ET-Project-Based Learning: Rigor and Relevance in High Schools

Emily Ratica

ET

Harada, V. H., Kirio, C., & Yamamoto, S. (2008). Project-based learning: Rigor and relevance in

high schools. (Cover story). Library Media Connection, 26(6), 14-20.

This article provides an excellent introduction to and several examples of Project Based Learning. This practice fits well with the greater implementation of the inquiry process in schools. Students pick projects that extend their understanding and relate to the real world they will soon encounter, and provides them more control over their own learning. During projects, teachers become facilitators who share the educational control with their students instead of simply directing it to them. This articles shows how using projects increases student engagement and encourages students and teachers to move beyond the traditional lecture/note taking model. It also advocates for the increased role of the teacher librarian, as they can "assist the teacher with the process or thinking skills necessary for students to create meaning for themselves. The synergy of working together provides a learning frame that can be a seamless blend" (20).  Project based learning is a perfect example of how educators can better implement 21st century skills that will help students truly be college and career ready.

PBL is best done in an environment of collaboration between teacher and librarian. This article makes what feels like a complicated task, managable. The examples are thorough and doable without having a huge amount of training or experience using PBL. After reading it, I am excited to share it with my colleagues and see what projects we can work on together with our students.