Overview

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 and 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.

Full Product Details

Author:   Nancy Pickering Thomas ,  Sherry R. Crow Ph.D. ,  Judy A. Henning ,  Jean Donham Ph.D.
Publisher:   Bloomsbury Publishing Plc
Imprint:   Libraries Unlimited Inc
Edition:   4th edition
Weight:   0.567kg
ISBN:  

9781440844515

ISBN 10:   1440844518
Pages:   292
Publication Date:   09 June 2020
Recommended Age:   From 7 to 17 years
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

"Preface to Fourth Edition Introduction 1—Reference Traditions: From ""Personal Assistance"" to Instructional Intervention ""Personal Assistance"" in Public Libraries Service Traditions in Academic Libraries The Move to Instruct Users: Justin Winsor's Legacy Columbia College's Melvil Dewey Princeton's William Warner Bishop Vassar's Lucy Maynard Salmon Taxonomy of Reference Service Levels Dissenting Views and Critiques of Reference Services 20th-Century Instructional Initiatives in Academic Libraries Peabody College's Louis Shores The Mid-Century Information Explosion Knapp's Experiment The Value of Teaching Library Use Skills in Context: The Earlham College Experience BI in the 21st Century: Strategies and Techniques One-Shot Instruction Information Literacy Credit-Bearing Courses Making Connections for Integrated Instruction Embedded Librarians The Commons The Challenge of the First-Year Student What to Teach: A Framework Information Literacy International Conclusion 2—The School Library Idea: From Dream to Reality School Library Beginnings: Opening the Door Combining School and Public Libraries Establishing School Library Services 20th-Century Educational Developments Inequities in Library Services Library Standards for Public Schools Progress toward Centralization of School Collections The Standards for School Library Media Programs: A Turning Point The Knapp School Libraries Project New Standards in 1969 Developing Instructional Programs School Libraries and School Reform Teaching Library Lessons New Focus on Student Learning Three New Roles: Information Power Proving the Value of Library Skills Instruction Renewed Focus on Teaching and Learning A New Vision for a New Millennium Empowering Learners: Guidelines for School Library Programs National School Library Standards for Learners, School Librarians, and School Libraries Standards from the International Society for Technology in Education The Common Core State Standards Flexible Scheduling Demonstrating Our Value: An Enduring Dilemma Conclusion 3—The Information Search Process: Kuhlthau's Legacy Modes of Instruction: The Source Approach Modes of Instruction: The Pathfinder Approach Modes of Instruction: The Process Models Approach Sheingold's Inquiry Model Callison's Free-Inquiry Model Kuhlthau's Information Search Process Model Theoretical Underpinnings Verification of Kuhlthau's ISP A Closer Look at Kuhlthau's ISP Kuhlthau's Research ""Moods"" Research Based on Kuhlthau's ISP Model ISP in the 21st Century Kuhlthau's Intervention Model: Taxonomy of Service Assistance The Theoretical Basis for Service Intervention Inquiry Learning: A New Framework for Information Literacy Instruction The Impact of Online Resources Guided Inquiry Learning: Moving beyond the ISP Third Space Guided Inquiry: The Team Approach The National School Library Standards (2018) Feature Inquiry Alternative Frameworks for Process Instruction Eisenberg and Berkowitz's Big6 Skills Stripling Model of Inquiry Joyce and Tallman's I-Search Model KWL-RAN© Conclusion Notes 4—Cognitive and Social Frameworks for Teaching and Learning Constructivist Principles Drive Curriculum Decision Making How Children Learn Contextualizing Instruction The Focus on Process: Implications for Teaching and Learning More Constructivist Roles for Library Instruction and Services Student-Centered Teaching Cognitive Apprenticeships Own It, Learn It, Share It Information Search Process Strategies That Support Students Motivating Today's Learners Motivation Theory: Two Approaches The Effect of Culture on Motivation 5—Diagnosing Informational and Instructional Needs Grover's Diagnostic Model Dimensions of Difference Information Needs Maslow's Hierarchy of Needs Applying Theories of Information Needs in the School Library Socioeconomic Issues and Children's Information Needs Theories of Cognitive Development and Complexity Piaget's Theory of Cognitive Development Bloom's Taxonomy Revising Bloom's Taxonomy Learning Styles and Learning Modes Kolb's Learning Modes Sternberg's Triarchic Theory of (Successful) Intelligence Pask's Holistic and Serialistic Problem Solvers Cerebral Laterality and Multiple Intelligences Gardner's Multiple Intelligences Theories of Social and Cultural Difference Using Cognitive, Cultural, and Social Theories in a Library Context Matching Learning-Style Preferences to the Information Search Process and Information Search Process Models Relating Cultural and Social Differences to Instructional Design Differentiating Research Tasks Modeling Support for All Students in Library Design and Instruction Conclusion Notes 6—Building Information Competence: Designing Instruction for Today's Learners Creating Competent Students: An Instructional Imperative The Digital Age of Generations X and Y Understanding Generation Z Web 2.0: An Information Space for Children and Youth How Students Think about and Use the Internet in Information Seeking The Experience and Meaning of the Internet for Children and Youth Research Focus on Information Seeking in Electronic Resources Online Searching Behavior of Students Technology and Learning: Benefits and Challenges of Online Access Barriers to Information Seeking: Ethical Issues Ineffective Searching Strategies and Techniques Handling Search Output Evaluating Online Information Sources The Importance of Critical Review of Internet Resources in an Era of Fake News Judging Relevance Improving Children's Chances of Searching Success Process Models as Structures for Learning Understanding the Library and Its Online Resources The Importance of Background, Domain, or Topical Knowledge Selecting Topics and Tasks That Are Developmentally Appropriate Allowing Time for Information Seeking Developing Competent Searchers: Instructional Strategies The Importance of Personalized Learning Collaboration as an Information-Seeking Strategy Presearch/Inquiry: An Essential First Step Search Strategizing Journaling Changes for School Librarians: Teacher and Information Specialist Roles New Competencies Teacher-School Librarians as Instructional Partners Conclusion Notes 7—Creating Effective Inquiry-Based Educational Tasks Inquiry-Based Learning Characteristics of Effective, Research-Based Assignments Self-Assessment The Affective Domain Effective Assignments from the Student's Point of View Authentic Research: Building Competencies through ""Real"" Tasks174 Competencies for Independent Research in the School Library Cognitive Barriers to Inquiry Critical Thinking and Information Literacy Helping Students Develop Evaluation Skills Reading Skills Conclusion 8—Evaluating Students, Librarians, and Libraries Concern for Student Achievement Educational Assessment: The Standardized Testing Imperative Outcomes-Based Education The School Librarian and Formative Assessment Alternative Models for Student Assessment Authentic Assessment Authentic Assessment Models Authentic Tests Authentic Portfolios Authentic Performances Student Profiles Personal Contacts Alternative/Authentic Assessment: Difficulties and Disadvantages The School Librarian and Alternative Assessment Evaluating the School Library Library Standards Library Use: Circulation and Library Visits Standardized Tests Focusing on the Educational Value of School Library Programs Determining the Value of the School Library Program Measuring Student Achievement Shifting the Evaluation Paradigm Reading Achievement and School Libraries Curriculum Integration Emphasis on Evidence-Based Practice Research in Practice Assessing the School Librarian Conclusion 9—Attending to the Social Needs of Today's Learners Acknowledging the Social Dimension of School Library Work Information Seeking as a Social Activity Social Identity Issues in the School Library Interpersonal Interactions in the School Library Context Library Encounters as Communicative Action Approachability: A Key Aspect of Library Service Self-Esteem Needs of Library Users Reference Interactions Online: Teenage Experiences and Preferences How We Describe Library Users' Matters Conclusion Epilogue References Index"

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Author Information

Nancy Pickering Thomas, PhD, is professor emeritus in the School of Library and Information Management at Emporia State University. Sherry R. Crow is professor and administrator of the school librarian endorsement program at the University of Nebraska at Kearney. Judy A. Henning is assistant professor at the University of Nebraska at Kearney. Jean Donham is a retired professor of school library studies, a position she held at the University of Northern Iowa.

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