Literaturnachweis - Detailanzeige
| Autor/in | Asselin, Marlene |
|---|---|
| Titel | Guiding the Inclusion of Information Literacy |
| Quelle | In: Teacher Librarian, 31 (2004) 4, S.63 (2 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1481-1782 |
| Schlagwörter | School Libraries; Information Literacy; Educational Change; Instructional Leadership; Professional Development; Teacher Education; Foreign Countries; Canada; Program for International Student Assessment |
| Abstract | A major recommendation from the 2000 Program for International Student Assessment (PISA) calls for increased attention to instruction and assessment of information literacy processes. Results of the PISA showed significant differences in processes and student capabilities among different types of reading, specifically between reflective and informational reading. The report states: "In the future, demands on individual literacy abilities are likely to include more fluent information retrieval and processing along with reflection and evaluation, so literacy that is balanced in these regards is desirable" (Topping, 2003, p. 12). Teacher-librarians are well prepared to spearhead professional development in this new area of literacy in their schools. This column reviews evidence of the growing importance of the place of information literacy in educational reform, outlines challenges to including it as part of regular literacy instruction, and suggests ways that teacher-librarians can advance professional development in this area in their schools. (ERIC). |
| Anmerkungen | Scarecrow Press, 4501 Forbes Blvd., Suite 200, Lanham, MD 20706. Web site: http://www.scarecrowpress.com. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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