea otters, the myriad residents of the aviary, the penguins, the white shark, and Monterey Bay itself. The live feeds run from 7:00 a.m. to 7:00 p.m. Pacific time. Archived footage from the day runs at the off times. With links to further information on each of the species and habitats, this site offers a wealth of learning experiences for science students of all ages.

= Internet Resources to Support Collaborative Inquiry-Based Instruction in Other Subject Areas:=

The Museum of Modern Art - Art Safari Selection ([|http://www.moma.org/momalearning/artsafari/index.html])
 * Each activity includes a work of art and a number of open-ended questions. Students can listen to questions and see them on the computer screen as they work. Options include both paintings and sculpture. Students can learn more about each work of art as they create their own pictures on the same topic. This feature could also be used as a combined art and writing activity.

Illuminations ([])
 * This is a treasure trove of resources gathered by the National Council of Teachers of Mathematics. One example lesson is the "Trout Pond," which provides students with resources to learn about the food chain, the environment, and the use of math in environment careers. Or check out "Bobbi Bear," where K-5 students practice mathematical reasoning by estimating how many outfits they can make from a user-determined number of tops and pants.

Cool Math 4 Kids ([|www.coolmath4kids.com/])
 * Spanning a range of ages, this site has learners continue to improve their math skills by doing a number of interactive games, working through highly engaging lessons, and practicing solving math problems. Includes the classic Lemonade Stand game, a number of jigsaw puzzles with varying levels of complexity, brain benders, and much more.

Figure This ([|www.figurethis.org/])
 * A range of challenges designed for middle school students and their families. The goal of this web site is to help families learn the importance of math in everyday life, as well as provide learners in grades 5-9 opportunities to improve their math skills. Materials for sharing with parents, helpful hints for working with their children, and additional resources are included. The challenges can be accessed via an index organized by challenge name or type of math activity. Each challenge includes a simple hint, the answer, additional problems based on the same theme, a "Did You Know?" feature with interesting facts, a "Think About This" option for helping with critical thinking skills, and a resources section. This site is also available in Spanish.

__ Created by: __Elizabeth Koehler MSLS 2011 University of North Carolina at Chapel Hill School of Information and Library Science ekoehler@email.unc.edu

Sandra Hughes-Hassell, Ph.D. Associate Professor and Director of the School Library Media program University of North Carolina at Chapel Hill School of Information and Library Science smhughes@email.unc.edu

 Last revised 03/20/2010