RESOURCE-BASED LEARNING: Rubric |
| Teacher-Librarians must consider their role in light of the receptiveness of the various members. Not all interactions will be at an "expert" level all of the time. |
Key Component |
Novice |
Apprentice |
Practitioner |
Expert |
Collaborative Partnerships |
Teacher-librarian (TL) assists teacher with the selection of appropriate resources. |
TL provides instruction related to the effective use of resources. |
TL and teacher form a collaborative partnership which may include the design and implementation of aspects of learning opportunities. |
TL and teacher form a collaborative partnership which includes the design, implementation and assessment of learning opportunities characterized by co-teaching. |
Use
of
Resources |
More that a single resource is used when planning and delivering instruction. |
Both print and non-print resources are used; however, electronic databases and the internet are used on a limited bases. |
Diverse selections of resources are used in a variety of formats including electronic databases and the internet. |
The best resources are chosen based on rigorous criteria (relevant, up-to-date, authority, etc.) from an extensive selection in a wide variety of formats. |
Development of
Information Literate Learners
|
Information literacy skills are taught in isolation of the curriculum. |
Information literacy skills are integrated into instruction; focus is on accessing and locating information. |
Information literacy skills are integrated into instruction; instruction expands beyond locating information to include analysis, synthesis and evaluation. |
TL and teachers share the responsibility for the integration of information literacy skills into instruction. Authentic learning tasks provide students the opportunity to apply skills in new and unpredictable situations. |
Resource centre Environment |
Access to the resource centre is scheduled restricting its availability to students as well as the opportunity for TL and teacher collaboration. |
Some flexible access is provided; students and teachers have limited opportunity to use the resource centre and the services of the TL. |
Flexible access to the resource centre occurs most of the time. Students have open access; teachers and TL collaborate on RBL opportunities. |
Access to the resource centre is fully flexible. Students use the resource centre extensively on projects that are planned and taught collaboratively by the teacher and TL team. |
