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.
