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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2011
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ930759 |
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| _version_ | 1867181327193735168 |
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| author | Eisenberg, Michael B. Murray, Janet |
| author_facet | Eisenberg, Michael B. Murray, Janet Eisenberg, Michael B. Murray, Janet |
| collection | Education Resources Information Center |
| contents | Big6 by the Month: A New Approach Eisenberg, Michael B. Murray, Janet Computer Assisted Instruction Comprehensive Programs School Libraries Information Literacy Library Services Librarians Librarian Teacher Cooperation Technology It's time for a sweeping new approach to information literacy learning! The sad truth is that few, if any, information literacy efforts in schools have fulfilled the promise of a "comprehensive" information literacy program: (1) A comprehensive program should reach "all" students in the school; (2) A comprehensive program should be "predictable" in terms of what students are expected to learn and how they are to learn it; (3) A comprehensive program should be "measurable" in terms of setting accountable goals for the program and assessing performance by the students; and (4) A comprehensive program should "report" the results--to the students, to their teachers, parents and guardians, and to the overall school and district. Almost all school library or technology programs offer some form of information literacy instruction. But most programs can be characterized as irregular, partial, and arbitrary. Certainly, some students receive excellent information literacy instruction, but others receive little or none. The reasons are varied and understandable, including insufficient staff or limited resources, space, and technology. One of the main reasons is that the information literacy program is not viewed as a vital part of the school's curriculum program; information literacy is not considered essential for every student in the same way as reading, writing, science, math, or social studies. Information literacy is too important to be arbitrary or irregular. Library and information professionals must step up and commit to developing and delivering information literacy programs that are comprehensive (reaching all users), predictable (consistent over time), and accountable (measured and reported). In this article, the authors discuss a four-part strategy that they have adopted. (Contains 4 online resources.) |
| format | Recurso educativo Open Access |
| id | eric_EJ930759 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2011 |
| record_format | eric |
| spellingShingle | Big6 by the Month: A New Approach Eisenberg, Michael B. Murray, Janet Computer Assisted Instruction Comprehensive Programs School Libraries Information Literacy Library Services Librarians Librarian Teacher Cooperation Technology Big6 by the Month: A New Approach Eisenberg, Michael B. Murray, Janet Computer Assisted Instruction Comprehensive Programs School Libraries Information Literacy Library Services Librarians Librarian Teacher Cooperation Technology It's time for a sweeping new approach to information literacy learning! The sad truth is that few, if any, information literacy efforts in schools have fulfilled the promise of a "comprehensive" information literacy program: (1) A comprehensive program should reach "all" students in the school; (2) A comprehensive program should be "predictable" in terms of what students are expected to learn and how they are to learn it; (3) A comprehensive program should be "measurable" in terms of setting accountable goals for the program and assessing performance by the students; and (4) A comprehensive program should "report" the results--to the students, to their teachers, parents and guardians, and to the overall school and district. Almost all school library or technology programs offer some form of information literacy instruction. But most programs can be characterized as irregular, partial, and arbitrary. Certainly, some students receive excellent information literacy instruction, but others receive little or none. The reasons are varied and understandable, including insufficient staff or limited resources, space, and technology. One of the main reasons is that the information literacy program is not viewed as a vital part of the school's curriculum program; information literacy is not considered essential for every student in the same way as reading, writing, science, math, or social studies. Information literacy is too important to be arbitrary or irregular. Library and information professionals must step up and commit to developing and delivering information literacy programs that are comprehensive (reaching all users), predictable (consistent over time), and accountable (measured and reported). In this article, the authors discuss a four-part strategy that they have adopted. (Contains 4 online resources.) |
| title | Big6 by the Month: A New Approach |
| topic | Computer Assisted Instruction Comprehensive Programs School Libraries Information Literacy Library Services Librarians Librarian Teacher Cooperation Technology |
| url | https://eric.ed.gov/?id=EJ930759 |