International Association of School Librarianship Conference Proceedings
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Information Literacy and Web Based Teaching: Teachers Untangle the Web with Online Learning and Information Literacy Skills
No full textThe Centre for Information Studies at Auckland College of Education has delivered a range of courses to primary, intermediate and secondary teachers throughout New Zealand since 1991 using distance delivery methods. The courses have focused on designing strategies, frameworks and learning experiences that enhance information literacy in classrooms. These papers credit to one of three specialist diplomas: the Diploma of Teacher Librarianship; the Diploma of Information Studies; or, the Diploma of Information Technology. The course referred to in this paper is called Telelearning. It was converted to web-based delivery in 1999. The main considerations in the conversion of the course were to maintain the original course aim and objectives, to ensure adequate support for the students in their use of the technology, and to make sure that the use of the technology actually added value to the learning process
Information Literacy and Outcomes-Based Education in South Africa in the 21st Century: The Challenge of Disparities
No full textIn the six years since South Africa\u27s first democratic election, there have been fundamental changes in our educational policy. An outcomes-based approach to education was introduced to Grade I in 1998. This paper will sketch some of our progressive, timely educational policies and the challenges of implementing them. It will examine the multilingual nature of South African society and its effects on publishing learning support material for outcomes-based education. This paper purports that information literacy as a cognitive concept was an idea ahead of its time in South Africa. With the low percentage of school librarians, how can we be positive for the future of school librarianship? The possibilities are there, and we have to grasp them with both hands. Information and communication technologies (ICTs) are making inroads into our sites of learning. Information literacy is, in fact, emerging with strong links to the ICT world. Where are school librarians in all of this
Authentic Learning and the Research Process of Gifted Students
No full textThis study utilizes qualitative research methods (observations, interviews, and analysis of written documents) to investigate the research processes of ten gifted students who participated in independent research projects. Research stages dealing with exploring and forming a focus presented the most difficulty for the students. The three students who were able to establish a clear focus were the only ones who demonstrated all aspects of authentic learning. An additional research question deals with the types of resources used by the students. Books and videocassettes were the primary sources used by the students. All students were highly dependent on the teacher as a source of information. The researcher points out the absence of collaboration between the teacher, the school librarian, and the public librarian. The researcher also calls for the examination of cooperative learning, intervention, required assignment deadlines, and the format of products as each of these relate to independent research projects
The Role of the Principal in an Information Literate School Community: Findings from an International Research Project
No full textThis paper reports the results of an international study of the principals\u27 role in developing and supporting information literacy programs in Australia, Canada, Finland, France, Japan, Scotland, and South Korea. Principals and librarians in all countries except South Korea differed significantly on the amount of time they perceived the principal to spend on tasks related to the information literacy program. Principals and librarians in Australia, Finland, and Scotland agreed about the amount of time they thought the principal should spend on such tasks in the future. In Canada, Japan, and South Korea, however, there was a significant difference between the two groups. Overall mean scores on present and future perceptions suggest that in five of the six countries principals and librarians are well-aligned in their beliefs about the role of the principal; the exception was Scotland where school librarians are not qualified teachers. These and other findings should be useful to principals and librarians in schools throughout the world, as they struggle in difficult times to provide quality schooling and information services and to contribute to the development of literate and independent library users
The Use of the Internet in School Libraries: An International Comparative Survey
No full textThis research sought to gain an impression of the use of the Internet by school librarians in the United Kingdom and South Africa. The research questions addressed the issues of access to the Internet by school librarians, the purposes for which school librarians used email and the Web, the demand from teachers for access to the Web, the key issues identified by school librarians in relation to the use of the Internet in schools in the next five years, and any differences between the responses of librarians from the two countries. The key findings were that there was limited access to the Internet in the respondents\u27 schools; school librarians used the Web mainly for curricular material; science and geography departments were the heaviest users of the Web; and the key future issues identified included information skills, cost, inservice training, and the role of the school librarian. There were no significant differences between the two countries studied
Power-up School Library Media Centers: New York Library Power
No full textThe National Library Power program, funded by the DeWitt Wallace-Reader\u27s Digest Fund, was designed to create public elementary and middle school library programs that improve teaching and leaming. Using the school library media program as a catalyst for school reform, the Library Power program demonstrated how to change the role of the school librarian. During its eight-year grant period, New Visions for Public Schools\u27 professional development program taught participants how to administer a collaboratively planned, flexible access library, and address issues such as management, collection development, and technology. The authors describe its features and its applicability to other school systems
Information Literacy: What is it? Are you Information Literate? How do you know?
No full textNo other change in our nation has offered greater challenges than the emergence of the Infommation Age. In an information society, all people should have the right to information that can enhance their lives. To reap the benefits of our global society, individuals must be information literate on a global basis.
This article discusses several aspects of infonnation literacy, from characteristics of an information literate person to information literacy education, including the role of the library media specialist, to educational criteria for evaluating electronic information literacy. It is our job as educators to teach students to become critical thinkers and lifelong leamersinformation literate citizens
Individual Research Projects (with emphasis on Biology) Conducted by Students in Academic High Schools in Israel: A Survey and Case Study
No full textIn this study we examined, and described in detail, how research projects are carried out in Israeli high schools, with emphasis on the subject of biology. We attempted to specify the problems and difficulties invoked and, where possible, to suggest improvements that can help the student who does a research project to attain the status of independent study.
The work was done in the framework of two methods, namely, the quantitative approach and the qualitative approach, and in three stages:
Stage 1: A national survey by means of a questionnaire (was sent to the principals of high schools). It was found that: The research projects are generally optional; In some of the schools an individual or goup project is required. The principals provided profiles of the student who is qualified to do a research project
Stage 2: Review of proposaLs, evaluations, and achievements of students who did research projeds in biology. It was found that: Close to half of those who submit proposals do not complete their projects, instead dropping out at one stage or another of the project. The assessments concentrated on three areas: (1 ) the extemal form of the research paper; (2) the use of scientific tools; and (3) the project as a whole.
Stage 3: Mutidisciplinary workshop dass for doing research projects. From the inormation that was obtained from the different questionnaires, it emerged that: The research projects influenced the development of personal and interpersonal skills, and strengthened self-confidence, initiative, responsibility, and independence
Meeting Drug Information Needs of Adolescents
No full textDrugs are an important life concern of adolescents, yet statistics show alarming and disturbing increases internationally in drug abuse. This paper reports on research that examines how adolescents cognitively process information about drugs. It explores why they chose and rejected information, and how they put it to use. The findings have important implications for the role of school libraries in the provision of drug information, the teaching and learning process, information literacy education, as well as for the role of teachers and teacher-librarians in shaping the knowledge and attitudes of adolescents toward a drug-free lifestyle
Enabling School Librarians to Serve as Instructional Leaders of Multiple Literacies: Introduction and Problem
No full textResearch has demonstrated that school leaders have little to no understanding of the instructional leadership role of the school librarian and have received little to no training in how to lead this population (Lewis, 2018; 2019). Though the standards of the school library field state that school librarians should be equipped and able to serve as instructional leaders of multiple literacies in K-12 education, barriers exist that inhibit this from becoming a reality in many schools. One of these barriers is a lack of administrative support in the form of a district library supervisor to develop a vision for and provide support to the district’s school library program and its personnel. Very little research has been conducted to examine the support needs of in-service school librarians (Weeks et al., 2017), and no research has been conducted to explore how to equip existing leadership to effectively lead its population of school librarians in a school district that lacks an official district library supervisor. The purpose of this study is to explore how school district leaders can foster the development of an effective school library in which school librarians serve as instructional leaders of multiple literacies