scholarly journals Creating Partnerships for Information Literacy in Jamaican Schools

2021 ◽  
Author(s):  
Myrtle E. Harris
Keyword(s):  
Secondary Schools ◽  
Effective Teaching ◽  
Information Literacy ◽  
Literacy Skills ◽  
Specific Reference ◽  
School Librarians ◽  
Strategic Partnerships ◽  
Information Literacy Skills

This paper looks at the collaboration between teachers and school librarians necessary for the effective teaching of information literacy skills in schools with specific reference to secondary schools in Jamaica. It discusses the barriers that school librarians sometimes face in seeking to teach collaboratively as a result of perceptions held of their role in the delivery of the curriculum. It argues that, if the goal of information literacy is to be achieved, school librarians will need to forge strategic partnerships with stakeholders who can help to influence change.

Lessons learned from designing flipped lessons for fourth grade students: implications for school librarians

2016 ◽  
Vol 33 (8) ◽  
pp. 19-23 ◽  
Author(s):  
Daniella Smith
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Information Literacy ◽  
Technology Implementation ◽  
Literacy Skills ◽  
Lessons Learned ◽  
Flipped Learning ◽  
School Librarians ◽  
Content Type ◽  
Information Literacy Skills

Purpose The purpose of this study is to examine student perceptions of flipped learning lessons designed to teach information literacy skills. Design/methodology/approach A mixed-method design was implemented using a paper-based survey and an online focus group. The survey asked questions about the participants’ perceptions of the flipped lessons. The focus group was used to clarify the participants’ responses to the survey questions. Findings A majority of the students enjoyed completing the lessons. Responses also indicated that a majority of the students felt that the lessons helped them prepare for class. However, issues with computers and internet connectivity at home resulted in some of the students completing the lessons before or after school. Research limitations/implications This study was limited to a class of 21 students enrolled in a public school in North Texas. Originality/value There is limited research supporting the value of flipped learning in relation to the technology implementation role of school librarians. This study provides insights into how school librarians can develop flipped learning lessons in collaboration with classroom teachers to improve the information literacy skills of students.

scholarly journals Invited guest or wedding crasher?

2021 ◽  
Author(s):  
Nancy Everhart
Keyword(s):  
Information Literacy ◽  
Professional Practice ◽  
Common Core ◽  
Literacy Skills ◽  
School Librarian ◽  
Digital Information ◽  
School Librarians ◽  
National School ◽  
Information Literacy Skills ◽  
The Common

Nationwide education initiatives are underway in various parts of the world, including a push for national curricula in the U.S. and Australia. In Australia, school librarians have been invited guests to provide input into the integration of digital/information literacy across curriculum areas. Conversely, U.S., school librarians crashed the wedding by actively responding to the Common Core Standards initiative by highlighting areas where information literacy skills, dispositions, responsibilities and assessments are integrated – even though they weren’t asked. Other examples of successful and not so successful national school librarian involvement to infuse 21st century skills and implications for professional practice are discussed.

scholarly journals They are never too young to develop research skills

2021 ◽  
Author(s):  
Ingrid Skirrow
Keyword(s):  
Information Literacy ◽  
Educational Programme ◽  
Essential Elements ◽  
Literacy Skills ◽  
School Librarians ◽  
Grade Level Teams ◽  
Information Literacy Skills ◽  
Framework Document ◽  
Primary Years Programme ◽  
Class Teacher

The International Baccalaureate’s Primary Years Programme (PYP) described in the framework document “Making the PYP happen” (2007) promotes learning through guided inquiry. It is an educational programme spanning the years from ages 3 to 12. This paper will introduce the audience to a very brief overview of the five essential elements of the PYP and demonstrate how Information Literacy skills, arguably one of the main charges for school librarians, are embedded within the programme. Mention is made of constructivism to place inquiry and information literacy within this context. Understanding the programme will help the school librarian in developing a programme of authentic learning in the library for the students through collaborative planning with the class teacher or grade level teams.

scholarly journals The teaching of information literacy skills in Botswana’s Community Secondary Schools

2021 ◽  
Author(s):  
Boemo N. Jorosi ◽  
Goitsemang G. Isaac
Keyword(s):  
Secondary Schools ◽  
Information Literacy ◽  
English Language ◽  
School Libraries ◽  
Literacy Skills ◽  
Interview Schedule ◽  
Face To Face ◽  
Information Literacy Skills ◽  
Teacher Librarians ◽  
The City

The study investigated the teaching of information literacy skills in select Junior Community Secondary Schools (CJSS) situated in the city of Gaborone, Botswana. Data were gathered from a sample of ten teacher librarians via face-to-face interviews with the aid of a five-question interview schedule. The key findings of the study were: (1) respondents had varying interpretations of. what constituted information literacy skills, (2) a variety of skills were taught under the rubric information literacy skills; (3) by and large, the teaching of information literacy skills was done by teacher-librarians and subject librarians, (4) the main approaches in teaching information literacy skills involved library orientation and the use of the English Language Period, and (5) respondents cited the three challenges, namely, the absence of an office dedicated to school libraries, an exam oriented curriculum and shrinking financial resources.

scholarly journals An investigation into the teaching of information literacy skills by teachers in New Zealand secondary schools

2021 ◽  
Author(s):  
Elizabeth Probert
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
Information Literacy ◽  
School Libraries ◽  
Literacy Skills ◽  
Library Media Specialists ◽  
Media Specialists ◽  
Library Media ◽  
Information Literacy Skills ◽  
Teacher Librarians

There is very little research looking at how much teachers from any country actually know about information literacy and at how they develop information literacy skills with their students. This contrasts research in recent years which focuses on the influence that school libraries, teacher librarians and/or library media specialists have on student learning. For some time international government and educational bodies, including New Zealand, have recognised that all citizens need skills and processes to enable them to become information literate. This paper reports on findings from a research project which investigated the understanding, knowledge and teaching of information literacy processes of secondary teachers from five urban co-educational state secondary schools.

scholarly journals The Student’s Voice on Information Literacy Skills: Using the 2017 AASL Standards Framework for Learners

2018 ◽  
Author(s):  
Kasey L. Garrison ◽  
Lee FitzGerald ◽  
Alinda Sheerman
Keyword(s):  
Information Literacy ◽  
Information Seeking ◽  
American Association ◽  
Literacy Skills ◽  
Structured Learning ◽  
Guided Inquiry ◽  
School Librarians ◽  
Learning Tasks ◽  
Information Literacy Skills

The 2017 Standards Framework for Learners designed by the American Association of School Librarians offers educators a support guide for creating, implementing and assessing meaningful, structured learning tasks focused on important information literacy skills for students. In this study, we use the Curate element of the AASL Standards Framework for Learners as a lens to analyse students’ voices and experiences while engaged in a Guided Inquiry unit, focusing particularly on their information seeking and use. Findings indicate students have sophisticated understandings of their own information literacy skills, how they engage with information, and the skills needed to be efficient curators of information, but they feel challenged and unconfident about their own skills in completing research tasks. These findings support the role of the school librarian in scaffolding young researchers through this process.

scholarly journals Advocacy engagement

2020 ◽  
Vol 14 (1) ◽  
pp. 41
Author(s):  
Peggy Nzomo ◽  
Paul Fehrmann
Keyword(s):  
Everyday Life ◽  
Information Literacy ◽  
Patient Advocacy ◽  
Literacy Skills ◽  
School Librarians ◽  
Parent Advocacy ◽  
Social Advocacy ◽  
Self Advocacy ◽  
Information Literacy Skills ◽  
Information Poverty

The current research sought to identify what skills, knowledge, and behaviours (SKBs) in advocacy engagement are closely associated with information literacy skills. The paper examines what role information literacy (IL) skills play in making one an effective advocate by drawing on everyday life situations that involve advocacy such as self-advocacy, social advocacy, patient advocacy, parent advocacy, and policy advocacy. A rapid scoping review was completed using articles published within the last ten years (2008–2019). The articles were retrieved from Academic Search Complete, a multidisciplinary database. The aim of our initial review was to identify what skills, knowledge and behaviours are deemed essential for everyday life situations that involve advocacy. Charting of the literature was then used to map the skills, knowledge and behaviours mentioned in relation to advocacy to information literacy skills. Results showed how the knowledge component in advocacy engagement is closely associated with various IL skills such as finding information, evaluation of information and sharing information. Implications of the study point towards the importance of emphasising IL instruction in broader contexts beyond higher education and/ or academic libraries. The study shows that IL skills are important in the public realm and in primary (elementary) and secondary (high) school contexts as well. Therefore, public librarians and school librarians should be just as engaged in equipping their patrons/clientele with IL skills that may be needed for different types of advocacy such as self-advocacy, parent advocacy and patient advocacy. The study also has implications for humanitarian research and research that involves situations of information poverty as these contexts will often involve advocacy work as well.

“Everything to Gain”

2015 ◽  
pp. 38-54
Author(s):  
Danielle P. De Jager-Loftus ◽  
Abby Moore
Keyword(s):  
Academic Success ◽  
Information Literacy ◽  
Literacy Skills ◽  
Retention Rates ◽  
Academic Librarians ◽  
School Librarians ◽  
College Information ◽  
Information Literacy Skills ◽  
Student Information ◽  
The University

This chapter seeks to provide an overview of how academic librarians at the University of South Dakota's (USD) University Libraries are making steps to impact pre-college information literacy instruction and college preparation through collaborative outreach. There is much to be gained from establishing an ongoing dialog and formal relationships between academic librarians, campus programs, high school teachers, and school librarians. Using the existing literature and examples of partnership experiences, this chapter identifies best practices, which can improve student information literacy skills upon arrival at college, ensure students' academic success, increase student retention rates and increase exposure of the institution.

scholarly journals Using Portfolio Items to Assess Information Literacy

2021 ◽  
Author(s):  
Jenny Robins ◽  
Juna Snow
Keyword(s):  
Information Literacy ◽  
Information Structure ◽  
Information Needs ◽  
American Association ◽  
Literacy Skills ◽  
Assessment Tools ◽  
School Librarians ◽  
Constructed Response ◽  
Standard Assessment ◽  
Information Literacy Skills

In 1998, the American Association of School Librarians (AASL) developed nine standards for information literacy skills. Students with these skills are equipped to recognize their learning objectives, identify their information needs, acquire information, evaluate information, and share the results of their effort. These skills are keys to lifelong learning. Standard assessment tools, such as select response, closed-constructed response, and even open-ended-constructed response questions are sufficiently dynamic to align with the real-world experiences of learners exercising information literacy skills. In this study, an information structure was designed for students to use to describe learning activities. These written, student-generated items become part of a student’s portfolio. It is proposed that this information structure can serve as an alternative, authentic tool to assess students’ information literacy skills. Two student portfolio items are presented in this report along with a description of the process used to create assessments.

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