scholarly journals Building Understanding of the Information Search Process Through Student Journal Writing

2021 ◽  
pp. 91-105
Author(s):  
Violet H. Harada
Keyword(s):  
Information Search ◽  
Journal Writing ◽  
Meaning Making ◽  
Library Media Specialists ◽  
Search Process ◽  
Library Instruction ◽  
Media Specialists ◽  
Library Media ◽  
Qualitative Research Study ◽  
Made In

How is information transformed into knowledge? As library media specialists, our challenge is to help young people move from mechanics to meaning making in the information search process. This qualitative research study examined how journal writing reflected both the cognitive understandings and the affective expressions of students as they progressed through assigned research projects. The investigation, which was conducted at two elementary schools in Hawaii, also addressed how journal writing influenced modifications made in library instruction and how the journals affected librarians' one-on-one interaction with students. Research methodology employed, related studies examined, and findings discovered are described in this paper.

Perception Is (as) Reality

2021 ◽  
pp. 523-543
Author(s):  
Catherine Knight ◽  
Margaux Calemmo
Keyword(s):  
Media Literacy ◽  
Public Information ◽  
Media Specialist ◽  
Library Media Specialists ◽  
Library Media Specialist ◽  
Media Specialists ◽  
Library Media ◽  
The Public ◽  
Effective Media

It is the goal of this chapter is to explore the challenges inherent to a “post-fact” society through the lens of the school public information specialist and the library media specialist. The role of the school public information officer (PIO) has changed with the proliferation of opinion as “fact” on the internet and social media. Educating the public on all school-related matters, PIOs must be media-literate, effective content consumers and content generators, with the skills to gauge and predict the opinions of their voting public. Similarly, library media specialists tasked with educating students as consumers of information in the fast-paced, “on demand” digital age requires an understanding of their evolving role as content generators. Effective media literacy instruction encompasses more than simply using technology and electronic media in the educational setting. Rather, it begins with the understanding that students are ill equipped to critically evaluate the electronic mediums they so closely identify with.

scholarly journals Increasing Science Literacy through Collaboration between Teachers and School Library Media Specialists

2021 ◽  
Author(s):  
Barbara Schultz-Jones ◽  
Cynthia Ledbetter ◽  
Richard C. Jones
Keyword(s):  
Science Teachers ◽  
Undergraduate Students ◽  
Science Achievement ◽  
Interdisciplinary Collaboration ◽  
School Library ◽  
Library Media Specialists ◽  
School Library Media ◽  
Media Specialists ◽  
Library Media ◽  
School Library Media Specialists

This paper presents current research, and complementary perspectives on how and why interdisciplinary collaboration efforts contribute to positive outcomes for student science achievement. Undergraduate students, practising science teachers, and school library media specialists are included in this discussion.

scholarly journals An Interdisciplinary Model for Assessing Learning

2021 ◽  
pp. 87-94
Author(s):  
Robert Grover ◽  
Jacqueline McMahon Lakin ◽  
Jane Dickerson
Keyword(s):  
Content Standards ◽  
Library Media Specialists ◽  
Media Specialists ◽  
School Librarians ◽  
Library Media ◽  
Research Committee ◽  
School Year ◽  
Information Problem Solving ◽  
Curriculum Specialists ◽  
Big Six

During 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.

scholarly journals Information Literacy for Teaching and Learning: A Course for Teacher Practitioners

2017 ◽  
Vol 31 (2) ◽  
pp. 12 ◽  
Author(s):  
Sara Bushong ◽  
Colleen Buff
Keyword(s):  
Information Literacy ◽  
Teaching And Learning ◽  
School Library ◽  
Library Media Specialists ◽  
School Library Media ◽  
Media Specialists ◽  
Research Projects ◽  
Graduate Courses ◽  
Library Media ◽  
School Library Media Specialists

Teachers are faced not only with standards-based instructional design daily, but with the shortage of certified school library media specialists within their districts. Information Literacy for Teaching and Learning, a graduate level course, was created, in part, to empower teachers with the knowledge, skills and abilities to embed information literacy within classroom learning experiences. In addition, the skills mastered and activities explored in this course logically transfer to research projects assigned in future graduate courses.

scholarly journals School Library Media Specialist Collaboration with Special Education Personnel in Support of Student Learning

2009 ◽  
Vol 4 (2) ◽  
pp. 37 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Special Education ◽  
Student Learning ◽  
School Library ◽  
Library Media Specialists ◽  
School Library Media ◽  
Media Specialists ◽  
Library Media ◽  
School Library Media Specialists ◽  
Education Personnel ◽  
Special Education Personnel

Objective – The objective of this study was to identify factors for effective collaboration between school library media specialists and special education personnel in support of student learning. Methods – A review method was used to examine illustrative studies of collaboration. Results – The analysis revealed studies that represented a variety of methodologies: survey, observation, interview, action research, and participatory ethnography. The review identified cross-study factors that facilitate collaboration between school library media specialists and special educators: shared knowledge via cross-training and regular professional interaction, effective communication skills, and effective educational team planning and co-teaching of meaningful learning activities. Conclusion – The study concluded that school library media specialists and special education personnel need to share their knowledge and expertise about the effective use of appropriate resources and services for students with special needs.

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