Project Based Learning

DeMonte, Jennifer


Markham, T. (2011). Project based learning. Teacher Librarian, 39(2), 38-42. Retrieved from

Summary: This article discusses best practices as they relate to the implementation of project-based learning. The author also identifies the biggest roadblocks for teachers and school communities.

Though this article is on the older side, readers who are looking for inspiration and/or a rationale for implementing PBL will find this article useful. It is more theoretical than practical but provides a good jumping off point for those newer to the concept.

School Libraries, Librarians, and Project-Based Learning

DeMonte, Jennifer

ET-Project-based Learning

Foote, C. (2017). School libraries, librarians, and project-based learning. Internet@Schools, 24(1), 12-13. Retrieved from

Summary: This article details necessary qualities in both physical and online spaces for successful project-based learning to occur. The focus is on the role of the library and the librarian in supporting students throughout the process.

Great ideas to help librarians re-envision their use of physical and online spaces to help students during the inquiry process and to support collaboration between students and deep engagement with problem-solving.


Urban Myths about Learning and Education – Book

Clem, Katy


De Bruyckere, P., Kirschner, P.A., & Hulshof, C.D. (2015). Urban Myths about Learning and Education. Academic Press.

Preview available at

This is a full book rather than a journal article, but it is a great place to begin understanding educational theories. The authors devote the first section to a wide-reaching foundation in ET background before moving on to describing and debunking 12 common myths in education.

Urban Myths About Learning and Education serves as a particularly elegant source of background to Education Theory & Practice; as it is aimed at novices and experts alike, its early chapters are dedicated to providing a foundational overview of the current educational paradigm, operating theories, roles in education research, and definitions of frequently used terms. I found this so helpful and used it as a launching pad for deeper investigation into individual ideas. The many, many useful references from this book alone could take me years to examine! Ultimately, this single title emerged as my most useful resource on education theory, and I’ve been going back to it repeatedly for further topical background as I stretch my knowledge base. It provided a mental map to how the world of educational research is currently laid out and allowed me to create a scaffold of understanding into which new ideas could be categorized and linked in a meaningful way rather than just added to the top of an ever-growing pile of information.

Teaching Methods for Inspiring Students of the Future

Teaching Methods for Inspiring Students of the Future – Joe Ruhl – TEDxLafayette

Ruhl talks about how he changed his teacher-centered way of teaching to a student-centered way of teaching. He calls the move from front and center to a guide on the side.  Ruhl has been teaching for 37 years and teaches high school biology. Ruhl believes there are 6 Cs regarding important 21st Century skills, with the first C being Choice. Give students a choice in their learning process, then you have the 4 Cs of Collaboration, Communication, Critical thinking and Creativity and the sixth C is Caring. If students know the teacher cares about them it will be one of their most effective, motivating, powerful and inspiring tools.

Inventing Products with Design Thinking: Balancing Structure with Open Ended Thinking

Amanda Rude


Fontichiaro, K., (2016). Inventing products with design thinking Retrieved from

Fontichiaro discusses the notion that makerspaces are not as effective in their purpose without structure.  Specifically, Librarians need to incorporate design thinking phases into making. Fontichiaro goes on to argue that just leaving students to use makerspaces without design thinking will eventually kill the movement and widen the achievement gap.

Project Based Learning + Technology = Deeper Learning

Project Based Learning + Technology = Deeper Learning

This article was a blog post by Bob Lenz & Sally Kingston on the P21 Partnership for 21st Century Learning website. The post is about the benefits of integrating project based learning with technology to make learning meaningful, relevant, and rigorous resulting in deeper learning. The benefits of deeper learning, which is the goal, include academic achievement, critical thinking, problem-solving, collaboration, self-directed learning and an academic mindset. Technology can increase student engagements and motivation and so can project based learning. Kids love creating projects and they love technology. If these two are combined and done well you will have deeper learning which is the ultimate goal!

6 Principles Of Genius Hour In The Classroom

Lester,  Debbie
6 Principles Of Genius Hour In The Classroom. (2014). TeachThought. Retrieved 19 December 2016, from
Genius Hour in the classroom is an approach to learning built around student curiosity, self-directed learning, and passion-based work. In traditional learning, teachers map out academic standards, and plan units and lessons based around those standards. In Genius Hour, students are in control, choosing what they study, how they study it, and what they do, produce, or create as a result. As a learning model, it promotes inquiry, research, creativity, and self-directed learning.
LABELS: Project Based Learning, Self-directed learning, Genius Hour