Our instruction does matter! data collected from students' works cited speaks volumes. Teacher Librarian, 37(3), 38-39.
The 21st century school library is the hub of student learning with librarians helping with research, encouraging students to read for enjoyment and developing their information literacy skills. All these aspects are important for the current generation of students who have been “raised with easy familiarity with video games, email, instant messaging…Web 2.0 social networking habits, they have developed patterns of engagement that are different from those of earlier generations.” (Godwin, 2008, p. 52). School librarians must create information literacy programs to include Web 2.0 tools to effectively engage this generation. (Carroll, 2011, p. 27). The Millennium Generation or Digital Natives are the first generation to have grown up with technology and librarians must cater to these technology savvy students by providing opportunities to use Web 2.0 technology for researching and sharing information, thus engaging even the most reluctant student.
In order to implement lifelong learning among students, library media teachers also known as teacher librarians should perform information literacy instruction in their school with the collaboration with school teachers in lessons planning. The American Association of School Librarians Standards for the 21st Century Leaner (2007) mentions that school libraries are essential to the development of learning skills. However, are library media teachers capable and competence to perform their roles towards information literacy very well and does all school teachers really realize and understand about the roles of library media teachers? What are the teachers’ perceptions towards the role of library media teacher? The Library Association of Malaysia feels that if it is to be cost effective in supporting quality education, the person in charge of the library must be a person above of average capabilities who has a considerable degree of expertise in the fields of both library science and education (Winslade, 1979).
"Progress." Teacher Librarian, Jun2011: Vol. 38 Issue 5, p6-7, 2p. Schwelik, Jennifer C., and Theresa M. Fredericka. "INFOhio's 21st Century Learning Commons: Transforming How Educators Use and Think about School Libraries.
The theoretical framework, involves the works of Dewey (1916/1997), Papert (1993/2001), Piaget (1973), Vygotsky (1978) and Augustin & Huang, (2002). The use of social constructivism (SC) will play a pivotal role in building collaborative relationships between teachers and their students. In addition, this framework will also apply Swan and Dixon's (2006) teachers’ technology attitude scale (TAS) to determine wireless laptop training needs for K-12 teachers. As anticipated by the theory of social constructivism, technology into the classroom produces a network of social learning agents. Papert’s (1993) prediction of computers transforming education proves to be true with the demands placed K–12 schools to integrating technology in instructional practice.
Tech Trends: Linking Research and Practice to Improve Learning, 54(2), 50-60. Retreieved from Academic Search Complete database. Simkins, M., & Schultz, R (2010). Using web 2.0 tools at school. Leadership, 39(3), 12-38.
It is important to note that the use of technology in the classroom can foster learning and improve student’s critical and reflective thinking skills. Teachers and administrators should select materials and technology that are developmentally appropriate and designed to engage the interest in learning. An effective leader has a vision of learning and allows students to set individual goals and plans to reach these goals; the use of technology can increase students’ success. Since the educational reform of No Child Left Behind, educators have struggled to meet the learning standards set by their state and federal government. High academic standards in all core curriculum areas and accountability through assessment are an important aspect in the educational arena.
Introduction Purpose and Problem: Entering the 21st century, many educational professionals are rethinking how students learn and teachers teach. One approach to rethinking education is by creating interdisciplinary learning and providing authentic learning experiences with an emphasis on Science, Technology, Engineering, and Mathematics, known as STEM. Another approach to 21st century learning is to implement digital schools and one-to-one classrooms. Society’s changing views of technology requires curriculum to change as well. Integrating technology in interdisciplinary learning at an elementary level enhances learning and prepares students by providing 21st century skills.
School Library Journal, 45, (2), 39-40. Truell, A.D. (2001). Student’s attitudes towards and evaluation of internet-assisted instruction. Delta Pi Epsilon Journal, 43, (1), 40-49. Expanding the Curriculum with Distance Learning.
The purpose of Empowering Learners (AASL, 2009) is to define “the future direction of school library media programs” (p. 5). Both Empowering Learners and its predecessors (AASL, 1988; AASL, 1998) serve as guidelines for exemplary school library media programs, providing a mission and vision for the program and identifying and describing the roles of the school library media coordinator (SLMC). The mission of the program is “to ensure that students and staff are effective users of ideas and information” (AASL, 2009, p. 8) and to support this mission the SLMC must take on multiple roles. The original guidelines document, Information Power: Guidelines for School Library Media Programs (AASL, 1988) defined these roles as information specialist, teacher, and instructional consultant. The 1998 version of the guidelines (AASL... ... middle of paper ... ...ndards as classroom teachers, but the SLMC standards are currently under revision and will parallel the teaching standards closely, including a leadership component (R. White, personal communication, October 8, 2010).