Editors James Henri and Marlene Asselin view the Information Literate School Community (ILSC) as being international. This edited volume of essays from teacher librarians and library educators around the world addresses the issues teacher librarians must face to become leaders in the new worldwide emerging vision of schools. To establish a framework for views expressed by the authors, the editors have identified four major developments that are shaping current thinking and practices of teaching and learning: New learners, New and multiliteracies, New and multiple identities and communities, and Teaching as a political activity. Issues facing teacher librarians as potential school leaders are embedded in these contexts within the essays. The book features chapters written by well-known authors in the field such as Ken Haycock, Leslie Farmer, Ann Clyde, Diane Oberg, James Henri, Marlene Asselin, and others. Chapter topics include discussions of reading and the ILSC, knowledge building and the ILSC, policies in the ILSC, the leadership role of the principal in the ILSC, preparing pre-service teachers for the ILSC, and so on.
Rezensionen / Stimmen
Because of their interaction with the entire school community and knowledge of information technologies, librarians are in a unique position to shape educational innovation. The international contributors to this volume argue that in order for librarians to emerge as leaders in the educational community, it is essential that careful attention be paid to current issues. Essay topics include new learners, new and multi-literacies, and teaching as a political activity. * School Library Journal Curriculum Connections * This book is a compilation of 16 brief but poignant essays, each written by a different world-renowned teacher librarian or library educator, that discuss the relationship between the teacher librarian and the Information Literate School Community (ILSC). . . . Learing today goes beyond four walls, allowing students to define a significant dimension of information literacy and enabling them to personalize and reshape curriculum based on changes in culture. . . . This resource will benefit any teacher librarian as they prepare for the future of education. Recommended. * Library Media Connection *
Sprache
Verlagsort
Verlagsgruppe
Bloomsbury Publishing Plc
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Interest Age: From 7 to 17 years
Maße
Höhe: 254 mm
Breite: 178 mm
Dicke: 14 mm
Gewicht
ISBN-13
978-1-59158-184-0 (9781591581840)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
James Henri is Associate Professor and Deputy Director of the Centre for IT in Education, Faculty of Education, University of Hong Kong.
Marlene Asselin is Associate Professor, Department of Language and Literacy Education, University of British Columbia (UBC), Canada, and Coordinator, UBC diploma and Masters programs in teacher-librarianship.
Contents
Acknowledgements
Chapter 1: Introduction and Context
Chapter 2: Understanding the Information Literate School Community
Chapter 3: Whose Community? Which Knowledge? A Critical (Hyperliteracies) Take on Information Literate School Communities
Chapter 4: Informing Information Literacy Education through Empirical Research
Chapter 5: Curriculum Integration and Information Literacy: Developing Independent Learners
Chapter 6: Reading and the Information Literate School Community
Chapter 7: The Leadership Role of the Principle in the Information Literate School Community
Chapter 8: Policy, Social Justice and the Information Literate School Community
Chapter 9: Scaffolding and the Information Literate School Community: Knowledge Building
Chapter 10: Teacher Librarians: Mirror Images of Teachers and Pioneering Voyagers
Chapter 11: The Teacher Librarian Toolkit for an Information Literate School Community
Chapter 12: Generating Change: A North American Perspective
Chapter 13: Generating Change through Professional Development: A New Zealand Perspective
Chapter 14: Systems Issues and the Information Literate School Community
Chapter 15: Preparing Preservice Teachers as Members of Information Literate School Communities
Bibliography
About the Editors and Contributors
Index
