scholarly journals Gender Equity and eGaming

2021 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Academic Success ◽  
Gender Equity ◽  
Information Literacy ◽  
Potential Benefit ◽  
School Libraries ◽  
Literacy Skills ◽  
Single Sex ◽  
Emerging Trends ◽  
Information Literacy Skills ◽  
Teacher Librarians

Increasingly, schools and libraries are incorporating egaming because of its attraction to youth and its potential benefit for instruction, developing information literacy skills, and facilitating academic success. Although egames are played by most youth, egaming has gender-linked properties: extent of play, choice of games, social interaction in gaming, and novice gaming practice. School libraries are uniquely positioned to provide resources and services to insure gender-equitable gaming experiences: gaming periodicals, opportunities to select and review games, and single sex activities. Emerging trends of casual gaming, mobile egaming, and gaming design offer opportunities that can attract girls, which teacher librarians can leverage.

scholarly journals eGaming? Seriously! for Information Literacy

2021 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Academic Success ◽  
Information Literacy ◽  
Potential Benefit ◽  
School Libraries ◽  
Literacy Skills ◽  
Classroom Teachers ◽  
Game Development ◽  
Emerging Trends ◽  
Information Literacy Skills ◽  
Teacher Librarians

Schools and libraries are considering the incorporation of egaming because of its attraction to youth and its potential benefit for instruction, developing information literacy skills, and facilitating academic success. Although egames are played by most youth, egaming has gender-linked properties, particularly in novice gaming practice. School libraries are uniquely positioned to provide resources and services to insure gender-equitable gaming experiences: gaming periodicals, opportunities to select and review games, collaboration with classroom teachers, and game development. The emerging trends of casual gaming, mobile egaming, and gaming design offer opportunities that attract an ever broader range of students, which teacher librarians can leverage in their services.

eGaming and Girls

2010 ◽  
pp. 306-332
Author(s):  
Lesley S. J. Farmer ◽  
Nora G. Murphy
Keyword(s):  
Academic Success ◽  
Role Playing ◽  
School Libraries ◽  
Literacy Skills ◽  
Classroom Teachers ◽  
Role Playing Games ◽  
Single Sex ◽  
Emerging Trends ◽  
Information Literacy Skills ◽  
Teacher Librarians

Schools and libraries are considering the incorporation of egaming because of its attraction to youth and its potential benefit for instruction, developing information literacy skills and facilitating academic success. Although egames are played by most youth, egaming has gender-linked properties: extent of play, choice of games, social interaction in gaming (such as role-playing games), and novice gaming practice. School libraries are uniquely positioned to provide resources and services to insure gender-equitable gaming experiences: gaming periodicals, opportunities to select and review games, collaboration with classroom teachers, and single-sex activities. The emerging trends of casual gaming, mobile egaming, and gaming design offer opportunities that can attract girls, which teacher librarians can leverage in their services. Their efforts can also contribute to the larger arena of serious games.

scholarly journals The teaching of information literacy skills in Botswana’s Community Secondary Schools

2021 ◽  
Author(s):  
Boemo N. Jorosi ◽  
Goitsemang G. Isaac
Keyword(s):  
Secondary Schools ◽  
Information Literacy ◽  
English Language ◽  
School Libraries ◽  
Literacy Skills ◽  
Interview Schedule ◽  
Face To Face ◽  
Information Literacy Skills ◽  
Teacher Librarians ◽  
The City

The study investigated the teaching of information literacy skills in select Junior Community Secondary Schools (CJSS) situated in the city of Gaborone, Botswana. Data were gathered from a sample of ten teacher librarians via face-to-face interviews with the aid of a five-question interview schedule. The key findings of the study were: (1) respondents had varying interpretations of. what constituted information literacy skills, (2) a variety of skills were taught under the rubric information literacy skills; (3) by and large, the teaching of information literacy skills was done by teacher-librarians and subject librarians, (4) the main approaches in teaching information literacy skills involved library orientation and the use of the English Language Period, and (5) respondents cited the three challenges, namely, the absence of an office dedicated to school libraries, an exam oriented curriculum and shrinking financial resources.

scholarly journals An investigation into the teaching of information literacy skills by teachers in New Zealand secondary schools

2021 ◽  
Author(s):  
Elizabeth Probert
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
Information Literacy ◽  
School Libraries ◽  
Literacy Skills ◽  
Library Media Specialists ◽  
Media Specialists ◽  
Library Media ◽  
Information Literacy Skills ◽  
Teacher Librarians

There is very little research looking at how much teachers from any country actually know about information literacy and at how they develop information literacy skills with their students. This contrasts research in recent years which focuses on the influence that school libraries, teacher librarians and/or library media specialists have on student learning. For some time international government and educational bodies, including New Zealand, have recognised that all citizens need skills and processes to enable them to become information literate. This paper reports on findings from a research project which investigated the understanding, knowledge and teaching of information literacy processes of secondary teachers from five urban co-educational state secondary schools.

Meeting the Information Literacy Skills of Diverse Primary School Pupils Through the School Libraries

2011 ◽  
Vol 4 (3) ◽  
pp. 117-122 ◽  
Author(s):  
Nwachukwu V. N. Nwachukwu V. N. ◽  
◽  
ESKAY, M. Eskay, M. ◽  
Ifeanyichukwu, J.N. Ifeanyichukwu, J.N.
Keyword(s):  
Primary School ◽  
Information Literacy ◽  
School Libraries ◽  
Literacy Skills ◽  
Information Literacy Skills ◽  
Primary School Pupils

scholarly journals Information Literacy Alliances

2021 ◽  
Author(s):  
Verna George ◽  
Paulette Kerr
Keyword(s):  
High School ◽  
High Schools ◽  
Information Literacy ◽  
School Libraries ◽  
Literacy Skills ◽  
The West ◽  
Informal Observation ◽  
Information Literacy Skills ◽  
University Level ◽  
The University

Informal observation by University of the West Indies (UWI) Mona librarians and anecdotal evidence from UWI faculty suggested that information literacy skills among students at the UWI Mona are inadequate for university level. Results of an informal survey of IL in select high school libraries in Jamaica indicated school IL programmes were not preparing students adequately. Therefore, the authors propose forging alliances between the University Mona Library and high school libraries to improve IL programmes in the high schools. The paper draws on three recent successful cases of collaboration between the UWI Mona library and high schools. It ends with some recommendations.

Implementing Information Literacy Skills and Soft Skills for Better Use of Library Resources and Services

2020 ◽  
pp. 214-224
Author(s):  
B. Surendran ◽  
Kishore Kumar
Keyword(s):  
Information Literacy ◽  
21St Century ◽  
Soft Skills ◽  
School Libraries ◽  
Literacy Skills ◽  
Future Scenario ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Work Education ◽  
Library Profession

Information literacy (IL) is a set of skills that allows us to locate, evaluate, and use effectively the information that we need. IL skills are essential tools that help us successfully plan for the present and future scenario of information. Soft skills are a set of abilities that influence how we interact with each other. Soft skills and IL skills affect every person in every possible situation work, education, entertainment, etc. This chapter highlights the importance of soft skills in library profession, different types of soft skills, why soft skills are important, relevance of information literacy in the ICT era, concepts of information literacy, IL and school libraries, and various types of IL models and standards. Both soft skills and IL skills are essential for library professionals as well as the users, particularly while using the 21st century resources, so that the users will be energized in using the library resources effectively and efficiently.

The Role of the School Library in Empowering Visually Impaired Children With Lifelong Information Literacy Skills

2018 ◽  
pp. 245-271
Author(s):  
Iwu-James Juliana ◽  
Roland Izuagbe ◽  
Victoria Itsekor ◽  
Michael Opeoluwa Fagbohun ◽  
Aderonke Asaolu ◽  
...  
Keyword(s):  
Information Literacy ◽  
Visually Impaired ◽  
School Library ◽  
School Libraries ◽  
Literacy Skills ◽  
Library Resources ◽  
Information Literacy Skills ◽  
Impaired Children ◽  
Visually Impaired Children

Libraries provide the platform on which successful education systems are built through the provision of access to information. The ability to provide equal and nondiscriminatory access to library resources and services is the hallmark of modern librarianship. School libraries must be prepared to serve children with specific disabilities, such as visually impaired students who will need special types of technology and other specialized services. This preparation is even more important with the push for inclusion and the corresponding increase in children with disabilities attending regular (vs. specialized) schools and utilizing the school library resources. Thus, this chapter examines the role of school libraries in empowering visually impaired children with lifelong information literacy skills as a part of inclusive education.

scholarly journals Knowledge Building Through Multiple Literacy Learning

2021 ◽  
pp. 225-230
Author(s):  
Karen Bonnano
Keyword(s):  
Information Literacy ◽  
Knowledge Society ◽  
Literacy Skills ◽  
Library Media Specialists ◽  
Media Specialists ◽  
Library Media ◽  
Information And Communication ◽  
Information Literacy Skills ◽  
Information Skills ◽  
Teacher Librarians

In the 'knowledge society' increasing emphasis is being placed on independent, resource-based and technology-based inquiry learning. This learning process requires teacher librarians/library media specialists and their teaching teams to have access to an expanding range of curriculum information and teaching/learning methodologies. An outcomes approach to learning in regard to a sequential, developmental and progressive learning of information literacy skills within an information processing framework has been on the agenda and actively pursued by teacher librarians/library media specialists for more than a decade. In addition, teacher librarians/library media specialists have embraced information and communication technologies (ICT) as a means to extend the information literacy skills of their learners. An information skills framework becomes the backbone and 'vehicle' through which learners are able to demonstrate what they know and can do within an outcomes-based curriculum. This inquiry approach is the 'linch-pin' across the curriculum. Combine this with a recognized information skills, and information and communication technology (ICT) continuum, one has the beginnings of a progressive and development outcomes curriculum, which works on increasing levels of sophistication and complexity of tasks. In planning a unit of work the information skills framework provides the backbone to sequence the learning activities according to an inquiry-based approach. The tools and methodologies one uses to activate learning within this framework encourages and fosters the development of information literacy attributes and provides opportunity to engage in ICT skills development. School based planning of information literacy in conjunction with an outcomes approach to the curriculum facilitates an informative reporting process for students, as well as parents, as learners continue the journey through lifelong learning in the 'knowledge society'. 

scholarly journals Games in School Libraries

2021 ◽  
Author(s):  
Laura Kaspari Hohmann
Keyword(s):  
United States ◽  
Information Literacy ◽  
The United States ◽  
School Libraries ◽  
Literacy Skills ◽  
Information Literacy Skills

The presentation will discuss how schools in the United States are using games to teach information literacy skills to students. 

Sign in / Sign up

Export Citation Format

Share Document