The Impact of School Library Media Access Models on Information Literacy
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Flexible scheduling allows students to visit the school library as needed to work on classroom projects, maximizing collaboration between teachers and librarians and promoting direct interaction to teach information literacy skills. Research shows gains in student achievement associated with flexible access to school libraries. Flexible and mixed access models provide opportunities for librarians to teach information literacy skills in an applied manner, fostering lifelong learning and increased student achievement.
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![Flexible scheduling : students visit as needed to work on projects that are integrated with classroom curriculum. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],The Impact of School Library Media Program Access Models on Information Literacy Abstract: There has been an ongoing debate for many years regarding access models to school library media programs and their impact on information literacy in elementary and secondary education. As the amount of information continues to proliferate and the methods of accessing information continue to diversify, teaching information literacy takes on an increasingly important role. While access to library media centers is not a new topic, there is increased interest in access methods in many school districts, especially in light of the No Child Left Behind law, which highlights libraries as principal stakeholders in efforts to improve literacy and student achievement. Reauthorization of No Child Left Behind is currently being considered by Congress and includes a provision for the Strengthening Kids Interests in Learning and Libraries (SKILLs) Act. With the focus on information literacy increasing, it appears that flexible and mixed access to school library media centers is gaining ground in schools across the nation. Figure 1.1: Percentage of Public School Library Media Centers by Type of Access Model, 1999-2000. Source: Department of Education, 2004. Figure 1.2: Flexible scheduling boosts teacher-school library media specialist collaboration, information literacy, and student achievement. Further Information Contact Julie M. Esanu, MLIS candidate, University of South Carolina, [email_address] . Mixed scheduling : schools combine both fixed schedules (typically for K-2 students) and flexible access to library resources. Fixed scheduling : students (typically elementary) visit the library media center on a routine basis for 30-45 minutes weekly. Library Access Models Collab- oration Info Literacy Student Achieve Flexible Access](https://image.slidesharecdn.com/flexible-access-poster-1216011041553831-9/85/The-Impact-of-School-Library-Media-Access-Models-on-Information-Literacy-1-320.jpg)
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This document discusses opportunities and challenges for using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. There are four key areas for ICT application: 1) ICT-mediated learning, 2) Internet/intranet access, 3) education management information systems, and 4) distance/lifelong learning support. While ICT provides opportunities to improve and expand education, challenges include lack of infrastructure, resources, and readiness for technological and educational change. Overcoming these challenges could help developing countries better educate their populations and advance socioeconomic development.
Teachers Essay On Ict
This document discusses opportunities and challenges for using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. There are four key areas for ICT application: 1) ICT-mediated learning, 2) Internet/intranet access, 3) education management information systems, and 4) distance/lifelong learning support. While ICT provides opportunities to improve and expand education, challenges include lack of infrastructure, resources, and readiness for technological and educational change. Overcoming these challenges could help developing countries better educate their populations and advance socioeconomic development.
Pendix Teachers Essay On Ict
This document discusses opportunities and challenges for using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. Key opportunities include using ICT to support distance learning and lifelong learning, as well as for education management systems. However, there are also significant challenges, such as lack of infrastructure, resources, and resistance to new technologies. Overall, the document argues that ICT could help address education issues, but only if countries make meaningful investments and prepare their education systems and populations for technological change.
The role of information literacy in higher education an initiative at al akh...
Abstract
This paper, part of which was presented at the 12th annual AMICAL conference at the American University in Bulgaria held in Blagoevgrad, on 29 May 2015, reports on a doctoral research project which explores the meaning and role of information literacy in higher education and lifelong learning. It also highlights an information literacy initiative at a Moroccan university, namely Al Akhawayn University in Ifrane, and how its academic library strives to promote it. Living in an age of information tsunami and technological advancement, issues of information access, evaluation, retrieval and effective use, have become significantly critical in our societies. Directing the attention to the issue of information literacy and framing the best practices on how they can be best blended into the learning process of students are of paramount importance. Like other libraries across the globe, Mohammed VI Library at Al Akhawayn University in Morocco has realized the importance of information literacy and has worked in various ways to address this issue. This paper will describe the university strategy of teaching Information Literacy to graduate and undergraduate students in a number of ways. Recommendations to improve and support this initiative, including incorporating information literacy and skills across the university's curriculum, and fostering more effective partnerships between the Al Akhawayn university library and the teaching faculty, will be also discussed in this paper.
Influencing Instructional Partnerships in Universities: Schools of Library an...
Influencing Instructional Partnerships in Universities: Schools of Library an...Emporia State University
Dow Presention at 2014 Association for Library and Information Science Education, Philadephia, Pa January 21-24, 2014. Special Interest Group (SIG) Program: School Libraries084 119e
This document summarizes a paper about the instructional role of school librarians and their impact on student learning outcomes. It discusses research that shows when school librarians collaborate with teachers, students achieve higher levels of literacy and skills. It also outlines challenges for school librarians, such as ensuring their practice is informed by research and focused on developing students' knowledge and evidence-based learning. Finally, it summarizes different types of research that can guide school librarians' instructional practices, such as large-scale studies and smaller micro-studies of information literacy skills.
084 119e
This document summarizes a paper about the instructional role of school librarians and their impact on student learning outcomes. It discusses research that shows when school librarians collaborate with teachers, students achieve higher levels of literacy and skills. It also outlines challenges for school librarians, such as ensuring their practice is informed by research and focused on developing students' knowledge and evidence-based learning. Finally, it summarizes different types of research that can guide school librarians' instructional practices, such as large-scale studies and smaller micro-studies of information literacy skills.
NEXUS
This document summarizes the restructuring of the library at The Hills Grammar School in Australia to create a new center called NEXUS. NEXUS combines the library with IT services to focus on new ways of learning through collaboration and integrating information literacy and technology into the curriculum. An action research project was conducted with Year 7 English classes to evaluate the success of collaborative teaching between subject teachers and NEXUS professionals and to assess changes in student information literacy skills.
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Empathy is now a core competency in the socio-emotional content of independent schools’ curriculum, and many schools continue to emphasize on diversity, equity, inclusion and belonging initiatives. One aspect of SSSAS’ Action Steps for Racial Justice focuses on our academic curriculum and the goal to equip “students with the lens and skills to understand experiences outside of their own and to use this understanding to make the world a more inclusive place.”
Children’s picture books are vehicles to support these initiatives, as they provide pathways and portals to transport children to special places both internally and externally. As such, this presentation will attempt to address how picture books serve as pathways for readers as they provide mirrors, windows and sliding glass doors in order to explore empathy and inspire action. It will quickly review the evolution of children’s picture books over the past 350 years, including the introduction of diversity. Not all diverse literature is created equal as picture books can serve as pathways, but also as obstacles or detours. As such, the presentation concludes with a guide to evaluate picture books with a DEIB lens.
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Children’s picture books not only tell stories, but they also transmit values. They are vehicles to explore essential topics such as identity, empathy, equity, and inclusion, and they provide pathways to explore perspectives. In short, picture books can transport children to special places, both internal and external, where they can explore familiar terrains, experience new adventures, and discover unknown treasures. This presentation addresses how picture books serve as pathways for children. It reviews the evolution of children’s picture books and provides suggestions on how to use picture books portraying a diversity of perspectives in the classroom to support children and curriculum. When children are exposed to a diversity of perspectives, they begin to make connections and understand that they have the power to make a difference and change society. These powerful pathways lead children to build and foster empathy and inspire action.
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This document discusses how picture books can be used as powerful portals to explore diversity, build empathy, and inspire social action. It provides a brief history of increasing diversity in children's books over time. It also explains how books can help children see themselves as windows or mirrors and develop an understanding of different identities and perspectives through empathy. The document advocates opening portals in classrooms and libraries by using diverse books to support lessons and discussions about inspiring positive social change.
Picture Books as Powerful Portals: Sharing and Exploring Diverse Experiences ...
Whether children's picture books serve as mirrors, windows, doors, wardrobes--they are all are powerful portals that transport children to special places, both internal and external, where they can explore familiar terrains, experience new adventures, and discover unknown treasures. These powerful portals help build students’ self-esteem and cultivate empathy, respect, and cultural and global awareness.
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