Because today’s 21st century students are inundated with an ever-changing backdrop of information and technology, librarians must be able to not only meet their needs, but also propel them into a world of inquiry and learning. Today’s student must exemplify critical thinking and problem solving skills in order to research successfully. Librarians must keep up with the pace of ever-changing technology and teach students how to search efficiently for effective results. They must utilize available technology, but provide depth and breadth, not just surface-level services.
Abram (2003) asserts that libraria...
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...vises the instructional librarian to “evaluate home library holdings against these lists, looking for existing coverage as well as gaps in coverage” (p. 221). Because budget is of grave concern to any instructional librarian, any inventory matching the “collection” list should be documented so that funds are not spent acquiring duplicate media. Any items needed by teachers and/or students but not currently available should be part of the ordering process, if budget allows.
So, how does the student benefit from the instructional librarian’s quest to become a curriculum “know-it-all?” Todd (2002) finds that “improvements are shown in student learning outcomes, particularly state test scores, when it can be demonstrated that the school library has a carefully articulated instructional focus that fosters the development of … new understandings and insights” (p. 3).
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