Teaching Information Literacy Using Electronic Resources for Grades 6-12

Teaching Information Literacy Using Electronic Resources for Grades 6-12

by Linworth Publishing, Inc. Staff

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Editorial Reviews

VOYA - Kim Carter
Published in notebook format, Teaching Information Literacy Using Electronic Resources for Grades 6-12 is a wonderfully valuable compendium of fifty-three lesson plans and seven short articles focusing on integrating information technologies into the curriculum. The articles focus on salient topics such as the role of the library media specialist, the human side of technology, the role of desktop publishing in student research, and staff development and training. The bibliography presents a variety of timely resources, and the glossary is clear and succinct. The lesson plans cover a range of curriculum subject areas, including science, social studies, English, art, music, math, and foreign language, and a variety of informantion technologies, from the online catalog to desktop publishing, HyperCard, and Internet skills. Contributors are representative of a diverse group of middle and high school library media specialists with a spread of philosophical stances on what constitutes "integration." The most powerful lesson plans also tend to be the most comprehensive, exhibiting purposeful application of technology within a subject area context, rather than technological exploration around a motivational topic. Some lesson plans shine as models of integration, such as the extensive "Using Technology in the Geography Classroom" and the less involved "Using Electronic Databases to Summarize Information," where students test hypotheses using databases. I would caution against any "plug and play" here-lesson plans need to be tailored to the individual situation. The best lessons will result from combining ideas from one lesson plan with ideas from another: for instance, the biographical research activity that focuses on sports stars ("My Favorite Sports Star") could incorporate the idea of using a database to sort and test hypotheses. The highlights of the lessons are the procedures and directions that accompany them. Even technoliterati will find new understandings and/or perspectives here! The weakest aspect of the lesson plans is the evaluation section: distinct criteria will help students better accomplish their tasks. For example, "students will be evaluated on how well they complete the activities" provides little direction for assessment as opposed to "were they successful in scripting buttons to play video clips?" Lessons are not necessarily arranged sequentially, as evidenced by Lesson Plan 23, which assumes familiarity with the basics of HyperCard as a prerequisite, and Lesson Plan 46, "Introduction to HyperCard," which provides a masterfully understandable series of lessons of creating HyperCard stacks. Categorization of lesson plans does not always make sense, i.e. the computer database skills lesson "Baseball Card Mania" which is included in the desktop publishing section (because it talks about layout, albeit of a database). Minor quibbles aside, Teaching Information Literacy is an incredible resource for library media specialists involved with furthering the integration (to whatever degree appropriate) of information technology skills. Glossary. Biblio.
School Library Journal
This useful, clearly written curricular planning tool contains lesson development plans for middle and high school library media specialists and teachers. It comes in a three-ring binder, enabling the reader to add or rearrange pages to suit individual preferences. Sections cover topics such as using electronic reference tools in research; telecommunications and the Internet; integrating technology into the curriculum; and training and staff development. Also included is the time required for lessons, materials needed, and objectives. This extremely well-organized volume will help media specialists save time in lesson planning. It will be of particular interest to those who work in schools implementing reform or improvement plans. The editorial focus is on widening the influence of the media specialist's role in middle and secondary schools through technology and collaboration with teachers, and on preparing students for life after high school with information-gathering and synthesizing skills.-Merri M. Monks, Steinmetz Academic Centre, Chicago, IL
Tabbed sections in a three-ring binder introduce and provide reference sources and lesson plans related to the following areas: teaching electronic card catalog library automation; using electronic reference tools in research; telecommunications, online services, the Internet; using multimedia resources; integrating technology into the curriculum; desktop publishing; and training and staff development. Both are in looseleaf three-ring binders. There is much overlap with the volume for grades K-6 (ISBN 0-938865-44-7); many of the lesson plans are the same, but many are not. Annotation c. by Book News, Inc., Portland, Or.

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Linworth Publishing, Incorporated
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Professional Growth Series
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