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In the context of the development of the librarian as a teacher, this paper focuses on the instructional role of the school librarian, particularly in relation to student learning outcomes. It first identifies some of the research that shows the contribution of the school librarian's instructional role to student learning outcomes. It further identifies some significant challenges seen as essential to school librarians playing a central role in the learning processes and outcomes of the school, and ensuring the centrality of the school library to the educational goals of the school. Embedded in this discussion are also some strategies and processes to help school librarians more effectively engage with the school's teaching and learning roles. (Contains 47 references.) (Author)

Drugs are an important life concern of adolescents, yet statistics show alarming and disturbing increases internationally in drug abuse. This paper reports on research that examines how adolescents cognitively process information about drugs. Four 17-year-old girls at a Catholic college in Sydney, Australia participated in a two-phase experiment involving the baseline measures of the girls' knowledge and the introduction of staged exposures to information. The paper explores why they chose and rejected certain information, and how they put it to use. The findings have important implications for the role of school libraries in the provision of drug information, the teaching and learning process, information literacy education, as well as for the role of teachers and teacher-librarians in shaping the knowledge and attitudes of adolescents toward a drug-free lifestyle. Adolescents are selective and constructive in their use of information, and their information needs and goals vary. Enhancing their access to drug information through a tailored collection, improved database access, more effective instructional design, and quality dialogue may well mean a greater quality of life for these adolescents, if not a question of life and death. (Contains 21 references.) (SWC)

This paper presents findings of an exploratory study undertaken at Marist Sisters' College in Woolwich, Sydney (Australia) to examine student use of multimedia software packages. Students (n=70) in years 7-12 were randomly selected to complete an evaluation of a popular multimedia package, "Encarta," on the following factors: ease of use, navigation, cognitive load, mapping, screen design, knowledge space complexity, information presentation, media integration, and overall functionality. Findings included: (1) 46% of students commented on the limited quantity of information; (2) 12% of students expressed difficulty managing the search process; (3) 65% of students felt that the electronic information search was easier and more efficient than a traditional print search; and (4) 11% indicated that the task was more fun, interesting and exciting than when using print sources. The major disadvantage of using electronic over print resources was identified as the lack of depth and complexity of information in the search package. Another major disadvantage, not related to the Encarta program, was computer system downtime. The study discusses the implications of these findings for essential effective information literacy instruction in electronic information environments, as well as curriculum directions for schools. (Contains 11 references.) (SWC)

Information literacy is the ability to use information purposefully and effectively. It is a holistic, interactive learning process encompassing the skills-based phases of defining, locating, selecting, organizing, presenting, and evaluating information from sources that include books and other media, experiences, and people; being able to consider information in light of knowledge; adding information to current knowledge; and applying this knowledge to solve information needs. An approach for promoting information literacy and establishing an integrated information skills program in a school is described. At Marist Sisters' College, a secondary school in Sydney (Australia), an action research project has attempted to place information literacy at the center of the curriculum. Using R. G. Havelock's model of the change agent, a range of change agent activities has been used. Qualitative evaluation through interviews with 8 teachers and 110 students in grades 7, 9, and 11 has demonstrated the positive impacts of the approach on student self-concept, the learning process, the view of information, learning outcomes, and the learning environment. Three appendixes contain a summary of the information process, change agent activities, and a diagram of the planning model. (Contains 12 references.) (SLD)

An action research project underway at Marist Sisters' College (a secondary school) in Woolwich (New South Wales, Australia) is the first phase in the evolution of an across-the-school commitment to Cooperative Program Planning and Teaching (CPPT). Project goals include establishing an infrastructure to develop a dynamic methodology for CPPT in the school; facilitating the achievement of the individual teacher's goals for CPPT; and widening the CPPT base in the school to establish a school-wide commitment to information skills. To establish an infrastructure, a school-based interdisciplinary management team was formed. The team identified characteristics of the school, teachers, and administrative staff that could act as catalysts and change agents. Barriers to program development were identified. Understanding the attitudes of teachers toward information skills was a necessary step prior to development of the project planning model. The model was applied to a year 7 science unit, in order to demonstrate the teacher's use of the CPPT approach. The program emphasizes the dynamic role of the teacher-librarian as a teaching partner and change agent for educational innovation. (Contains 13 references.) (SLD)