scholarly journals Effective School Library Applications As A Transformative Force for Change in School Community

2019 ◽  
Author(s):  
Sevgi Arioglu
Keyword(s):  
High School ◽  
Information Literacy ◽  
Personal Development ◽  
School Library ◽  
School Community ◽  
School Science ◽  
Literacy Skills ◽  
Literacy Program ◽  
High School Science ◽  
International Baccalaureate Diploma Program

FMV Erenköy Işık High School-Science High School Library is a place for learning that provides an environment for academic, social, cultural and personal development of all individuals who make up the school community. School library provides services to the school community through activities such as reading projects, symposiums, extended essay studies with International Baccalaureate Diploma Program (IB DP) students and information literacy program with 9-science 1 class students.   Information Literacy Program includes 4 different sessions and based on Big6 skills. Literacy skills and digital citizenship, research steps, academic honesty and reporting processes provide students with the opportunity to improve their knowledge of literacy skills, which is one of the most important elements of 21st century competencies. Evaluation of the program was carried out by implementation some technological applications (QR code, kahoot), pre-test and post-test surveys.

A High School Librarian’s Participation in Supporting Information Literacy on Her Campus

2012 ◽  
pp. 87-92
Author(s):  
Diana Ramirez
Keyword(s):  
High School ◽  
Information Literacy ◽  
Computer Literacy ◽  
School Teacher ◽  
School Library ◽  
Literacy Skills ◽  
School Library Media Specialists ◽  
High Expectations ◽  
Challenges And Opportunities ◽  
Library Resources

The ability to navigate the web and to use technology effectively and efficiently is no longer an option but a requirement in schools and in the workplace. Information literacy is widely accepted as embracing rapid advances in technologies and recognizing the multiple literacies required of students living and learning in this century. Information literacy has grown to include traditional literacy, computer literacy, media literacy, and network literacy. School library media specialists in the twenty-first century face both challenges and opportunities in the recent high expectations of information literacy. Among the challenges is keeping up with changing technologies and taking the necessary steps to ensure students and teachers have appropriate access to resources and instruction. Opportunities include the chance to transform today’s library into a resource center of the future where information literacy can be easily obtained. Welcome to the world of Ms. West, a middle school teacher turned high school librarian, and see how she ponders upon her new role as being the instructor/specialist of information literacy skills on the campus, a reading advocate and provider of reading materials, as the manager of the resources both information and library resources, and lastly being a collaborator with teachers concerning information literacy issues.

scholarly journals From Perceptions to Connections: Informing Information Literacy Program Planning in Academic Libraries Through Examination of High School Library Media Center Curricula

2006 ◽  
Vol 67 (6) ◽  
pp. 491-514 ◽  
Author(s):  
Ramona L. Islam ◽  
Lisa Anne Murno
Keyword(s):  
High School ◽  
Information Literacy ◽  
School Library ◽  
Program Planning ◽  
Nationwide Survey ◽  
Literacy Skills ◽  
School Library Media ◽  
Library Media ◽  
School Library Media Specialists ◽  
Library Media Center

Academic librarians are challenged to provide instruction to freshmen who demonstrated varied levels of research skills. To investigate how extensively particular information literacy skills are addressed at the secondary level, the authors distributed a nationwide survey to school library media specialists. Results reveal a common set of skills that respondents perceive they teach in depth and a common set of skills that are perceived as neglected. Qualitative data identify hindrances to information literacy instruction in high schools. Avenues for collaboration between academic and school librarians are suggested as a means to closing the knowledge gap between high school and college.

MODEL PENDIDIKAN KARAKTER TERINTEGRASI PEMBELAJARAN SAINS

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Wayan Sadia
Keyword(s):  
High School ◽  
Character Education ◽  
Science Teachers ◽  
Science Learning ◽  
School Science ◽  
Lesson Plans ◽  
Assessment Model ◽  
High School Science ◽  
Learning Models ◽  
High School Science Teachers

Abstract This research was conducted with the main objective to develop a model of character education integrated with science learning in elementary, junior, and senior high schools. The research was focused on the needs analysis study involving 36 elementary school science teachers, 34 junior high school science teachers and 27 senior high school science teachers to collect information on science learning in relation to character education. Data were collected by questionnaires, observation and interviewing techniques. Data were analyzed by descriptive and qualitative meaning. The results showed that: 1) character education can be developed through selection of science learning model, assessment model, and teaching materials, 2) science learning models that contribute significantly to the development of the character of students are inquiry learning, problem-based learning, cooperative learning , science-technology-society, problem solving, and contextual learning models, 3) science teacher’s responses to the character education are generally very positive and seek to develop good character through a learning process, 4) some (55.3%) science teachers include indicators of character values that to be target of learning in the syllabus and lesson plans, and some (44.7%) do not explicitly specify its, but implicitly implied in the syllabus and lesson plans. Keywords: character education, integrated science learning

Pengembangan Instrumen Penilaian Autentik Berbasis PBL Pada Materi Dampak Pencemaran Bagi Kehidupan Di Sekolah Menengah Pertama

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Timma Dormauli Siallagan ◽  
Syamsurizal Syamsurizal ◽  
Bambang Hariyadi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
School Students ◽  
Scientific Approach ◽  
Processing Information ◽  
Asking Questions

The purpose of this developmental research was to develop a scientific approach based science worksheet on the dynamic electrical material topic for ninth-grade junior high school students.  The worksheet were developed based on scientific approach. The stages include:  observing, asking questions, gathering information, processing information, and communicating. The development model used is the 4-D Model consists of 4 stages: define,  design, develop, and desimanate. The results of the validation, a small and large group trials indicated that the used of the scientific approach based science worksheet was appropriate for use. Thus, the developed worksheets can be used in the process of learning for Junior high school science students. Keywords : Worksheet , Scientific approach

Evaluation of an Inquiry-Based Virtual Lab for Junior High School Science Classes

2021 ◽  
pp. 073563312110015
Author(s):  
Ting-Ling Lai ◽  
You-Sheng Lin ◽  
Chi-Yin Chou ◽  
Hsiu-Ping Yueh
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
Electrochemical Cells ◽  
Head Mounted Display ◽  
Science Classes ◽  
Desktop Vr ◽  
Experimental Group

The study aims to evaluate the effectiveness of an inquiry-based virtual reality (VR) science lab used in junior high school science classes. The Scientific Investigation VR Lab (SIVRLAB) is designed for 9th-grade students to learn about electrochemical cells. It is situated in a guided problem-solving context, where learners need to review the concept of oxidation-reduction reactions and assemble a voltaic cell to save a robot. The SIVRLAB features several cognitive supports and guides for students to plan and record experiments and resolve the problem. It has both a head-mounted display (HMD) version and a desktop VR version. The study recruited 66 9th graders from three classes to evaluate the two versions of the SIVRLAB. The students were assigned to one of three conditions, namely, (1) using immersive HMD SIVRLAB individually, (2) using desktop SIVRLAB individually, and (3) observing one student use immersive HMD SIVRLAB. The students were briefly introduced to the concept of electrochemical cells in the first class and were instructed to use the SIVRLAB sessions in the next class. The results from knowledge pre- and post-tests, a user experience survey, and students’ reflections were collected and analyzed qualitatively. The findings revealed that students who used the desktop VR obtained the highest test scores among the three groups. However, in the follow-up physical laboratory test, the performance of the students in the original HMD VR experimental group was better than those in the desktop VR experimental group. The paper also discusses student feedback and teacher observations regarding the design and interaction with immersive VR. Lastly, the implications of the study and recommendations for future studies are presented.

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