Recent Changes

Interactive distance education
Retrieved from her website http://www2.hawaii.edu/~vharada/
Important Publications:
Journals
For a complete list of her publications (journal articles, books, and presentations), please visit her website
http://www2.hawaii.edu/~vharada/

"Leaders seek to support learning, not control it. They further inquiry, not orthodoxy."
-Violet Harada
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Practice-based Approach to Professional Development
Harada and Yukawa examined the effects of a practice-based model of professional development on the teaching and collaborative practices teams of librarians and teachers. Over the course of a year, these teams developed and instituted of inquiry-focused study with K-12 students during a yearlong course.
The impact on student performance
(Yukawa & Harada, 2009, p. 20)
How Cognitive Skills are Utilized in Knowledge Development and Construction
Harada highlights Barbara Stripling's framework which explains how intellectual competencies are included in the construction of new knowledge. By using the framework and collaborating with teachers, Harada argues that we can really reach students and help them learn. This framework centers around:
Connection
Wonderment
Investigation
Construction
Expression
Reflection
(Yoshina & Harada, 2006, p. 3-4).

Harada, V. (in press). OLE_LINK1. The Many Faces of School Library Leadership. In S. Coatney (Ed.), The Many Faces of School Library Leadership. Westport, CT: Libraries Unlimited.
Harada, V. (July 29, 2010). Dr. Violet Harada. Retrieved from http://www2.hawaii.edu/~vharada/.
Yoshina, J. M., & Harada, V. H. (2006). Engaging students in inquiry. School Library Media Activities Monthly, 22 (8): 22-25.
Yukawa, J., & Harada, V. H. (2009). Librarian-teacher partnerships for inquiry learning: Measures of effectiveness for a practice-based model of professional development. Evidence Based Library and Information Practice, 4(2).
Zmuda, A., & Harada, V. H. (2008). Librarians as learning specialists: Moving from the margins to the mainstream of school leadership. Teacher Librarian, 36, 15-20.

Harada, V. (July 29, 2010). Dr. Violet Harada. Retrieved from http://www2.hawaii.edu/~vharada/.
Yukawa, J., & Harada, V. H. (2009). Librarian-teacher partnerships for inquiry learning: Measures of effectiveness for a practice-based model of professional development. Evidence Based Library and Information Practice, 4(2).
Zmuda, A., & Harada, V. H. (2008). Librarians as learning specialists: Moving from the margins to the mainstream of school leadership. Teacher Librarian, 36, 15-20.

As an advocate for evidence-based practice of student learning
(Harada, in press, p. 15-25)
Librarians as Learning Specialists
Zmuda and Harada like to think of the librarian as a teaching specialist, someone who performs a critical function in the ongoing
effort to improve the achievement of students through the "design, instruction, and evaluation of student learning". They argue that by integrating themselves in this role, librarians better position themselves as active players in knowledge development and the communication of ideas.
They define several ways in which librarians can adapt a "student-focused mission."
Creating inquiry environments
Using technology to transform learning
Assuming leadership in school teams
(Zmuda & Harada, 2008, p. 18-19).

"Leaders seek to support learning, not control it. They further inquiry, not orthodoxy."
-Violet Harada
{http://t3.gstatic.com/images?q=tbn:ANd9GcQ2-Ii-MUgO1rSbXlLcuNHdlwx6jhUtnKrRNuT8smfbzRfT_Yo&t=1&usg=__u7fXQVIOQGD7G8-q2K-PWa6NH_Q=}
Practice-based Approach to Professional Development
Harada and Yukawa examined the effects of a practice-based model of professional development on the teaching and collaborative practices teams of librarians and teachers. Over the course of a year, these teams developed and instituted of inquiry-focused study with K-12 students during a yearlong course.
They determined that the practice-based approach is compelling, endurable, and worthwhile. They noted significant adjustments in practice in 3 major areas when the practice-based approach was utilized with professional development:
The actual design of inquiry focused learning.
The roles of teacher and librarian in collaborative development of instruction.
The impact on student performance
(Yukawa & Harada, 2009, p. 20)

As an advocate for evidence-based practice of student learning
(Harada, in press, p. 15-25)
Practice-based Approach to Professional Development
Harada and Yukawa examined the effects of a practice-based model of professional development on the teaching and collaborative practices teams of librarians and teachers. Over the course of a year, these teams developed and instituted of inquiry-focused study with K-12 students during a yearlong course.
They determined that the practice-based approach is compelling, endurable, and worthwhile. They noted significant adjustments in practice in 3 major areas when the practice-based approach was utilized with professional development:
The actual design of inquiry focused learning.
The roles of teacher and librarian in collaborative development of instruction.
The impact on student performance
(Yukawa & Harada, 2009, p. 20)

Libraries Unlimited.
Harada, V. (July 29, 2010). Dr. Violet Harada. Retrieved from http://www2.hawaii.edu/~vharada/.
Yukawa, J., & Harada, V. H. (2009). Librarian-teacher partnerships for inquiry learning: Measures of effectiveness for a practice-based model of professional development. Evidence Based Library and Information Practice, 4(2).

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Librarians as Leaders in Learning
In addition to helping students learn, schools are a place for adults to grow, develop, and learn. Harada believes that this focus is important for school environments that want to be successful in the 21st century.
As an advocate for evidence-based practice of student learning
(Harada, in press, p. 15-25)
Practice-based Approach to Professional Development
Harada and Yukawa examined the effects of a practice-based model of professional development on the teaching and collaborative practices teams of librarians and teachers. Over the course of a year, these teams developed and instituted of inquiry-focused study with K-12 students during a yearlong course.
They determined that the practice-based approach is compelling, endurable, and worthwhile. They noted significant adjustments in practice in 3 major areas when the practice-based approach was utilized with professional development:
The actual design of inquiry focused learning.
The roles of teacher and librarian in collaborative development of instruction.
The impact on student performance
(Yukawa & Harada, 2009, p. 20)

Harada, V. (in press). OLE_LINK1. The Many Faces of School Library Leadership. In S. Coatney (Ed.), The Many Faces of School Library Leadership. Westport, CT: Libraries Unlimited.
Yukawa, J., & Harada, V. H. (2009). Librarian-teacher partnerships for inquiry learning: Measures of effectiveness for a practice-based model of professional development. Evidence Based Library and Information Practice, 4(2).