• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >The role of technology in the interactions between secondary school library media specialists and teachers.
【24h】

The role of technology in the interactions between secondary school library media specialists and teachers.

机译：技术在中学图书馆媒体专家和教师之间互动中的作用。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Statewide school library media centers in at least sixteen states (other than Louisiana) indicate that effective school library media center programs can positively impact student achievement. According to these studies, effective school library media centers have: (a) a qualified library media specialist, (b) adequate support staff, (c) current and large collections, (d) access to information technology that is integrated into the curriculum, and (e) time for collaboration with the faculty. This study was developed to explore the role of technology in the collaborations between school library media specialists and teachers. Data revealed that interactions between school library media specialists and teachers concerning the use of technology to teach information literacy skills occurred with frequency and in a variety of ways at the three selected exemplary school library media centers. However, barriers sometimes prevented collaboration from resulting. Climate in the school library media center was found to be crucial to collaboration and to the teaching of information literacy skills. Data indicated that technology should be only one of the tools used in teaching of information literacy skills to students, although computer literacy skills are perceived as increasingly important in this effort. According to the data from the surveys, interviews, and observations, teachers perceived the library media specialist to be the person with expertise in both technology and information literacy on their campuses, thereby necessitating involvement in continuing professional development. The findings of these best practices of technology interactions and the teaching of information fluency skills, as well as a thorough literature review, led to the formation of the Integrated Information Fluency Model for Student Learning.
机译：至少在16个州（路易斯安那州除外）的州级学校图书馆媒体中心表明，有效的学校图书馆媒体中心计划可以对学生的学习成绩产生积极影响。根据这些研究，有效的学校图书馆媒体中心具有：（a）合格的图书馆媒体专家，（b）足够的支持人员，（c）现有和大量的藏书，（d）可以将信息技术集成到课程中， （e）与教师合作的时间。开展这项研究的目的是探讨技术在学校图书馆媒体专家和教师之间的协作中的作用。数据显示，在三个选定的示范性学校图书馆媒体中心，学校图书馆媒体专家与教师之间就使用技术教授信息素养技能的互动发​​生的频率和方式多种多样。但是，障碍有时会阻止合作。人们发现，学校图书馆媒体中心的气候对于协作和信息素养技能的教学至关重要。数据表明，技术应仅是向学生教授信息素养技能的工具之一，尽管人们认为计算机素养技能在这项工作中变得越来越重要。根据调查，访谈和观察的数据，教师认为图书馆媒体专家是他们校园内在技术和信息素养方面具有专长的人，因此需要参与持续的专业发展。这些技术交互最佳实践和信息流利技能教学的发现，以及详尽的文献综述，导致形成了学生学习的综合信息流利模型。

著录项

  • 作者

    McDonald, Shirley Benson.;

  • 作者单位

    Louisiana State University and Agricultural & Mechanical College.;

  • 授予单位 Louisiana State University and Agricultural & Mechanical College.;
  • 学科 Library Science.;Education Technology of.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 175 p.
  • 总页数 175
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 图书馆学、图书馆事业;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号