Harvard’s Project Zero

Galang, Johnny


Harvard Graduate School of Education (2018). Homepage. Retrieved from http://www.pz.harvard.edu/

Project Zero is a comprehensive website with many resources for curriculum development, assessment, and a wealth of other topics. There are free tools and education around topics such as essential questions, deep learning, and developing a culture of thinking.

It may be overwhelming to someone who is new to educational theory, but can provide useful tools to push your practice further.

Book Love

Gould, Molly




Kittle, P. (2013). Book love: Developing depth, stamina, and passion in adolescent readers.

Portsmouth, New Hampshire: Heinemann

Link to the Book Love website, including information about the book and podcast: http://booklovefoundation.org



Book Love is Penny Kittle’s guide for secondary ELA teachers who wish to implement choice reading in their English classes. While Kittle does not make a case for doing away with the more traditional shared reading that occurs in most secondary English classes, she provides guidelines, instructions, inspiration and the rationale for including choice reading in the curriculum.



This is an inspiring and empowering guide to a practice that is near and dear to my heart. If you want to create or support a culture of reading in your classroom or school, this guide not only inspires, but it provides practical advice for the implementation of a successful student-selected reading program.

Pedagogy for Practical Library Instruction

Karla Morones


Montgomery, M. (2015). Pedagogy for practical library instruction. Communications In Information Literacy, 9(1), 19-23.

This article touches on the fact that many librarians have no background knowledge on educational theories.  The author gives personal experiences with her learning process and fish out of water feeling when she first started her position at an academic library.  The author explains how much knowledge a librarian really needs to know and how to obtain the knowledge to become effective instructors.


I very much enjoyed this article.  I felt the author was talking about my particular feelings and experiences.  I, too felt like fish out of water, and I appreciated her humor and tips on pedagogy. The author, much like I did, kept returning to constructivism theory as the best way for her to engage her students.  She had to begin teaching herself theory and pedagogy through books and journal articles.  She also joined organizations such as ALA, ACRL, Library Juice Academy, OCLC’s WebJunction, and others that provided both free and fee-based training via webinars and online classes. She then proceeded to focus her studies on this theory and began applying it to her classes.  She found student led activities had much better outcomes than other activity she had planned.