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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2007
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ826456 |
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| _version_ | 1867181570645819392 |
|---|---|
| author | Seymour, Celene |
| author_facet | Seymour, Celene Seymour, Celene |
| collection | Education Resources Information Center |
| contents | Information Technology Assessment: A Foundation for School and Academic Library Collaboration Seymour, Celene Academic Libraries Information Technology Research Skills Media Literacy Developmental Studies Programs Partnerships in Education College School Cooperation Media Specialists Librarians Information Literacy Library Instruction Skill Analysis Student Evaluation Knowledge Level While the promotion of literacy is a fundamental mission for all librarians, over the past decades the definition has expanded and, paradoxically, fragmented into various multiliteracies, such as computer literacy, visual literacy, media literacy, and so forth. From these, a broader concept of student competencies, one that includes both information literacy and technology skills, is emerging. Although college and university faculty expect their incoming students to have mastered certain knowledge and skills, they find a discrepancy between their expectations and reality; entering college freshmen appear to lack a number of important competencies, including "adequate access and experience with computer technology" and "information-finding and basic Internet research skills." Poor preparation in high school means that some college freshmen struggle to catch up, others require remediation, and still others fail and drop out. School librarians could assume the responsibility for determining whether each student has acquired the skills needed for higher education, while academic librarians would know what skills their entering freshmen have (and should have), and plan their instruction and assessment accordingly. In this article, the author proposes that school and academic librarians work together to create a seamless and purposeful transition from K-12 to higher education. (Contains 1 figure.) |
| format | Recurso educativo Open Access |
| id | eric_EJ826456 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2007 |
| record_format | eric |
| spellingShingle | Information Technology Assessment: A Foundation for School and Academic Library Collaboration Seymour, Celene Academic Libraries Information Technology Research Skills Media Literacy Developmental Studies Programs Partnerships in Education College School Cooperation Media Specialists Librarians Information Literacy Library Instruction Skill Analysis Student Evaluation Knowledge Level Information Technology Assessment: A Foundation for School and Academic Library Collaboration Seymour, Celene Academic Libraries Information Technology Research Skills Media Literacy Developmental Studies Programs Partnerships in Education College School Cooperation Media Specialists Librarians Information Literacy Library Instruction Skill Analysis Student Evaluation Knowledge Level While the promotion of literacy is a fundamental mission for all librarians, over the past decades the definition has expanded and, paradoxically, fragmented into various multiliteracies, such as computer literacy, visual literacy, media literacy, and so forth. From these, a broader concept of student competencies, one that includes both information literacy and technology skills, is emerging. Although college and university faculty expect their incoming students to have mastered certain knowledge and skills, they find a discrepancy between their expectations and reality; entering college freshmen appear to lack a number of important competencies, including "adequate access and experience with computer technology" and "information-finding and basic Internet research skills." Poor preparation in high school means that some college freshmen struggle to catch up, others require remediation, and still others fail and drop out. School librarians could assume the responsibility for determining whether each student has acquired the skills needed for higher education, while academic librarians would know what skills their entering freshmen have (and should have), and plan their instruction and assessment accordingly. In this article, the author proposes that school and academic librarians work together to create a seamless and purposeful transition from K-12 to higher education. (Contains 1 figure.) |
| title | Information Technology Assessment: A Foundation for School and Academic Library Collaboration |
| topic | Academic Libraries Information Technology Research Skills Media Literacy Developmental Studies Programs Partnerships in Education College School Cooperation Media Specialists Librarians Information Literacy Library Instruction Skill Analysis Student Evaluation Knowledge Level |
| url | https://eric.ed.gov/?id=EJ826456 |