Search

The No Child Left Behind Act (NCLB) has placed a significant focus on standards. Understandably, classroom teachers are focused on effectively covering their content area standards and are often reluctant to add information literacy skills to their lessons because they see no direct connection to the state achievement tests. However, a close examination of many state standards documents shows a significant correlation between the Information Literacy Standards (AASL and AECT) and content area standards. Library media specialists who found those correlations in their state standards and developed information skills lessons focused on those correlations with appropriate assessment are accumulating evidence that demonstrates the effectiveness of the library media program. The Designing Learning for Evidence-Based Practice matrix, described in this article, provides a sequence of steps or a process for designing learning with documentation or evidence of the learning outcomes. (Contains 1 figure.)

Assessment tools enable both learning and assessing. They also give library media specialists snapshots of evidence that demonstrates student understanding of the Information Literacy Standards. Over time the evidence provide a more complete picture of learners' ability to gather, evaluate, and use information to solve problems, make decisions, and think critically. Tools can include logs, checklists, rating scales, organizers, matrices, concept maps, brainstorming webs, and rubrics. This article presents brief descriptions of these assessment tools. (Contains 7 figures, 14 resources, and 7 online resources.)

Research has shown that state virtual or digital libraries are evolving into websites that are loaded with free resources, subscription databases, and instructional tools. In this article, the author explores these evolving libraries based on the following questions: (1) How user-friendly are the state digital libraries?; (2) How do state digital libraries meet the information needs of learners as required by state standards?; (3) What instructional strategies (e.g., tutorials, guides, etc.) are available on state digital library websites to help novice information seekers?; (4) How do state digital libraries engage users in the skills of critical thinking and accessing information through a process?; and (5) What local and regional information is available on state digital libraries (e.g., primary source documents, genealogical information, state government information, etc.)? Elementary and secondary schools are an important key to not only maintaining support, but also serving as a voice for informing the adult population about the information available on digital libraries. The author encourages classroom teachers and school library media specialists to become more actively involved in the management of these libraries. (Contains 12 online resources.)

"Inquiry is an investigative process that engages students in answering questions, solving real world problems, confronting issues, or exploring personal interests" (Pappas and Tepe 2002, 27). Students who engage in inquiry learning need tools and resources that enable them to independently gather and use information. Scaffolding is important for students engaged in inquiry. School library media center websites can be designed as more than a collection of resources. These websites have great potential to be digital learning centers, providing resources for information and tools that become a scaffold in the process of gathering and using that information. This article describes some tools and resources which students can use on digital learning centers to gather information that is context specific and to apply tools to related tasks. These include: (1) context specific resources; (2) research guides; (3) tutorials; (4) pathfinders; (5) webQuests; (6) graphic organizers; (7) ask-a-librarian services; and (8) bibliographic citation tools.

Describes the Pathways to Knowledge model for helping students achieve information literacy in library media programs. Discusses the searcher's thinking, information search or seeking, and instructional strategies; information skills; the six stages in the model, including appreciation, presearch, search, interpretation, communication, and evaluation; and general and specific strategies for each stage. (LRW)

Discusses "Information Literacy Standards" for school library media specialists that were included in the 1998 edition of "Information Power" and presents a lesson plan for middle school students on global warming that focuses on the standard addressing perspective, or point of view, and incorporates an information process model. (LRW)

Discusses issues related to online courses. Highlights include virtual high schools; online learning environments; changing teacher roles; changing student roles; library media centers, resources, and library media specialists; characteristics of quality online courses; online library science and school media programs; copyright; intellectual property rights; student privacy; and technical support. (LRW)

Describes inquiry learning and inquiry learning environments, and presents appropriate management strategies. Highlights include access to resources and information; teacher and media specialist cooperation; the role of teachers; gathering and using information; questioning and reflection; cooperative and collaborative groups; planning; and self and peer assessment. (LRW)

The new edition of "Information Power, National Guidelines for School Libraries" has a focus on change as reflected in technology, educational philosophy, role of the library media specialists, and importance of information literacy across the curriculum. These changes are explored, new trends are related to practice, and the impact on school library media centers is illustrated. (AEF)

Provides an overview of the 1991 Treasure Mountain Research Retreat for school library media researchers and practitioners, which focused on information literacy issues, including the roles of teachers and library media specialists; information-based education; teaching library information skills; diagnosing information needs; electronic information search processes; hypermedia; and curriculum materials centers. (10 references) (LRW)

The number of state virtual libraries is rapidly expanding. These virtual libraries might include collections of subscription databases; state weblinks and resources; digital collections of primary source documents; and a state union catalog or links to school, public, and academic library catalogs. Most of these virtual libraries include an exciting array of databases and Web resources, but only a few include instructional materials that help researchers use the virtual library resources. This article is a snapshot of the instructional resources available on the virtual libraries. (Contains 3 figures.)

Explains the use of Web-based software for communication between classroom teachers and school library media specialists. Discusses threaded discussion forums; experiences using that forum by the AASL (American Association of School Librarians) at the American Library Association (ALA) preconference; and forum software. (LRW)

In many professional roles, long-term vision may help guide short-term decisions. This is especially true for school library professionals as library media programs are constantly evolving. This author suggests strategies to assist library media specialists to nurture their vision and provides reviews of several sources and experts in the field that she has found particularly helpful.

In this article, the author describes a management manual she maintained while working as a school library media specialist. She started the manual when she was a student in the organization and administration course in the library science program and kept it current with information gleaned from conferences, workshops, and networking with other school library media specialists. She ultimately decided that a virtual version of this traditional paper manual might be an interesting and useful concept to enable parents, community members, and other school library professionals to view how others manage media centers and teach students to gather and use information. In this paper, she describes how to begin such a virtual management manual, and provides suggestions on the type of information that should be included.

Library media specialists find themselves in a challenging position today. They know that the Internet opens up information access in exciting ways, so they do not want to scare people; but they do need to inform them about practices for using the Internet that will keep young people safe. They have a responsibility to inform other educators, parents, community members, and students about this issue. This article suggests some strategies that library media specialists can employ: (1) Provide information to parents and community members about the many excellent resources available for young people on the Internet. Promote the state virtual libraries and inform people about the difference between the free Web and the subscription databases available on virtual libraries; (2) Establish gaming clubs at school and encourage teachers and/or parents to join in advising these groups; and (3) Focus other educators and parents on important guidelines that will help young people stay safe when they function in this digital world. Some helpful Internet safety web sites and resources are also provided.

Library media specialists need tools to help them manage the school library media program. The Internet includes a vast array of tools that a library media specialist might find useful. The websites and electronic resources included in this article are only a representative sample and future columns may explore additional tools. All the tools are free with the exception of the CD-ROM disk from the Ohio study.

This article discusses the importance of setting and implementing goals that can help change and improve a library media program over time--goals that go beyond merely keeping the library media center running. Suggestions for developing an action plan and strategies for effective time management are also presented.

One of the most important policy documents for a school library media center is the selection policy or the collection development policy. A well-developed selection policy provides a rationale for the selection decisions made by the school library media specialist. A selection policy represents the criteria against which a challenged book is evaluated. In this article, the author provides examples of available models that can aid in writing a school library selection policy, and describes the process involved. Also discussed is the reconsideration procedure, a vital component of the selection policy that details the steps to follow should a challenge occur.