Over the years academic libraries have seen many changes within library instruction. As Fulkerson (2014) argues “ library instruction has evolved from skill-based bibliographic instruction focused on teaching students how to use a print reference book such as an index or demonstrating how to use a database to competency-based library instruction”( p.17). Even from the early 1900’s, library instruction has shifted and changed, helping library instruction become what it is today. Even as these changes were occuring “Instructional efforts in the academic libraries slowed during the 1920’s throughout the 1950’s” (Juskiewicz and Cote, 2014, p.8). Library Instruction saw more shifts by the 1970’s. For that decade “information skills were beginning to be recognized as …show more content…
Another shift was seen within the academic libraries, from user instruction to focusing more on the information literacy side by the 1980’s As Juskiewicz and Cote (2014) describe, “by the mid -1980’s academic libraries began to shift instruction from user instruction of the physical library to information literacy programs” (p.9). Throughout the 1900’s, library instruction changed and shifted, helping to create a way for present day librarians to teach and focus on patrons’ needs. “For years library instruction served as a baseline training model to teach the basics of information literacy concepts to students” (Massis, 2011,p.275). With the changes that have happened and continue to take place, what is the outlook now on library instruction? It is constantly evolving and “many instruction librarians would answer that we are in a period of transition” (Juskiewicz and Cote, 2014, p.11). “In order to attain a respectable level of understanding library instruction needs to be practical and non-invasive” (Massis, 2011, p.275). Librarians focus needs to be building on what students already know, by focusing on what students do not already know, helping in the future student success and library
Librarians are defined as “a person, typically with a degree in library science, who administers or assists in a library.” In truth, they are much more than that. In a recent interview with Traci Glass, the Teen Librarian at the Eugene Public library, we explored her personal story with becoming a librarian, including how it has benefitted and affected her life.
From my perspective as a library graduate student, however, my attention was drawn to the section titled "Library School is Revolting." This collection of essays explores questions such as "Are we really learning the practical skills necessary to be librarians, such as public relations and professional writing?" and "Is accreditation really a big deal?" While I felt fortunate that some of the not-so-subtle digs at library schools didn't really apply too heavily to SIRLS, some of it is familiar enough to make you laugh (or cry).
missed opportunity that must be addressed in schools and libraries (2014, p. 181). Palfrey and
A mere generation ago, literacy was generally focused around solely reading physical materials. Susan Metros emphasizes that most of the teachers employed in schools are from a generation that was largely based around the written word (106). Literacy was a rather simple concept. As Reardon states, “At its simplest, [literacy] is a combination of word reading skills and knowledge-based literacy competencies” (18). To put it simply, if a person could read and understand what he or she was reading, he or she could be considered literate. A wide expanse of knowledge was not required for literacy. The amount and variety of books that a person had read did not dictate that person’s level of literacy. The requirement for literacy was solely that an individual be able to read written texts. At one time, being able to interpret the words on a page was enough. Catlin Tucker asserts that, "Growing up...I knew that people who were literate could read and write, and people who were illiterate could not...Now, as an educator and parent I find myself revisiting this question of what it means to be literate. The definition of literacy is changing. Literacy means something different today than it did 10, 20, or 30 years ago"
I completely agree that students need to learn to question all resources. They need to comprehend that not everything published online is accurate. However, someone needs to teach them how to question and evaluate what they read. Librarians are ideal for the job.
Jessica Gillis is a school librarian for a Montessori school in Massachusetts. While her experiences as a teacher has helped her in this position, she has taken a position with a school with a different philosophy than that of a traditional public school. Gillis and is learning how to add the Montessori Method of education to her curriculum and the children’s library experience. Following the practices of the school she has designed large library space into smaller nooks. This is to change the behavior of the children from high energy to conduct that is calmer and more focused. Gillis has removed many of the long shelves of books in exchange for shorter smaller shelves with one particular subject on them. The placement of the shelves aid in the nook concept. The long shelves Gillis did leave, she weeded leaving space which makes the books on the shelf look more inviting. Another technique used by Gillis is to use a
In their book, Strategies that Work, Harvey and Goudvis (2007) approached literacy as a skill of thinking. “Reading is thinking,” they declared, as they proceeded to develop and introduce strategies to enhance comprehension. Roberts and Billings (2008), in their research titled “Thinking is Literacy, and Literacy Thinking,” redefined the term “thinking” to be “the ability to successfully explain and manipulate complex systems” (p. 33). Comprehension is, simply put, the result of explaining and manipulating complex systems. The purpose of this paper is to introduce the concept that annotated bibliographies may, in fact, be a skill of thinking, and in the end, one of many strategies capable of strengthening comprehension skills. Through
It is our duty to students to provide them with the skills to be literate in an increasingly complex world. The skills we teach must build a foundation for not only reading and writing, but literacy in media, science, art and history as well. We are teaching future generations the skills that they will need to grow and thrive in their time, not ours, and so we must prepare them for the next 100 years, where things will be growing and changing in ways that we could never predict. This is why literacy is important, and why it is even more important that we inform student’s sensibilities and ability to make informed decisions based on available facts. Perkins (2009) suggest that literacy is key to the development of life-long learning skills, and so it must be said that developing these “literacy” skills at a young age will lead to more successful learning all through life. It has never been our duty to predict the future, just to equip students with the tools to best work in the
Sharon Coatney, a library media specialist had said, “The hardest part of the job is to constantly keep in balance all viewpoints, not push my own agenda, and remember that the education and safety of all of the students is my top priority.” If a student learns about a subject that the parent may not permit their child to know about the person that the parent would blame is the teacher or the school. Afraid to risk an issue like that books are banned. However, this leaves teachers to face the ongoing obstacle of getting students interested in the classroom since the books they are reading do not interest the students since many of the newly popular and relatable books are banned from schools and school curriculums. Another issue teachers face is that they are unable to get different viewpoints on issues since many of the things they are teaching or students have been taught are what many believe are safe for the kids.
The Association of College and Research Libraries, (2000) defines Information Literacy as an understanding and set of abilities enabling individuals to ‘recogn...
Wimmer (2012) states “the power that students possess in helping teachers think about not only the importance of new literacies in learning content, but also the essential role new literacies play in the students’ current and future lives” (2012). Setting aside useful and engaging resources in the classroom can allow students to practice and review struggling or improve in given concept or skill. Teachers should have knowledge of different resources to supplement in their
Librarians lament the lack of skills training, but theory is, and must remain, central to LIS. According to Fallis and Fricke, a librarian requires a theoretical graduate-level education, in addition to specific skills.
... more now about an electronic library than I did in the past, I still have plenty of information left to learn. For instance, many times, I overuse Internet sources rather than seeking different types of research.
Dilevko, J., & Gottlieb, L. (2002, November). Print sources in an electronic age: A vital part of the research process for undergraduate students. Journal of Academic Librarianship, 28(6), 381. Retrieved July 18, 2006, from the Academic Search Premier database. (AN: 8735647).
In my role as the school librarian I have access to every student and teacher in the building. I try to reach all of these people through creative and relevant library-based programs. I want the library to invite all users through its doors. I entice the I don’t like to read with great technology and computer resources. For the students who can’t get enough of the latest Manga book I am willing to stop at the bookstore and pick up the newest entry in that series. Regarding teachers, I am all about perfecting the collaborative effort to meet student learning. I have established a climate of respect. Respect for the learner, the teacher and the content material. Students genuinely like the library and my hope is that they will continue to use libraries as adults and they will be strong advocates for schools and libraries.