I've stood in front of students (more than once) who could barely keep their eyes open and continued to blah, blah, blah my library orientation and free advice on issues despite a boring dom of yours and mine. Teachers are equally sure that they stand better and that they see the results through their students' projects and as signs.
Chap ter 1
To day’s Teens, Tech nol ogy, and Pop Cul ture
WHO ARE THEY?
Our students tell us how they consider their parents friends and how they can talk to them about almost anything. Our students' trusting relationships with their parents can open the door for us as teachers to better relationships with them.
CAN WE BLAME IT ON POP CULTURE?
Today, students do not need or want us to make their life at school simple and carefree without a demic rigor. Discussion in our faculty lunchroom shows that most of our faculty and staff enjoy the same movies, TV shows, and music that our students enjoy.
Chap ter 2
Why Does Li brary In struc tion Need to Be Fun?
WHAT STUDENTS WANT
SETTING PRIORITIES FOR INSTRUCTION
WHAT STUDENTS NEED
Interactive instruction and student-centered learning allow students to learn from each other. Students must develop a background of hunting and gathering information.
Finally, students should discuss the lawsuits and some complex ideas about First Amendment concerns, such as the Internet filter and the bottom of the US, those students who hope to become authors, art. ists, or other types of creativity will represent that they will be able to make a living because of copyright laws and those who respect them.
Chap ter 3
Find ing and Us ing Pop Cul ture in Our Li brary In struc tion
Take popular culture beyond library instruction and integrate it into your overall library program by sponsoring events and contests, displaying contemporary posters and news, and promoting a teen-friendly atmosphere both physically and in the atmosphere of your library (see Chapter 4). So what forms of popular culture influence our students and what things can we incorporate into our library lessons.
INCORPORATING POP CULTURE INTO YOUR PROGRAM
Popular fads and interests that students easily recognize are suggested as themes. Of course there are limits to the music we can blast through the corridors of the school, but why not entice the students to the library by playing some of their favorite music between the bells.
Maybe you can get them to think critically and creatively go beyond what they think they need. Going directly to those who create current popular culture should provide you with the most authentic information to use in your libraries.
Chap ter 4
Putt ing the Cool into Your Li brary to In spire This Gen er a tion
WHAT WORKS AND WHAT THEY WANT
If your school does not have professional days for workshops, meetings or conferences during the school day, you can still find some after-school meetings and workshops to keep your knowledge up to date. It is worthwhile to convince your administration of this by demonstrating to the faculty what you have learned at your school's institutions or by offering faculty and staff professional development op ment work - shops throughout the school year or summer.
ATMOSPHERE
Although most school librarians are alone with perhaps a library sister or clerk to help, it is most important to get involved with professionals or organizations. Many libraries are longing for direct library consortia that provide resource sharing, networking, technology consulting and professional development opportunities.
FACILITIES
Do not discourage students from sitting on the floor and spreading out. Students approve of all efforts to create a comfortable and engaging facility.
SERVICES
COLLECTION
LIBRARY INSTRUCTION
If you type in the first and last name as a sentence, you should get information or results about that specific person or people with the same name. Answer that this is because you know who Britney is and can recognize that the information is definitely about her.
LIFELONG LEARNERS
Take the name "Britney Spears" and ask students to think about how the computer views the words. All students should share strategies and tell others how not to do it.
SPECIAL ACTIVITIES
This institution is a lure to draw teachers and students to the library for an unusual (and a bit fancier) event. Homeroom teachers sign the winners' quizzes and students bring them to the library to receive their prizes.
MAKING THE LIBRARY RELEVANT TO STUDENTS’ LIVES
Chap ter 5
The Big Buy-in from Ad min is tra tors and Teach ers
DEFINING INFORMATION LITERACY
CREATE A GRADED COURSE OF STUDY
Start the information literacy and research model at your school. Explore similarities and common goals in the information literacy standards and models and align them with your school's goals and standards for specific content areas.
GRADED COURSE OF STUDY APPROVAL
Consider copyright and plagiarism are matters that involve not only students, but all of your school's stakeholders. Consider your school's current classes, proposed classes and changes to classes, teachers, and typical and atypical students.
GRADE LEVELS AND NEEDS
Freshmen enter high school at an eighth-grade level of knowledge and maturity, but without the security they achieved as upperclassmen at their previous schools. What better time than in those moments of uncertainty when they are starting a new class or have just received a new signature and are faced with locating information that is similar to their project.
DEVELOP INFORMATION LITERACY AND RESEARCH INSTRUCTION
Go beyond your own school library's resources (cat a log, databases, CD-ROMs, websites you've found and browsed, etc.) when preparing a structure or project and as sign pages for older students. Of more links to your public library system, ac a demic library catalog and resources, and other electronic resources and sites available to your patrons online.
INITIATE THE INSTRUCTION
Create web-based project and signature pages that focus students' searches on the recommended and most appropriate resources for their topic and signature in addition to (or instead of) formal instruction. Offer to initiate a drawing and project for these teachers and to focus specifically on what they want the students to learn.
IMPROVE AND ADAPT YOUR INSTRUCTION
Create challenges and search strategies that directly get the class as sign. The teacher's reward is that you are doing the research preparation for them and making sure that students will be successful in finding suitable formation for their signs.
KEEPING THE BUY-IN
Even if you already know the answer, confirming that you need to reach every student at every grade level will allow you to approach teachers who may be initially reluctant to give up the class. Ask about which classes might be the most beneficial and contact those teachers with the good news that the principal or academic dean recommended their classes.
A SCHOOLWIDE INFORMATION LITERACY MODEL
CREATING A SCHOOLWIDE MODEL
PRESENT THE PLAN
INITIATE THE MODEL AND PLAN
IMPROVE AND ADAPT YOUR MODEL
Chap ter 6
Life in the Real World
THE STUDENTS ARE IN YOUR LIBRARY. NOW WHAT DO YOU DO WITH THEM?
THE REAL WORLD
Ursula Acad emy Li brary ex ists to serve as the school’s in for ma tion cen ter. The Li brary’s pro - gram in cludes con sul ta tion, in struc tion, and lead er ship, in its role of pro vid ing in tel lec tual ac cesses to in - for ma tion.
Fresh man Year
Ursula Li brary provides at the mo sphere, resources, leader ship and in stru ction that will allow it for low students to come so fixed for ma sion and knowledge man ag ers. The Library an tik provides and plans support for curriculum, along with the personal interests and professional needs of students and faculty to make sure that students enter. for ma sielit er ate before grade u at ing.
Soph o more Year
Development and use of successful knitting r e t goes to find i for ma tion. As a sim in clay into a project or as a signature.
Ju nior Year
Understanding the Variant Differences I use electronic resources at SUA and other libraries.
Se nior Year
REACH EVERY STUDENT
Is the information distributed, detailed or accurate. When they do, they are asked to look into another point of view.
CHANGING TIMES
Older students are expected to bring together all information literacy and research skills in their final year. Since most seniors work in electives and few move through grades together, there are fewer opportunities for formal senior-only instruction.
Chap ter 7
What They Need to Know
COVERING THE ESSENTIALS
Fresh man Year (World His tory and Amer i can Cit i zen ship)
Soph o more Year (Health)
Ju nior Year (Lit er ary Crit i cism)
Se nior Year (Var i ous Classes)
LIGHTEN UP
WHAT EVERY STUDENT MUST KNOW BY COLLEGE
The categories for defining information needs, selecting and accessing information sources and evaluating information sources can be thoroughly taught to students through the tools they use daily at school and at home. All essential skills and information fall into the following categories, and you'll know you've taken steps to develop into formation-savvy students when you see them ap. Utilization of the specific knowledge for new and different tasks:.
PUBLISHING BASICS
Explain the difference between a PDF file and an HTML file and how the information in a PDF file is an image of the original article and cannot be manipulated or changed. Students usually don't think much about time management in relation to information.
TECHNOLOGY AND MEDIA
Just as access to operating systems and networks varies and changes, so do the resources students use. Students are very interested to learn that advertisers may not even know what information the site contains.
WWW Site Eval u a tion Form
- How did you lo cate this Web site?
- What is the URL? ___________________________________________________
- Does the site load quickly?______
- Is the in for ma tion you’re seek ing clearly dis played on the first page of the site?
- Who is the au thor or the per son(s) re spon si ble for this Web site?
- How do you know whether the au thor is cred i ble?
- How cur rent is the in for ma tion?____________ Is a date given that in di cates an up date?__________What is it?________________________________________
- What’s the pur pose of the in for ma tion? To sell? To in form? To per suade? How do you know?
- Are you choos ing this site to use for your as sign ment? _____
Ten-year-olds tell us that they really concentrate better when they listen to music. Students and teachers should be able to find many educational uses for Google Earth.
RESEARCH SKILLS
Tell them that the list of results is the beginning of their search for information. Does the article or book meet my informative question or need?
Tech nol ogy and Me dia q Your School’s Net work and Pol i cies—Why and How
Pub lish ing Ba sics q Pub lish ing Facts
Chap ter 8
Build Your In for ma tion Lit er acy In struc tion with Pop Cul ture
REALITY TV
Challenge students to think further as they collect information and find facts. For a specific class as a character, customize the Sur vi vor Game to meet the research needs and students' knowledge.
GAME SHOWS
Add current news topics of interest to teens for bonus questions and to strengthen their skills. Bring discussions about plagiarism back to the level of interest of the students.
MOVIES
Wan tipik chalenj na di Napo leon Dynamite gem we na fɔs in fɔmɛshɔn litrecha skil.
OTHER USEFUL TOOLS AND SAMPLES
St. Ursula In for ma tion Lit er acy Steps
Understand the information need and redesign the question into a survey. List and use the resources that will be most helpful to this project.
D Design your pro ject by cre at ing a the sis and out line
ØFind out what resources your child uses at school and how you can access them from home. Ø Do you know that your daughter has access to materials from almost any library in Southern Ohio and Northern Ken because she is a St.
Chap ter 9
Pub li ciz ing the Ul ti mate Li brary Pro gram
RESEARCH PROVIDES EVIDENCE
There are many ways to spread the word about the importance of library programs, and it can be as simple as sharing or citing the supporting statistics and results. as possible and to provide the published research on libraries. If your library is in a different state, the documents and related research from those states may be just what you need to pique the interest of your administration and teachers.
BROADCAST YOUR LIBRARY PROGRAM
An electronic library newsletter is an effective way to broadcast your library's services and materials. The student version of an electronic library newsletter is tailored to students' interests and needs.
Li brary Ma te rial Re quest Form
Provide self-generated library status reports to your principals and administrators. There are many existing research models that try to make research and information processing easy and simple for students.
In dex
See For literacy, research models and; In the new reading and research program.
About the Au thor
