Journal+Articles

__** Journal Articles **__

Kuhlthau discusses how schools are changing in the information age and the vital role that teacher-librarians have in that change. She further states that one of the profound ways that technology changes the learning environment is from scarcity of resources to an abundance of resources, thus the need for the restructuring of libraries to conform with the changes. || Teacher-librarians may not be doing all they could to strengthen young women's self-esteem and skills. Farmer discusses gender-equitable education and gender equity in information skills. || Over the past 30 years, there has been a huge growth in the use of elearning and blended learning, with many librarians using online methods to deliver information literacy. Now that the Web has developed to include collaborative Web 2.0 methods as well as rich interactive media, there is a huge range of options -- from virtual learning environments (VLEs) to games and Second Life. Librarians who deliver information literacy are also teachers, often with as much pedagogical knowledge as their faculty colleagues. They are, therefore, in a position to provide rich and meaningful learning experiences. A wide range of different types of online courses are being developed, particularly in parts of the world where information literacy is well-established, such as the US, Australia, and the UK. By making the most of the online methods available to librarians to teach information literacy, they can indeed foster self-reliance for students and researchers. || According to Ken Haycock, to reach "a stage of institutionalization" information literacy instruction must be considered a whole school initiative, not just as a school library initiative (1998). School Characteristics The first section of the survey, questions 1-34, covers four factors of implementation: program development, school culture, curriculum and instruction, and implementer characteristics. Because information literacy is treated like any other educational program, these questions include methods for or aspects of implementation that apply to other educational programs, innovation, or change. || The Partnership for 21 st Century Skills and AASL Standards. School Library Media Activities Monthly 25, no. 4 (December 2008): 27-29 Stripling, Barbara. Inquiry-based Teaching and Learning-The Role of the Library Media Specialist. "What Does It Really Look Like When Students Are Learning in the Library Media Center?" School Library Media Activities Monthly 25, no. 1 (September 2008): 25-27. Reframing the Library Media Specialist as a Learning Specialist. || There was a time in which the keepers of the knowledgebase were like gods. Simply because knowledge was contained within a few brains or a few copies of the learned society's books. The knowledge keepers held the keys, and those who sought knowledge found it only with the keepers' permission. Thus, among other things, was born the lecture in its various forms, from campfire oral tradition to the early universities of the late Middle Ages and Renaissance. The widespread use of the printing press, which opened up knowledge to anyone who could read, represented the first significant attack on the power of knowledge keepers. The rise of the Web created an instant, easy, and plentiful source of information. It gave ordinary people the ability, through access to electronic data, to bypass human knowledge experts. Steps for showing the magic of research are: 1. Set a goal. 2. Set a plan. 3. Optimize the tools. 4. Teach evaluation. || From school library media specialists to academic librarians, we increasingly embed ourselves in curricula and classrooms, lead workshops and training, and create digital learning materials as a matter of course. [...] the librarian- as -teacher is beginning to enter the popular Zeitgeist: [...] considerwhetherlearninghas occurred and how you might imp rove your instructional product. * Assess your impact by determining whether participants have met the desired performance targets. * Consider howyou might revise and reuse your content in the future. || This research forum paper presents the conclusion of a much broader PhD study which examines the information-seeking behaviour of the Net Generation or Generation Y. The overarching premise of this study centres on the belief that a greater understanding of how young adults seek and interact with information and the online environment, is an important first step in developing strategies to prepare them for tertiary education, the workplace and a future that will be characterised by an increasingly complex and constantly evolving information landscape. This paper will present the final analysis of the PhD findings, discuss what this means for the current generation of students and examine where schools and particularly teacher librarians need to focus if we are to cater for future generations. [PUBLICATION ABSTRACT] || Surveys of faculty were conducted at two higher education institutions in England and the United States to ascertain their perceptions of information literacy. Faculty were also asked about the extent to which they incorporated information literacy skills into their courses. Similarities were found across the two institutions both in the importance that faculty attached to information skills and what they actually did to incorporate the skills within curricula. The results reflect an information literacy skills gap between what faculty (and librarians) want for their students and the practical reality. Librarians and faculty should work collaboratively together to bridge this gap. [PUBLICATION ABSTRACT] || Drawing on the I-search premise that students leam best when they are interested in the topic, the authors outline a step-by-step process for asking questions such as "what do I want to know?", "how will I find the answers?", and "how will I record the information that I find?" The authors suggest that teachers and teacher-librarians collaborate to make the research assignment productive for the students and provide the information literacy skills that can result in lifelong learning skills for the student. || Georgas reviews Student Engagement and Information Literacy edited by Craig Gibson. || Grove reviews Guiding Students into Information Literacy: Strategies for Teachers and Teacher-Librarians by Chris Carlson and Ellen Brosnahan. || When students clearly understood the learning objectives, knew precisely what success would look like, understood how each assignment contributed to their success, could articulate the role of assessment in ensuring their success, and understood that their work correlated with their needs, they developed a sense of self-efficacy that was powerful in their lives as learners (2008b, 13). Reflection Logs fora Project Plan When students engage in a librarysupported research project, the following types of guided prompts can be used to focus on the feasibility and effectiveness of the plan: *What is my work plan? *What am I trying to achieve? *How realistic are my goals, given my time frame? *What part of this especially intrigues me? *What strategies have I tried? || Contemporary standards suggest that information literate activity is a solitary process. As a corrective, research and pedagogical theories related to "learning communities" and "communities of practice" have become valuable sites of inquiry for librarians. The author provides strategies for making community a topic of instruction. || Ke reviews Teaching Information Literacy For Inquiry-Based Learning by Mark Hepworth and Geoff Walton. || Global interconnectedness enabled by information technology calls for new skills, knowledge and ways of learning to prepare students for living and working in the 21st century. Guided Inquiry equips students with abilities and competencies to address the challenges of an uncertain, changing world. School librarians are vital partners in creating schools that enable students to learn through vast resources and multiple communication channels. School libraries are dynamic learning centres in information age schools with school librarians as primary agents for designing schools for 21st century learners. || Elementary school students in Grades 3 to 8 in eight schools that had exemplary library programs were surveyed about their perceptions of the school library program and the teacher librarian. Students reported that the teacher librarian was knowledgeable and helpful and taught them key information literacy concepts. The library program supported them in reading for pleasure. The physical space of the library was significant to them and they perceived the library as a welcoming place used for multiple activities. || The Partnership, of which AASL is a member, stresses three core skill sets surrounding content knowledge: life and career skills, learning and innovation skills, and information media and technology skills. || Millet reviews Information Literacy Instruction: Theory and Practice by Esther S. Grassian and Joan R. Kaplowitz. 2nd ed. || Information literacy learning outcomes of randomly selected first-year and capstone students were analyzed using an assessment instrument based on the ACRL competency standards. Statistically significant differences between student populations in the selective and relative use of information inform the library instruction program and apply to research and teaching libraries. || Second-grade teacher, Nancy, was interested in providing her students with rich engagements with non-fiction texts and for help she came to me, the teacher-librarian in her K-5 school with weekly scheduled time for collaborating with classroom teachers. [...] Nancy announced, "We are going to make a class book and each of you will write and illustrate a page." USING COMPUTERS Our library had twelve computers for research and we collaborated on finding times for the children to use the computers to access the Internet and an electronic encyclopedia.\n I also conducted a mini-lesson on finding web sites, giving the children ideas on important key words for finding child-friendly sites such as Yahooligans and Enchanted Learning, which were generally useful for the more easily researched topics such as sharks and whales. || According to one respondent, one major advantage of this "commons" approach is "the marrying (and in many cases, reconciling!) of library/information and technology departments, people, resources, and services within an educational institution to better reflect this convergence of information and technology within a digital society.\n They need to be redeveloped and repositioned as intellectual spaces not constrained by time, place, and hard copy resources; school libraries as physical entities must change in accordance with educational and informational developments: "Web searching is 24/7 and anywhere with an Internet connection. According to respondents: "The library presents a real, yet safe environment to explore the expanse of information available," "have fun, feel safe, and enjoy literature" and "Some students need the space as a 'refuge and others come into the space because they 'need to be needed,' while others get the opportunity to develop leadership skills through years of mentoring and helping others in the library" Who Cares? || Yutzey reviews Teaching Generation M: A Handbook for Librarians and Educators edited by Vibiana Bowman Cuetkovic and Robert J. Lackie. ||
 * Carol C Kuhlthau. (2003). Rethinking libraries for the information age school: Vital roles in inquiry learning. School Libraries in Canada, 22 (4), 3-5. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 356953041).** ||
 * Carol C Kuhlthau. (2003). Rethinking libraries for the information age school: Vital roles in inquiry learning. School Libraries in Canada, 22 (4), 3-5. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 356953041).** ||
 * Farmer, Lesley. (1996). Empowering young women through information literacy. Emergency Librarian, 23 (5), 17-20. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 9786989).** ||
 * Farmer, Lesley. (1996). Empowering young women through information literacy. Emergency Librarian, 23 (5), 17-20. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 9786989).** ||
 * Adolphus, M.. (2009, July). USING THE WEB TO Tech Information Literacy. Online, 33 (4), 20-25. Retrieved July 22, 2010, from ABI/INFORM Global. (Document ID: 1796629471).** ||
 * Adolphus, M.. (2009, July). USING THE WEB TO Tech Information Literacy. Online, 33 (4), 20-25. Retrieved July 22, 2010, from ABI/INFORM Global. (Document ID: 1796629471).** ||
 * Aiani, C.. (2010, March). Measuring School Community Engagement in the Implementation of an Information Literacy Curriculum. School Library Monthly, 26 (7), 49-52. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1981618681).** ||
 * Aiani, C.. (2010, March). Measuring School Community Engagement in the Implementation of an Information Literacy Curriculum. School Library Monthly, 26 (7), 49-52. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1981618681).** ||
 * Anonymous, . Standards for the 21st-Century Learner-A Resource List. (2008, December). School Library Media Activities Monthly, 25 (4), 2. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1594800531).** ||
 * Anonymous, . Standards for the 21st-Century Learner-A Resource List. (2008, December). School Library Media Activities Monthly, 25 (4), 2. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1594800531).** ||
 * Badke, W.. (2010, July). Information as Tool, Not Destination. Online, 34 (4), 52-54. Retrieved July 22, 2010, from ABI/INFORM Global. (Document ID: 2079182251).** ||
 * Badke, W.. (2010, July). Information as Tool, Not Destination. Online, 34 (4), 52-54. Retrieved July 22, 2010, from ABI/INFORM Global. (Document ID: 2079182251).** ||
 * Booth, C.. (2010, June). Build Your Own INSTRUCTIONAL LITERACY. American Libraries, 41 (6/7), 40-43. Retrieved July 22, 2010, from ProQuest Nursing & Allied Health Source. (Document ID: 2059649891).** ||
 * Booth, C.. (2010, June). Build Your Own INSTRUCTIONAL LITERACY. American Libraries, 41 (6/7), 40-43. Retrieved July 22, 2010, from ProQuest Nursing & Allied Health Source. (Document ID: 2059649891).** ||
 * Combes, B.. (2009). Digital natives or digital refugees? Why we have failed Gen Y? International Association of School Librarianship. Selected Papers from the ... Annual Conference, 1-12. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1968710281).** ||
 * Combes, B.. (2009). Digital natives or digital refugees? Why we have failed Gen Y? International Association of School Librarianship. Selected Papers from the ... Annual Conference, 1-12. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1968710281).** ||
 * DaCosta, J.. (2010). Is There an Information Literacy Skills Gap to Be Bridged? An Examination of Faculty Perceptions and Activities Relating to Information Literacy in the United States and England. College & Research Libraries, 71 (3), 203. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 2060344741).** ||
 * DaCosta, J.. (2010). Is There an Information Literacy Skills Gap to Be Bridged? An Examination of Faculty Perceptions and Activities Relating to Information Literacy in the United States and England. College & Research Libraries, 71 (3), 203. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 2060344741).** ||
 * Engel, D.. (2010). Guiding Students into Information Literacy: Strategies for Teachers and Teacher-Librarians. Reference & User Services Quarterly, 49 (4), 400-401. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 2054168801).** ||
 * Engel, D.. (2010). Guiding Students into Information Literacy: Strategies for Teachers and Teacher-Librarians. Reference & User Services Quarterly, 49 (4), 400-401. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 2054168801).** ||
 * Georgas, H.. (2007). Student Engagement and Information Literacy. Journal of Academic Librarianship, 33 (6), 720. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1409969731).** ||
 * Georgas, H.. (2007). Student Engagement and Information Literacy. Journal of Academic Librarianship, 33 (6), 720. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1409969731).** ||
 * Grove, D.. (2009, October). Guiding Students into Information Literacy: Strategies for Teachers and Teacher-Librarians. Library Media Connection, 28 (2), 100. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1874990981).** ||
 * Grove, D.. (2009, October). Guiding Students into Information Literacy: Strategies for Teachers and Teacher-Librarians. Library Media Connection, 28 (2), 100. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1874990981).** ||
 * Harada, V.. (2010, June). SELF ASSESSMENT: Challenging Students to Take Charge of Learning. School Library Monthly, 26 (10), 13-15. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 2045911511).** ||
 * Harada, V.. (2010, June). SELF ASSESSMENT: Challenging Students to Take Charge of Learning. School Library Monthly, 26 (10), 13-15. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 2045911511).** ||
 * Harris, B.. (2008). Communities as Necessity in Information literacy Development: Challenging the Standards. Journal of Academic Librarianship, 34 (3), 248. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1497523881).** ||
 * Harris, B.. (2008). Communities as Necessity in Information literacy Development: Challenging the Standards. Journal of Academic Librarianship, 34 (3), 248. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1497523881).** ||
 * Ke, I.. (2010). Teaching Information Literacy For Inquiry-Based Learning. Journal of Academic Librarianship, 36 (3), 264. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 2043204591).** ||
 * Ke, I.. (2010). Teaching Information Literacy For Inquiry-Based Learning. Journal of Academic Librarianship, 36 (3), 264. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 2043204591).** ||
 * Kuhlthau, C.. (2009). Guided Inquiry: Learning in the 21st Century. International Association of School Librarianship. Selected Papers from the ... Annual Conference, 1-8. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1968710181).** ||
 * Kuhlthau, C.. (2009). Guided Inquiry: Learning in the 21st Century. International Association of School Librarianship. Selected Papers from the ... Annual Conference, 1-8. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1968710181).** ||
 * Lee, E., & Klinger, D.. (2009). Elementary school students' perceptions of libraries and librarians. International Association of School Librarianship. Selected Papers from the ... Annual Conference, 1-12. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1968710441).** ||
 * Lee, E., & Klinger, D.. (2009). Elementary school students' perceptions of libraries and librarians. International Association of School Librarianship. Selected Papers from the ... Annual Conference, 1-12. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1968710441).** ||
 * Loertscher, D.. (2008). Information literacy: 20 years later. Teacher Librarian, 35 (5), 42-43. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1502965351).** ||
 * Loertscher, D.. (2008). Information literacy: 20 years later. Teacher Librarian, 35 (5), 42-43. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1502965351).** ||
 * Millet, M.. (2010). Information Literacy Instruction: Theory and Practice. Journal of Academic Librarianship, 36 (3), 264. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 2043204581).** ||
 * Millet, M.. (2010). Information Literacy Instruction: Theory and Practice. Journal of Academic Librarianship, 36 (3), 264. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 2043204581).** ||
 * Samson, S.. (2010). Information Literacy Learning Outcomes and Student Success. Journal of Academic Librarianship, 36 (3), 202. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 2043204481).** ||
 * Samson, S.. (2010). Information Literacy Learning Outcomes and Student Success. Journal of Academic Librarianship, 36 (3), 202. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 2043204481).** ||
 * Spence, L.. (2009). Inquiry Based Writing Workshop. Teacher Librarian, 37 (1), 23-27. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1884233221).** ||
 * Spence, L.. (2009). Inquiry Based Writing Workshop. Teacher Librarian, 37 (1), 23-27. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1884233221).** ||
 * Todd, R.. (2010, June). "To Be or Not to Be:" School Libraries and the Future of Learning. School Library Monthly, 26 (10), 16-19. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 2045911521).** ||
 * Todd, R.. (2010, June). "To Be or Not to Be:" School Libraries and the Future of Learning. School Library Monthly, 26 (10), 16-19. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 2045911521).** ||
 * Yutzey, S.. (2010, January). Teaching Generation M: A Handbook for Librarians and Educators. Library Media Connection, 28 (4), 100. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1946976821).** ||
 * Yutzey, S.. (2010, January). Teaching Generation M: A Handbook for Librarians and Educators. Library Media Connection, 28 (4), 100. Retrieved July 22, 2010, from ProQuest Education Journals. (Document ID: 1946976821).** ||


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