Key Words
This section contains key words.
Achievement testingArticle Abstract - Several studies have examined the relationship between school library media programs and student achievement. These studies reveal a long history of relatively strong links between school library media programs and higher student achievement in reading and other skills. However, although these findings are encouraging, it should be remembered that they are, at best, based on association, and it should be remembered that strong cause-and-effect evidence remains difficult to establish. (School Library Media Activities Monthly, v. 18 no. 2 (October 2001) p. 39-42)
Analogy
Article Abstract - A discussion of the use of the analogy in learning is presented. Analogies are often used by good teachers to make unfamiliar matters understandable to their students. The purpose of analogies is to allow correlated information to be charted from a source known to the learner onto one that is not known. Examples of different types of analogies and the ways in which they can be used are provided.
(School Library Media Activities Monthly, v. 16 no. 4 (December 1999) p. 35-7+)
Analysis
Article Abstract - The writer discusses the term analysis, which stresses the breakdown of material into its constituent parts and the way those parts may be related. He contrasts analysis and synthesis, defines analysis as an aid to fuller comprehension or as a prelude to and evaluation of material or information, discusses the three basic clusters into which the analysis process can be classified, and considers analysis task questions at several task levels.
(School Library Media Activities Monthly, v. 15 no. 8 (April 1999) p. 37-9)
Anchored instruction
Article Abstract - Anchored instruction enables children, many of whom may have learning disabilities, to view video and animated adventures on CD-ROM. Teachers use these adventures to organize lessons that assist students in selecting a challenging topic, finding out what it means, and communicating this information to their peers, teachers, and families. Nine steps that must be facilitated by information specialists for anchored instruction are outlined.
(School Library Media Activities Monthly, v. 13 (March 1997) p. 30-1)
Assignment
Article Abstract - The writer discusses assignments that are designed to engage students in information retrieval and use and research in the library. He describes the characteristics of effective library-based assignments, presents some assignment ideas, and lists questions that focus on the research process. He also discusses the pitfalls of assignments.
(School Library Media Activities Monthly, v. 17 no. 1 (September 2000) p. 39-43)
Annual report
Article Abstract - Advice for school library media specialists on producing annual reports is presented.
(School Library Media Activities Monthly, v. 20 no. 3 (November 2003) p. 40-2, 45)
Audience analysis
Article Abstract - The writers discuss audience analysis, which involves the processes of gathering and interpreting information about the recipients of oral, written, or visual communication. They discuss audience analysis in relation to information inquiry and curriculum standards and explore audience analysis in teaching and learning. The writers then examine the importance of authentic audience, audience identification, audience needs assessment, and audience analysis techniques. They also consider the need to adjust style to the audience and discuss authentic assignments and audience.
(School Library Media Activities Monthly, v. 21 no. 1 (September 2004) p. 34-9)
Authentic assessment
Article Abstract - Authentic assessment is based on the assumption that a much wider spectrum of student performance can be displayed than what is displayed by limited short-answer standardized tests. Techniques include performance assessment, portfolios, and self-assessment. The role of school library media specialists in the development and implementation of authentic assessment is outlined.
(School Library Media Activities Monthly, v. 14 (January 1998) p. 42-3+)
Authentic learning
Article Abstract - The writers explore how teachers of information inquiry can create authentic learning environments. After outlining a number of signs that teachers of information inquiry are reaching levels of learning that can be identified as authentic, the writers discuss authentic achievement, authentic assignments, authentic resources, authentic communications and audiences, authentic assessment, and authentic learning and information inquiry.
(School Library Media Activities Monthly, v. 21 no. 4 (December 2004) p. 34-9)
Bias
Article Abstract - Information and advice on teaching about bias in resources are provided. Characteristics of confirmation bias, media bias, and belief perseverance are described, and ways of addressing such bias are presented.
(School Library Media Activities Monthly, v. 21 no. 5 (January 2005) p. 34-6)
Blogs and Blogging
(School Library Media Activities Monthly, v. 22 no. 6 (June 2006)
The Brain
Article Abstract - Information on some fundamental facts about the human brain and new research results about the growth and development of the brain is provided. Understanding these facts and being aware of these research findings may lead library media specialists to reconsider the best methods of introducing and enhancing information literacy skills.
(School Library Media Activities Monthly, v. 17 no. 7 (March 2001) p. 35-8)
Choice
Article Abstract (Chautauqua: Information, Free-Inquiry and Free-Choice Learning) - An overview of some nontraditional key terms in instruction is provided. This overview focuses on the free-learning model of the Chautauqua Institute, informal learning, questions and inquiry, free-inquiry learning, choice in the library media center, free-choice learning, and the contextual model for learning.
(School Library Media Activities Monthly, v. 20 no. 1 (September 2003) p. 33-8)
Cognitive Apprenticeship
Article Abstract - The cognitive apprenticeship approach to information problem solving and information literacy instruction is discussed. Cognitive apprenticeship gives students the opportunity to observe experts and practice tacit skills and knowledge while receiving expert guidance. (School Library Media Activities Monthly, v. 18 no. 3 (November 2001) p. 37-8, 48)
Collaboration
Article Abstract - Collaboration, one of the most frequently used words in the national guidelines for school library media programs, is looked at in a wider context, in order to extend its meaning and application. Reviews of research on cognitive styles and collaboration and schedules and collaboration, some strategies for successful collaboration, and some communication techniques that help teachers of information literacy to identify areas for close collaboration efforts are presented. The difference between collaboration, coordination, and cooperation is also explained. (School Library Media Activities Monthly, v. 15 no. 5 (January 1999) p. 38-40)
Concept Mapping
Article Abstract - The writer discusses concept mapping, a heuristic device that has proven to be useful in helping learners to visualize the relationships or connections between and among ideas. (School Library Media Activities Monthly, v. 17 no. 10 (June 2001) p. 30-2)
Constructivism
Article Abstract - The writer considers constructivism, a theory about the nature of reality and how people understand the world around them. According to constructivists, people make or construct their own knowledge based on their own experiences. From this perspective, learning potential is considered to be relative to the factors involved in a given learning environment and to those experiences and expectations brought to the situation by both the learner and the teacher. The writer considers constructivist assumptions about learning and the actions that define the constructivist teacher.-
(School Library Media Activities Monthly, v. 18 no. 4 (December 2001) p. 35-8, 51)
Content Literacy
Article Abstract - The writer discusses content literacy in reading. He describes content literacy expertise, thematic approaches to content literacy, and a content literacy cross-curriculum sample.
(School Library Media Activities Monthly, v. 16 no. 3 (November 1999) p. 38-9+)
Cooperative Learning
Article Abstract - There is a growing awareness of the merits of cooperative learning in situations where students must deal with multiple resources, address a variety of issues, and present information using a variety of formats. Assignments that demand multiple resources have a tendency to result in richer processes and products from groups of individuals who share a variety of skills than from most students who face such assignments individually. Four approaches to cooperative learning are outlined.
(School Library Media Activities Monthly, v. 14 (November 1997) p. 39-42)
Creative Thinking
Article Abstract - The writer examines creative thinking. (School Library Media Activities Monthly, v. 15 no. 4 (December 1998) p. 41-4+)
Critical Thinking
Article Abstract - The writer discusses critical thinking in relation to modern instructional programs and information literacy with some comparison to creative thinking.
(School Library Media Activities Monthly, v. 15 no. 3 (November 1998) p. 40-2)
Critical literacy
Article Abstract - Information on critical literacy is provided. The information relates to critical literacy, discussion and debate about critical literacy, formal debate about critical literacy, and jurisprudential inquiry.
(School Library Media Activities Monthly, v. 16 no. 9 (May 2000) p. 34-6)
Currentness
Article Abstract - The writer discusses the importance of weeding out-of-date collections to ensure that students have access to current and timely information. He considers some aspects of the currency problem, discusses some of the content that is missing from out-of-date materials, outlines the problem of students' lack of sensitivity to age when selecting materials, and describes useful instructional exercises that can be developed from a few selected science titles that have been weeded from the collection.
(School Library Media Activities Monthly, v. 15 no. 1 (September 1998) p. 37-9)
Digital divide
Article Abstract - Recent research has revealed that although the digital divide has narrowed in some areas, new gaps are emerging and expanding. Findings from surveys of computer and Internet use by children and adolescents, Internet access in public schools, the generational digital divide, and the growing digital divide between college students and their professors are discussed.
(School Library Media Activities Monthly, v. 20 no. 6 (February 2004) p. 37-40, 51)
Experiental learning
Article Abstract - Experiential learning can provide dramatic learning opportunities in school library media programs. Two theories of experiential learning, teachers as role models and mentors, the case for experiential learning as the foundation for what library student assistants might accomplish for themselves and others, the student assistant as reviewer and selector, and the importance of tasks that are meaningful to students are discussed.
(School Library Media Activities Monthly, v. 20 no. 2 (October 2003) p. 36-9)
Evidence
(School Library Media Activities Monthly, (2006)
Facilitator
Article Abstract - Teachers of school library media and information literacy need to know how to facilitate instruction. They must know how to collaborate in planning, intervene and mediate during instructional implementation, and constructively give feedback for the purposes of evaluation. Mediation and intervention actions are discussed.-
(School Library Media Activities Monthly, v. 14 (February 1998) p. 40-2)
Free inquiry
Article Abstract (Chautauqua: Information, Free-Inquiry and Free-Choice Learning) - An overview of some nontraditional key terms in instruction is provided. This overview focuses on the free-learning model of the Chautauqua Institute, informal learning, questions and inquiry, free-inquiry learning, choice in the library media center, free-choice learning, and the contextual model for learning.
(School Library Media Activities Monthly, v. 20 no. 1 (September 2003) p. 33-8)
Gender
Article Abstract - The writers review the research on the achievement of girls in comparison to boys. The research indicates that, on average, girls have more exposure to early literacy activities, obtain higher scores on standardized tests, have a more positive attitude toward reading, and spend more time interacting with printed materials. However, these gender-based differences turn out to be minor in comparison to differences found by ethnicity or income. The writers conclude by providing advice to instructional media specialists on motivating all readers, irrespective of gender.
(School Library Media Activities Monthly, v. 21 no. 10 (June 2005) p. 33-6)
Grants
Article Abstract - Information and advice about grants for school library media professionals is provided. This information and advice relates to grants and how to find them, how to make a basic grant application, features of successful grant applications, how to craft a successful grant proposal, and grant writing resources.
(School Library Media Activities Monthly, v. 20 no. 9 (May 2004) p. 36-9)
Ideas Strategies
Article Abstract - The writer discusses strategies for ideas and composition that help the maturing, information literate student deal with the complexities inherent in the communication process. The strategies he considers deal with jump-starting the communication process, effectively evaluating information, managing the writing process over time, intervening in order to help the mentor or peer move the writer along when stalled or off-track, helping students extract ideas from text, and starting and concluding a composition. (School Library Media Activities Monthly, v. 17 no. 9 (May 2001) p. 36-41)
Illustrations
Article Abstract - The writer discusses the value of using illustrations with students to convey information and increase understanding. He discusses visual literacy, offers guidelines for using illustrations, discusses the importance of using visuals to convey information, and describes illustrations that instruct.
(School Library Media Activities Monthly, v. 16 no. 8 (April 2000) p. 34-6, 42)
Informal Learning
Article Abstract - An overview of some nontraditional key terms in instruction is provided. This overview focuses on the free-learning model of the Chautauqua Institute, informal learning, questions and inquiry, free-inquiry learning, choice in the library media center, free-choice learning, and the contextual model for learning.
(School Library Media Activities Monthly, v. 20 no. 1 (September 2003) p. 33-8)
Information fluency
Article Abstract - A broad definition of information fluency is provided. Combining current ideas about fluency as they relate to information inquiry, this definition demonstrates how information fluency encompasses a wide range of skills and abilities across several literacy areas.
(School Library Media Activities Monthly, v. 20 no. 4 (December 2003) p. 38-9)
Information inquiry
Article Abstract - The components of information inquiry are questioning, exploration, assimilation, inference, and reflection. These components link the essential methods that both teachers and learners must practice in order to meet fundamental information and media literacy skills. Information inquiry can result in learners who are fluent in selecting and applying methods to address their information needs when it is integrated with academic content areas across the curriculum and supported by the knowledgeable use of modern information technologies.
(School Library Media Activities Monthly, v. 18 no. 10 (June 2002) p. 35-9)
Information and media literacies
Article Abstract - The writers examine information literacy and media literacy and demonstrate the potential for dynamic interaction between the two literacies that can lead to a richer application of both approaches and, ultimately, greater student success.
(School Library Media Activities Monthly, v. 15 no. 2 (October 1998) p. 25-8+)
Information Search Strategies
Article Abstract - The writer discusses strategies for ideas and composition that help the maturing, information literate student deal with the complexities inherent in the communication process. The strategies he considers deal with jump-starting the communication process, effectively evaluating information, managing the writing process over time, intervening in order to help the mentor or peer move the writer along when stalled or off-track, helping students extract ideas from text, and starting and concluding a composition. (School Library Media Activities Monthly, v. 17 no. 8 (April 2001) p. 32-6)
Instructional media specialist
Article Abstract - The writer offers an insight into the many facets and duties of the instructional media specialist.
(School Library Media Activities Monthly, v. 18 no. 9 (May 2002) p. 36-40, 45)
Inquiry
Article Abstract - School library media centers exist as learning centers because of inquiry. Inquiry can be viewed as controlled inquiry, guided inquiry, modeled inquiry, or free inquiry. Concepts of inquiry and information literacy relating to past and current emphasis areas, the National Council of Teachers of English 1996 standards that relate directly to the inquiry process, and Edward Victor's elements of inquiry learning for science and education are discussed.
(School Library Media Activities Monthly, v. 15 no. 6 (February 1999) p. 38-42)
Integrated Instruction
Article Abstract - The writer discusses integrated instruction between a librarian and a regular teacher. He focuses on the history of course-related integrated instruction, isolated and individual instruction, why integrated instruction is more powerful than instruction in parallel, independent inquiry, inquiry and the learning academy, immersion, and the challenges to integrated instruction.
(School Library Media Activities Monthly, v. 17 no. 5 (January 2001) p. 33-9)
Interview
Article Abstract - Interviewing is a skill that teachers can introduce very early in a child's academic experience. Strategies for successful interviewing, whether face-to-face questioning or e-mail and written correspondence, must be practiced and refined. The problems that some students may have conducting interviews are listed, and several techniques for effective interviewing are provided.
(School Library Media Activities Monthly, v. 15 no. 7 (March 1999) p. 40-1+)
Knowledge management
Article Abstract - The writer discusses knowledge management and the school library media specialist's role in this area. He also discusses electronic learning collaborations, the role of the future instructional media specialist, the areas of global thinking and critical thinking in information literacy, and the implications of global relations and critical thinking for the future development of collections and connections.
(School Library Media Activities Monthly, v. 16 no. 7 (March 2000) p. 37-9, 45)
Learning laboratory
Article Abstract - Although much has changed during the 40 years since school library media centers were likened to laboratories for research and study, the analogy is still pertinent today, particularly in relation to modern technologies for information search and presentation and learning environments that promote constructivist and open inquiry methods.
(School Library Media Activities Monthly, v. 17 no. 4 (December 2000) p. 33-7, 44)
Learning resources
Article Abstract - Advice on collection development and resource management is provided. A set of very selective knowledge content areas organized by school levels that illustrates sample target areas for learning resource in-depth collections is presented.
(School Library Media Activities Monthly, v. 19 no. 9 (May 2003) p. 33-8)
Lesson Plan
Article Abstract - Advice is provided on collaborative lesson planning between instructional media specialists and other teachers. (School Library Media Activities Monthly, v. 18 no. 1 (September 2001) p. 35-41)
Literacy
Article Abstract - An overview of the meaning and dynamics of literacy is presented. The overview covers the multitude of literacies, emergent literacy, representative types of literacy, and assessment in authentic literacy exercises.
(School Library Media Activities Monthly, v. 16 no. 6 (February 2000) p. 36-9)
Literature Circles
Article Abstract - Advice for school library media specialists on implementing literature circles is provided. The advice relates to aligning literature circles with standards, regarding literature circles as opportunities for collaboration, implementing and facilitating a literature circle for teachers, securing funding for literature circle resources, and using literature circles to promote information literacy, independent learning, and social responsibility.
(School Library Media Activities Monthly, v. 20 no. 7 (March 2004) p. 39-43)
Mental Models
Article Abstract - The writer discusses "mental modeling"--the term used in discussions about students' abilities to visualize or comprehend the demands of the information research process. He describes the behaviorist, cognitivist, and constructivist perspectives; considers the three mental model descriptions--the management, navigation, and organization mental models--that correspond to the three levels of knowledge used to represent domain specific skills required for success in the use of computer programs; and discusses research related to why students make the decisions they make when seeking and using information.
(School Library Media Activities Monthly, v. 14 (December 1997) p. 37-9+)
Metacognition
Article Abstract - Strategies for developing metacognitive behavior are discussed. They relate to deciding on baseline knowledge, talking about thinking, paired problem solving, keeping a thinking journal, planning and self-regulation, debriefing the thinking process, and self-evaluation. The implications for the timing and structure related to teaching information skills are discussed.
(School Library Media Activities Monthly, v. 14 (March 1998) p. 43-4)
Models
Article Abstract - Information on student-centered and student-created instructional models is provided. This information relates to a student-centered instructional model created by David V. Loertscher and Blanche Woolls, a student-centered authoring cycle model, and two student-centered models created by graduate students.
(School Library Media Activities Monthly, v. 19 no. 6 (February 2003) p. 35-7)
Article Abstract - A number of models for student composition are described. The models are the Authoring Cycle, the I-Search process, a model for cultural celebration, and the lab report format model.
(School Library Media Activities Monthly, v. 19 no. 5 (January 2003) p. 34-6)
Article Abstract - Models for expanding student inquiry are discussed. The models are WebQuest, Minnesota's Inquiry Process, Indiana's Student Inquiry Model, constructivist learning models for inquiry, and the Research Cycle.
(School Library Media Activities Monthly, v. 19 no. 4 (December 2002) p. 35-8)
Article Abstract - A number of instructional models are presented. These models are Gagne's ASSURE model for undertaking instruction that incorporates media, Colburn's learning cycle, Turner's instructional analysis model, Walker and Montgomery's integrated model for teaching library skills, and Kuhlthau's levels of intervention for library skills instruction.
(School Library Media Activities Monthly, v. 19 no. 3 (November 2002) p. 36-7)
Article Abstract - Several information use models are profiled. The models discussed are the REACT model, the information skills model, the information problem-solving model, the portfolio of information skills model, the pathways to knowledge model, and the literate person model.
(School Library Media Activities Monthly, v. 19 no. 1{I.E.2} (September [i.e. O]) p. 36-9, 51)
Article Abstract - Models for expanding student inquiry are discussed. Some of these models are based on observation of student and teacher behavior in their search for and use of information, and others are based on the practices of model teachers and how they design and present lessons. Specific learning processes or subtasks that the student experiences as he or she encounters new information and attempts to assimilate it are illustrated by these models, all of which are constructed on the basic components of questioning, exploration, assimilation, inference, and reflection. The Pathfinder model and the Information Search Process are described in detail.
(School Library Media Activities Monthly, v. 19 no. 1 (September 2002) p. 34-7)
Motivation
Article Abstract - The writer considers motivation, which helps to increase the chances that students will learn what is needed even when they may initially classify the activity as being overly demanding or of no interest. He considers the characteristics of motivation, some legendary teachers' approaches to motivation, motivation in the multigenre research paper, and motivation and information skills instruction.
(School Library Media Activities Monthly, v. 16 no. 1 (September 1999) p. 37-9)
Nonfiction
Article Abstract - The importance of nonfiction books for children and research on reading related to nonfiction are discussed, and key questions that students must address as they gain practice and become mature users of nonfiction text information are presented.
(School Library Media Activities Monthly, v. 16 no. 10 (June 2000) p. 29-32, 35)
Note-taking
Article Abstract - Two different note-taking strategies--exploration and collecting information--are beneficial in the student research process. Journals or notebooks are best for the exploration stage, but selected pages can be printed from the Internet or print reference tools and later highlighted to provide a workable pool of preliminary information chunks in a shorter amount of time. Meanwhile, to take notes from media or a live presentation, students must concentrate and develop a system of shorthand. These notes should be transferred into a format that allows the information to be manipulated. Then, students move into a collecting stage where they gather specific information, and the note-taking task becomes focused.
(School Library Media Activities Monthly, v. 19 no. 7 (March 2003) p. 33-7, 45)
Online learning
Article Abstract - The writers discuss online learning and virtual schools. They note that although the creation of a virtual library can provide access to remote materials that enhance the experience of online learners, it is even more important that students possess the information skills needed to be successful in the virtual learning environment. They then proceed to define online learning and virtual schools; outline the purposes and goals of online education; offer advice on building an online social and learning community, Netiquette, and online orientation; discuss the purposes of Web sites developed and maintained for the school library media center; and examine elements of information literacy.
(School Library Media Activities Monthly, v. 21 no. 9 (May 2005) p. 29-35)
Oral history
Article Abstract - Advice for school library media specialists on conducting oral history projects is provided. This advice relates to practicing oral history techniques, using questions that drive oral history inquiry, conducting an oral interview, evaluating oral history interviews, and editing oral interviews for presentation. Examples of tried and tested oral history projects are also provided.
(School Library Media Activities Monthly, v. 20 no. 5 (January 2004) p. 41-4)
Organizers
Article Abstract - The writer discusses organizers--the tools or techniques that help students to identify and classify and to determine possible relationships or connections among ideas, concepts, and issues. He considers David Ausubel's research and ideas concerning advance organizers, the implications to educational structures that derive from Ausubel's work, the use of webbing in organizing ideas and information, and graphic organizers.
(School Library Media Activities Monthly, v. 16 no. 5 (January 2000) p. 36-9)
Parent
Article Abstract - Information on the role of parents in developing children's literacy and information inquiry skills is provided. This information relates to factors that affect the likelihood of partnerships between school library media specialists and parents, opportunities for parents to influence child development, how parents can help to develop their children's study skills, productive library experiences for parents and children, and how parents can provide a nurturing reading environment for their children, as well as other strategies and techniques for using parents as a key instructional resource.
(School Library Media Activities Monthly, v. 21 no. 3 (November 2004) p. 33-8)
Plagiarsm
(THE BLUE BOOK, Callison & Preddy, p. 470-475)
Primary sources
Article Abstract - The writers discuss the use of primary sources in the classroom. After outlining reasons for using primary sources, they discuss the rewriting of history for children on the basis of primary sources and critical thinking through history and information literacy. They then consider approaches to teaching with primary sources, levels of story and the interpretation of primary sources, and the issue of when the past becomes history.
(School Library Media Activities Monthly, v. 20 no. 10 (June 2004) p. 29-32)
Portfolio
Article Abstract - Portfolios can provide a more complete and richer display of a student's abilities to deal with complex problems than letter grades. Educators seeking criteria for student portfolio review should look to the Colorado Information Literacy Rubric, as it provides an invaluable collection of potential evaluation categories.
(School Library Media Activities Monthly, v. 14 (October 1997) p. 42-5)
Problem Solving
Article Abstract (Schema and problem-solving) - The writer explores definitions and issues pertaining to schemas, problem solving, and information problem solving. (School Library Media Activities Monthly, v. 14 no. 9 (May 1998) p. 43-5)
Professional assessment
Article Abstract - Information on assessment of school library media specialists' instructional role is provided. The focus is on exemplary teaching and learning goals, the National Board for Professional Teaching Standards, school library impact studies, the National Study of School Evaluation's indicators of quality, library media specialists as agents of learning, and peer assessment.
(School Library Media Activities Monthly, v. 21 no. 6 (February 2005) p. 35-7, 41)
Project-based and Social Action Learning
(School Library Media Activities Monthly, 22, no. 5 (January 2006) p. 42-45)
Questioning
Article Abstract - The library media center is the best location for students to raise questions. Mastering the formulation of questions in a way that results in organizing the manner in which information is searched, retrieved, and sorted is the main step leading to critical thinking. Although many of the best questions come naturally, the remainder comes from reading, writing, listening, debating, and interacting with each other and with information texts. The actions that take place when students learn and practice effective questions are discussed.
(School Library Media Activities Monthly, v. 13 (February 1997) p. 30-2)
Reflection
Article Abstract - The writer discusses reflection, which involves considering options and making a judgment. Reflection is important for students who are learning to use information effectively and for teachers who want to evaluate their information literacy instruction. Strategies for encouraging reflection among elementary-level students, techniques designed to help high school students reflect on the research experience, the I-Search process, and strategies for encouraging reflection in teachers are discussed.
(School Library Media Activities Monthly, v. 16 no. 2 (October 1999) p. 31-4)
Rubrics
Article Abstract - The writer discusses rubrics for use in student performance assessment. He focuses on classification of performance, the advantages and disadvantages of rubrics, assessing process and product with rubrics, types of rubrics, rubrics for information literacy, and a rubric for rubrics.
(School Library Media Activities Monthly, v. 17 no. 2 (October 2000) p. 34-6, 42)
Scaffolding
Article Abstract - The instructional method of scaffolding, which helps students to climb to a desired educational goal or behavior, is presented. The scaffolding analogy, elaboration theory, other elements of scaffolding, the notion of the Zone of Proximal Development, and inner speech and external speech are discussed.
(School Library Media Activities Monthly, v. 17 no. 6 (February 2001) p. 37-9)
Schema and Problem Solving
Article Abstract - The writer explores definitions and issues pertaining to schemas, problem solving, and information problem solving.(School Library Media Activities Monthly, v. 14 no. 9 (May 1998) p. 43-5)
Scope and sequence
Article Abstract - Information on scope and sequence in instruction is provided. This information relates to the advantages and disadvantages of using scope and sequence as an instructional tool and scope and sequence in library skills instruction, levels of learning objectives, technology skills, media literacy skills, and information inquiry skills across disciplines.
(School Library Media Activities Monthly, v. 18 no. 7 (March 2002) p. 35-40, 48)
Service learning
Article Abstract - The writer discusses service learning. He considers the links between information literacy and social responsibility. He then discusses service learning projects that are supported by school administrators, components of service learning programs, psychosocial stages and service learning, service education and information literacy, and inquiry and community service.
(School Library Media Activities Monthly, v. 20 no. 8 (April 2004) p. 39-42, 44)
Sift and Sort
Article Abstract (Sift and Sort: The Answers Are in the Questions!) - The writers, an elementary teacher and a library media specialist, share their experiences of teaching young children how to sift through all their factoids to ensure that they begin to understand what information is relevant as opposed to what information is trivial.
(School Library Media Activities Monthly, v. 21 no. 8 (April 2005) p. 33-7)
Situated Learning
Article Abstract - The writer discusses situated learning. He discusses the tools, critical characteristics, criticisms, and some tested methods of situated learning.
(School Library Media Activities Monthly, v. 15 no. 2 (October 1998) p. 38-40+)
Story
Article Abstract - A discussion of the art of storytelling and its success in helping to engage, entertain, and instruct students is provided.
(School Library Media Activities Monthly, v. 18 no. 5 (January 2002) p. 39-42)
Student Journals
Article Abstract - The writers discuss the use of student journals in the classroom. After considering assumptions about language and learning used when assigning journals, they discuss the use of journals in the elementary grades and in science and language arts. The writers then discuss journals and the information search and journals and reflection in practice before examining student expression, educator-student communication, the value of journaling, and the use of reflecting and journaling to assess performance.
(School Library Media Activities Monthly, v. 21 no. 7 (March 2005) p. 32-5)
Student - Talk
Article Abstract - The writer believes that more attention should be paid to student talk by library media specialists and other teachers. She discusses students talk as a social curriculum, students' need for frequent opportunities to talk, the increase in vocabularies that results from varied experiences, talking while reading, storytelling, information talking, student talk and collection development, and locations for student talk. (School Library Media Activities Monthly, v. 14 no. 10 (June 1998) p. 38-41)
Synthesis
Article Abstract - According to the definition in "Bloom's Taxonomy of Educational Objectives," synthesis is a process of combining elements or parts to constitute a pattern or structure not clearly there or seen before. Although this is the category in the cognitive domain that most clearly provides for creative behavior on the part of the learner, synthesis is not completely free expression because the student is generally expected to work within certain limits. Kinds of synthesis, synthesizing information pieces, summary practice leading to synthesis, and the questions of analysis and synthesis are examined. (School Library Media Activities Monthly, v. 15 no. 10 (June 1999) p. 39-41+)
Standards
Article Abstract - The evolution of school library standards and information literacy standards is discussed, and some best practices for meeting new standards in specific areas of the curriculum are presented. Elements of the Manzo interactive teaching cycle and the integration of standards and policies are discussed. (School Library Media Activities Monthly, v. 15 no. 9 (May 1999) p. 38-41)
Taxonomy
Article Abstract - The writer considers taxonomy, a key word in instruction. A taxonomy is a systematic classification of what is learned that sorts the type of abilities that an individual acquires or illustrates from learning. A taxonomy can help identify and construct specific learning tasks and objectives, so such classifications can be effective in teaching. A taxonomy displays the range, level, and overall hierarchy of potential learning or demonstrations of student abilities through performance of a task.
(School Library Media Activities Monthly, v. 17 no. 3 (November 2000) p. 35-9)
Technology
Article Abstract - The writer discusses technology in instruction. He considers the purpose of technology in instruction, where inquiry enters into the design of learning environments compared to instructional technology, questions that teachers and administrators should answer before investing in the next generation of computers, technology foundation standards, the impact of new technologies on school library media centers, instructional technology software, and future trends in technology.
(School Library Media Activities Monthly, v. 18 no. 6 (February 2002) p. 36-40)
Textbook
Article Abstract - The writer provides an overview of the role of the textbook in the classroom. He considers the influence of the textbook on teaching over the past 100 years; two studies that provide some insight as to the impact that textbooks have on curriculum, teaching approaches, and student learning; James W. Loewen's award-winning book Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong; a study that examined the powerful influence that textbook content, text, and illustrations can have on students; the advantages of using trade books and how they can be misleading; the stages of reading development; and a strategy that helps students to skim and extract key information from standard textbooks.
(School Library Media Activities Monthly, v. 19 no. 8 (April 2003) p. 31-5, 40)
Thinking (higher order) skills
Article Abstract - An outline of the higher order thinking skills required for information literacy is provided. A sample of the Association of College and Research Librarians' competency standards for higher education, the skills for critical thinking in communication and inquiry released by the Department of Education's Office of Educational Research and Improvement, and authentic tasks for thinking skills are discussed.
(School Library Media Activities Monthly, v. 18 no. 8 (April 2002) p. 38-40, 51)
Time on Task
Article Abstract - The two factors that seem to be the most critical in determining the effectiveness of information skills instruction are discussed. They involve timing the instruction to occur at the time-of-need and placing the information-use instruction within a meaningful context of personal interest or school subject assignment.
(School Library Media Activities Monthly, v. 14 (April 1998) p. 32-4)
Virtual schools
Article Abstract - The writers discuss online learning and virtual schools. They note that although the creation of a virtual library can provide access to remote materials that enhance the experience of online learners, it is even more important that students possess the information skills needed to be successful in the virtual learning environment. They then proceed to define online learning and virtual schools; outline the purposes and goals of online education; offer advice on building an online social and learning community, Netiquette, and online orientation; discuss the purposes of Web sites developed and maintained for the school library media center; and examine elements of information literacy.
(School Library Media Activities Monthly, v. 21 no. 9 (May 2005) p. 29-35)
WebQuests
Article Abstract - Library media specialists can use WebQuests to provide an engaging, challenging learning environment for information inquiry for today's diverse learners. WebQuests are inquiry-based activities that challenge students to use Web-based resources and tools to transform what they are learning into meaningful understandings and real-world projects. WebQuests are designed to utilize online information to analyze, synthesize, and evaluate information to address high-level questions.
(School Library Media Activities Monthly, v. 21 no. 2 (October 2004) p. 38-40)