International Association of School Librarianship Conference Proceedings
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Evaluating Web Sites: A Critical Information Skill
No full textThe evaluation of Web resources has become a critical information skill for students. Because of the uniqueness of these resources, new tools are required that not only assess the content validity and mechanical functionality of a Web site, but also its motivational quality. This paper describes the development and validation of a set of Web evaluation tools (Website Motivational Analysis Checklist: WebMAC), designed for use by students in grades 1-12, that are based on motivation theory and provide multiple feedback mechanisms
A House without Walls: Is Literature Devoid of Values a Literary Possibility?
No full textThe question has been asked: Is there such a thing as literature-adult or juvenile which does not advocate any value system? Is it possible to write something so objective, so nonjudgmental, so free of moral considerations as to be utterly detached from all conventional human beliefs? As a writer, I often wonder: If it were possible to write thusly, what could such literature possibly offer the reader? What relevance could it have for him, for life, for the world we live in? The answers, in my opinion, are an unequivocal "No" to the first question and `"Nothing" to the second
Gender Interest Differences with Multimedia Learning Interfaces
No full textIn this study we examined whether there are gender differences in leaming interest from different designs of multimedia interfaces. In the study we assumed that design characteristics add to the interest in learning and we developed taxonomy of design of efficient user interfaces both for boys and girls. The research included ninety children from three indergarten class, who were exposed to interactive multimedia stories. The researchsubjects, with the help of a Polymeter (Lampert 1981), answered to questionnaires, which examined their previous experience with a computer, their level of time on task and their level of satisfaction with the various interfaces. The research findings indicate that there is a significant difference between boys and girls in the influence of the design of the learning interfaces on their level of time on task as well as on their level of satisfaction with the different interfaces. Boys on the one hand had a higher level of time on task, and were more familiar with computer games and looked for assistance through navigational buttons. Girls on the other hand tended to ask for help with the game. Girls preferred to include writing into the game and preferred colorful screens full of drawings, which changed slowly. We also found that boys preferred green and blue colon, whilst the girls preferred red and yellow. Generally speaking we found that girls preferred the components of the Mise-en-scene interface, and boys preferred the components of the Montage interface
High School to University: What Skills Do Students Need?
No full textThe problem of transferring library and information searching skills from high school to college is not new, but has become intensified in the last decade by the pressures of the information explosion, new technologies and budget reductions. While skills objectives for both high school and first year university are similar, the context and emphasis for the use of these skills differs in several respects. The survival skills students acquire in high school, particularly in the areas of periodical index use and computer search strategies, need to be expanded. Increased communication between high school teacher-librarians and academic librarians is recommended
An Interdisciplinary Model for Assessing Learning
No full textDuring the 1994-95 school year the Kansas Association of School Librarians Research Committee conducted a literature review and held a two-day summer institute to develop an interdisciplinary model for assessing learning across the curriculum. Participating were teachers, administrators, library media specialists, and Kansas State Board of Education curriculum specialists. During the 1995-96 school year the committee presented the model to teachers and library media specialists at professional meetings and workshops for reactions. The model has been revised and is being tested in Kansas schools during the 1996-97 school year.
The model is based on the “Big Six” model for information problem-solving by Eisenberg and Berkowitz (1990) and is derived from an analysis of Kansas content standards for language arts, social studies, mathematics, science, reading, and library media. The model divides student assignments in these six subject areas into five parts, using terminology from the standards for each subject. Rubrics have been developed for each of the five parts of an assignment. This paper will recount development of the model, delineate elements of the model, reveal preliminary findings of the current research project which tests the model, and discuss implications for implementing the model
It\u27s the Same the Whole World Over: Bridging the Gap in New Zealand
No full textSince 1990, education in New Zealand has undergone dramatic changes. A new K-12 framework has been put in place with the curriculum divided into Essential Learning Areas and Essential Skills Areas. For the first time all students are required to develop information skills yet New Zealand has never had a tradition of full time teacher-librarians. There is now a diploma course for teacher-librarianship but most high school teacher-librarians have only five hours per week in the library. Primary teachers usually have no release time. This paper aims to show how New Zealand teachers and school libraries are facing the challenge and attempting to “Bridge the Gap.
Not Extinct! School Libraries for Learning and Leadership
No full textLibrary Media Center 2000 focuses on school library services, technology, training and advocacy—restructuring information and meeting learning needs: linguistic, cultural, multimedia. Over the last three years, San Francisco library media teachers have engaged in a process of professional development opportunities, networking and communication. In a district that has experienced massive cutbacks in library media services, library media teachers have encouraged and supported each other while learning to use new technologies, and sharing areas of expertise and resources
Our Patch vs. Their Patch: Information Technology and Literacy in Schools
No full textThe information technology revolution is affecting schools on a broader basis than just libraries. Teachers, administrators and educational technology specialists are all espousing expanded roles to address the new opportunities with the result that responsibilities are beginning to overlap and roles are becoming blurred. In this paper the importance of defining a specific “patch” for the school librarian is stressed and criteria for the development of the “patch” are suggested
Information for All: Resource Generation and Information Repackaging in Nigerian Schools
No full textIs a developing country like Nigeria information rich or information poor? The first impression is of scarcity, but a closer examination reveals unexplored riches. There is a wealth of information in the oral tradition, but it is not found in schools and libraries. There is information in libraries, but language and reading level make it inaccessible to school children. What role might libraries play in resolving the information dilemma in Nigerian primary schools? This paper explores the use of resource generation from oral tradition, and information repackaging from oral and written sources, in creating an information and knowledge rich environment for all children
Planning for Action: Turning Meaningful Data into Programs and Promotion
No full textThis workshop presents guidelines and tools for action research in the school library which will help the librarian justify expenditures and personnel and evaluate and plan services. It shows how statistics can be turned into meaningful knowledge about what is currently being done in your library, how well it is being done, whether it should be done, and what needs to be known to prepare for the future. Included are types of measurements, measurement techniques, meaningful data analysis, and pungent reporting of data to a variety of audiences