Information Literacy and Information Skills Instruction: New Directions for School Libraries, 4th Edition
by20200531
Libraries Unlimited
Pages | 292 |
Topics | Alternate Information Literacy Frameworks;Carol Kuhlthau's Information Search Process (ISP);Designing Inquiry;Diagnosing Information needs;Digital Inquiry;Process Models;Guided Inquiry;Historical Perspective of Information Literacy;Motivation;Reference |
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eBook
9781440844522
MLA
Thomas, Nancy et al. Information Literacy and Information Skills Instruction: New Directions for School Libraries, 4th Edition. 4, Libraries Unlimited, 2020. ABC-CLIO, publisher.abc-clio.com/9781440844522.
Chicago Manual of Style
Thomas, Nancy, Sherry Crow, Judy Henning, and Jean Donham. Information Literacy and Information Skills Instruction: New Directions for School Libraries, 4th Edition, 4. Libraries Unlimited, 2020. http://publisher.abc-clio.com/9781440844522
APA
Thomas, N., Crow, S., Henning, J. & Donham, J. (2020). Information Literacy and Information Skills Instruction: New Directions for School Libraries, 4th Edition. Retrieved from http://publisher.abc-clio.com/9781440844522
- Description
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Exploring the ways in which today's Internet-savvy young people view and use information to complete school assignments and make sense of everyday life, this new edition provides a review of the literature since 2010.
The development of information literacy skills instruction can be traced from its basis in traditional reference services to its current growth as an instructional imperative for school librarians. Reviewing the scholarly research that supports best practices in the 21st century school library, this book contains insights into improving instruction across content areas—drawn from the scholarly literatures of library and information studies, education, communication, psychology, and sociology—that will be useful to school, academic, and public librarians and LIS students.
In this updated fourth edition, special attention is given to recent studies of information seeking in changing instructional environments made possible by the Internet and new technologies. This new edition also includes new chapters on everyday information seeking, motivation, and a much-expanded chapter on Web 2.0. The new AASL standards are included and explored in the discussion. This book will appeal to LIS professors and students in school librarianship programs as well as to practicing school librarians.
- Offers information literacy research and applications to instruction useful to all types of libraries
- Expands on previous editions of a textbook widely adopted by school library preparation programs
- Discusses the newest AASL standards as they relate to information literacy and instruction
- Table of Contents
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Table of Contents
Information Literacy and Information Skills Instruction: New Directions for School Libraries, 4th Edition
Author(s): Thomas, Nancy; Crow, Sherry; Henning, Judy; Donham, Jean;Contributors: Thomas, Nancy; Crow, Sherry; Henning, Judy; Donham, Jean;Abstract:Exploring the ways in which today's Internet-savvy young people view and use information to complete school assignments and make sense of everyday life, this new edition provides a review of the literature since 2010.
The development of information literacy skills instruction can be traced from its basis in traditional reference services to its current growth as an instructional imperative for school librarians. Reviewing the scholarly research that supports best practices in the 21st century school library, this book contains insights into improving instruction across content areas—drawn from the scholarly literatures of library and information studies, education, communication, psychology, and sociology—that will be useful to school, academic, and public librarians and LIS students.
In this updated fourth edition, special attention is given to recent studies of information seeking in changing instructional environments made possible by the Internet and new technologies. This new edition also includes new chapters on everyday information seeking, motivation, and a much-expanded chapter on Web 2.0. The new AASL standards are included and explored in the discussion. This book will appeal to LIS professors and students in school librarianship programs as well as to practicing school librarians.
- Offers information literacy research and applications to instruction useful to all types of libraries
- Expands on previous editions of a textbook widely adopted by school library preparation programs
- Discusses the newest AASL standards as they relate to information literacy and instruction
SortTitle: information literacy and information skills instruction: new directions for school libraries, 4th editionEdition: 4Author Info:Nancy Pickering ThomasauthorSherry R. Crow Ph.D.authorJudy A. HenningauthorJean Donham Ph.D.authoreISBN-13: 9781440844522Cover Image URL: ~~FreeAttachments/9781440844522.jpgPrint ISBN-13: 9781440844515Imprint: Libraries UnlimitedPages: 292Publication Date: 20200531Table of Contents pages: 1 2
- Cover Cover11
- Title Page iii4
- Copyright iv5
- Contents v6
- Preface to Fourth Edition xi12
- Introduction xiii14
- 1—Reference Traditions: From “Personal Assistance” to Instructional Intervention 122
- “Personal Assistance” in Public Libraries 122
- Service Traditions in Academic Libraries 425
- Taxonomy of Reference Service Levels 728
- Dissenting Views and Critiques of Reference Services 930
- 20th-Century Instructional Initiatives in Academic Libraries 1031
- Knapp’s Experiment 1132
- The Value of Teaching Library Use Skills in Context: The Earlham College Experience 1233
- BI in the 21st Century: Strategies and Techniques 1334
- What to Teach: A Framework 1839
- Information Literacy International 1940
- Conclusion 2041
- 2—The School Library Idea: From Dream to Reality 2142
- School Library Beginnings: Opening the Door 2142
- Combining School and Public Libraries 2243
- Establishing School Library Services 2344
- 20th-Century Educational Developments 2445
- Inequities in Library Services 2546
- Library Standards for Public Schools 2647
- Progress toward Centralization of School Collections 2647
- The Standards for School Library Media Programs: A Turning Point 2748
- The Knapp School Libraries Project 2849
- New Standards in 1969 2849
- Developing Instructional Programs 2950
- School Libraries and School Reform 2950
- Teaching Library Lessons 3051
- New Focus on Student Learning 3152
- Three New Roles: Information Power 3253
- Proving the Value of Library Skills Instruction 3253
- Renewed Focus on Teaching and Learning 3354
- A New Vision for a New Millennium 3455
- Standards from the International Society for Technology in Education 3758
- The Common Core State Standards 3859
- Flexible Scheduling 3960
- Demonstrating Our Value: An Enduring Dilemma 4061
- Conclusion 4162
- 3—The Information Search Process: Kuhlthau’s Legacy 4364
- Modes of Instruction: The Source Approach 4364
- Modes of Instruction: The Pathfinder Approach 4465
- Modes of Instruction: The Process Models Approach 4465
- Kuhlthau’s Information Search Process Model 4667
- A Closer Look at Kuhlthau’s ISP 4970
- ISP in the 21st Century 5778
- Kuhlthau’s Intervention Model: Taxonomy of Service Assistance 5879
- The Impact of Online Resources 6081
- Guided Inquiry Learning: Moving beyond the ISP 6182
- Alternative Frameworks for Process Instruction 6586
- Conclusion 7394
- Notes 7495
- 4—Cognitive and Social Frameworks for Teaching and Learning 7798
- 5—Diagnosing Informational and Instructional Needs 95116
- Grover’s Diagnostic Model 96117
- Dimensions of Difference 97118
- Applying Theories of Information Needs in the School Library 101122
- Socioeconomic Issues and Children’s Information Needs 104125
- Theories of Cognitive Development and Complexity 105126
- Learning Styles and Learning Modes 109130
- Cerebral Laterality and Multiple Intelligences 113134
- Theories of Social and Cultural Difference 115136
- Using Cognitive, Cultural, and Social Theories in a Library Context 119140
- Relating Cultural and Social Differences to Instructional Design 123144
- Differentiating Research Tasks 125146
- Modeling Support for All Students in Library Design and Instruction 126147
- Conclusion 128149
- Notes 128149
- 6—Building Information Competence: Designing Instruction for Today’s Learners 131152
- Creating Competent Students: An Instructional Imperative 132153
- The Digital Age of Generations X and Y 133154
- Understanding Generation Z 135156
- Web 2.0: An Information Space for Children and Youth 135156
- How Students Think about and Use the Internet in Information Seeking 136157
- The Experience and Meaning of the Internet for Children and Youth 137158
- Research Focus on Information Seeking in Electronic Resources 139160
- Online Searching Behavior of Students 139160
- Technology and Learning: Benefits and Challenges of Online Access 141162
- Barriers to Information Seeking: Ethical Issues 141162
- Ineffective Searching Strategies and Techniques 143164
- Handling Search Output 143164
- Evaluating Online Information Sources 144165
- The Importance of Critical Review of Internet Resources in an Era of Fake News 145166
- Judging Relevance 146167
- Improving Children’s Chances of Searching Success 147168
- Developing Competent Searchers: Instructional Strategies 151172
- Changes for School Librarians: Teacher and Information Specialist Roles 157178
- New Competencies 158179
- Teacher-School Librarians as Instructional Partners 159180
- Conclusion 160181
- Notes 161182
- 7—Creating Effective Inquiry-Based Educational Tasks 163184
- Inquiry-Based Learning 163184
- Characteristics of Effective, Research-Based Assignments 164185
- Self-Assessment 168189
- The Affective Domain 170191
- Effective Assignments from the Student’s Point of View 172193
- Authentic Research: Building Competencies through “Real” Tasks 174195
- Competencies for Independent Research in the School Library 176197
- Conclusion 180201
- 8—Evaluating Students, Librarians, and Libraries 183204
- Concern for Student Achievement 184205
- Educational Assessment: The Standardized Testing Imperative 186207
- Outcomes-Based Education 187208
- The School Librarian and Formative Assessment 188209
- Alternative Models for Student Assessment 188209
- Authentic Assessment 190211
- Authentic Assessment Models 190211
- Alternative/Authentic Assessment: Difficulties and Disadvantages 192213
- The School Librarian and Alternative Assessment 193214
- Evaluating the School Library 194215
- Focusing on the Educational Value of School Library Programs 197218
- Shifting the Evaluation Paradigm 199220
- Reading Achievement and School Libraries 202223
- Emphasis on Evidence-Based Practice 204225
- Assessing the School Librarian 207228
- Conclusion 207228
- 9—Attending to the Social Needs of Today’s Learners 209230
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