News literacy and fake news curriculum: School librarians’ perceptions of pedagogical practices

The high profile of fake news reveals underlying trends in the production and consumption of news. While news literacy is a lifelong skill, the logical time to start teaching such literacy is in K-12 educational settings, so that all people have the opportunity to learn and practice news literacy. School librarians can play a critical role in helping students gain news literacy competence. This study investigated the needs for K-12 students to be news literate and their current level of skills as perceived by in-service teachers and school librarians in California. Respondents thought that their students were most competent at distinguishing advertisements and least proficient at discerning the trustworthiness of photographs. Concurrently, news literacy was seldom integrated systematically into the curriculum. The findings supported the need for developing news media literacy curriculum, including visual and media literacy, that could be implemented by K-12 teachers and school librarians

Aptitudes d\u27expression personnelle en matière d\u27information : approche d\u27une réforme scolaire complète

Communication faite lors du 67e congrès annuel de l\u27IFLA, 16 au 25 août 2001, Boston, Etats-Uni

Emerging patterns of leadership: co-location, continuity and community

"Local leaders have taken hold of the opportunity created by co-location not just to deal with an immediate problem, but also to transcend that with an even better offer to children and their families." - Page 1

Adult Teaching Methods in China and Bloom’s Taxonomy

Drawing from Bloom’s 1956 Taxonomy and Western theories on adult learning, the authors argue that adult teaching methods in China feature a teacher-centered, information-based and test-driven instructional format. An author-designed survey instrument called Lower-Order Thinking Skills and Higher-Order Thinking Skills (LOTSHOTS) was used to determine whether knowledge, comprehension and application drove adult teaching methods or analysis, synthesis and evaluation drove adult teaching methods in China. The results of the study showed that Chinese instructors of adults were used to teaching lower thinking skills associated with the first three levels of Bloom’s Taxonomy, namely, knowledge, comprehension and application. The study proposes some possible reasons and implications of such practices, and suggests that teaching higher order thinking skills to Chinese adult students might widen their horizon in engaging more openly in learnin

Il ruolo delle biblioteche scolastiche nell'educazione civica

Especially in democratic societies, youth have the right and the responsibility to participate in civic life. However, youth need civic education that supports the knowledge, skills, communication tools and access to public spaces in order to civically engage effectively. School librarians can support such efforts through physical and intellectual access to civicrelated resources in several ways: in collection development, reference and information services, civic education curriculum support, instruction in relevant literacies, mentoring, and connecting with the community at large. These efforts also model school librarians’ own civic engagement.Soprattutto nelle società democratiche, i giovani hanno il diritto e la responsabilità di partecipare alla vita civile. Tuttavia, i giovani hanno bisogno di un’educazione civica che supporti le conoscenze, le abilità, gli strumenti di comunicazione e l’ac-cesso agli spazi pubblici per impegnarsi civicamente in modo efficace. I bibliotecari scolastici possono sostenere tali sforzi attraverso l’accesso fisico e intellettuale alle risorse legate al civico in diversi modi: nello sviluppo di raccolte, nei servizi di ri-ferimento e di informazione, nel supporto del curriculum di educazione civica, nell’istruzione nelle alfabetizzazioni pertinenti, nel tutoraggio e nel collegamento con la comunità in generale. Questi sforzi modellano anche l’impegno civico dei bibliotecari scolastici

Situating Open Educational Resources for CSU Faculty and Student Success

Economic inequity is a pervasive aspect of the population of California State University (CSU) students. There are significant differences in the ability of our students to afford the total cost of their CSU education. Not only are they afforded less access to educational materials, but they also may be disadvantaged in knowing how to take advantage of those resources. Providing free, open, and/or low-cost options for course materials is a CSU Affordable Learning Solutions (AL$) strategy to significantly reduce the impact of economic inequities. Thus, we situate open as enabling equitable academic opportunities and successful educational outcomes for all CSU students. Through state supported legislation and grant funding, AL$ has built the California Online Open Library for Education (www.cool4ed.org) with open textbooks for 52 courses articulated across California’s higher education systems. We have partnered with legislators, the Hewlett and Gates Foundation, the Community Colleges, and the University of California and acquired $5M for COOL4Ed.org and for faculty development programs. By 2020, we anticipate that COOL4Ed will expand its open textbook catalog from 52 to 150 courses. In this session Drs. Leslie Kennedy and Lesley Farmer will provide an overview of a variety of open education resources showcasing CSU faculty and student experiences with OER. In addition, they will review the current status of the CSU OER initiatives and strategies for future expansion in support of faculty instruction and student learning success

Intentional and non-intentional non-adherence to medication amongst breast cancer patients

This study aimed to investigate the prevalence of and factors associated with non-adherence to medication amongst a sample of breast cancer patients. 131 women with stable disease were interviewed and completed standardised psychological measures. 55% of women reported non-adherence to medication frequently or occasionally, with younger women and those who disliked taking their medication being significantly less adherent (P = 0.015, P = 0.001). Women who deliberately omitted taking their tablets occasionally or frequently had significantly lower scores, indicative of a weaker influence, on 'internal' and 'powerful others' dimensions of health locus of control (P = 0.032, P = 0.009). Despite a life-threatening diagnosis, patients may not adhere to medication representing a potential missed opportunity for health gain and waste of resources. Furthermore, interpretation of clinical trial data may be misleading without adherence information. More research is needed to identify those at risk for non-adherence. If other routes of administration are available these options should be discussed with patients to maximise efficacy of therapy

ALISE school library special interest group (sig) session: Crafting resilience in k-12 and beyond

Researchers will share three papers exploring selected School Library topics. This interactive SIG session includes presentation of papers followed by open dialogue and Q&A regarding issues raised by the papers, implications for practice, and future areas for research. The 2021 session will include the following presentations: Preparing School Library Candidates to be Culturally Responsive School Librarians - The 2019 ALA/AASL CAEP School Librarian Preparation Standards emphasize preparing school librarian candidates that “articulate and model cultural competence and respect for inclusiveness, supporting individual and group perspectives” (ALA/AASL, 2019). This research study explores cultural understanding, experiences, and ways of knowing the world from internationally-based school library programs that LIS educators can implement to develop culturally competent learning experiences in the school librarian candidate preparation curriculum. Evidence-Based Practice and School Librarians: Analyses of Practitioners’ Data Collection - School librarian preparation programs are expected to prepare candidates to collect, assess, and apply data. This paper reports the findings of a multi-state study of school librarians’ evidence-collecting practices. Preliminary findings indicate that school librarians collect a wide array of evidence, but the likelihood of collecting specific types of data is influenced by multiple factors including the level of the school, and the librarian’s length of tenure, areas of certification, and placement in multiple schools. Librarians: Bridges to College Readiness - What relationship exists between the presence of a high school librarian and freshmen college students’ academic success? To answer this question, this study examined five years of a large comprehensive university’s first-year students’ data: demographics, first semester GPA, graduating high school demographics, and presence of the high school librarian. The findings are revealing

Transforming Learning: Challenges and Opportunities through School Libraries

Researchers will share papers exploring the SIG theme, Transforming Learning: Challenges and Opportunities through School Libraries. This interactive SIG session includes presentation of each research paper followed by open dialogue and Q&A regarding issues raised by the papers, implications for practice, and future areas for research. The following papers were selected for presentation: Teachers’ Perceptions of Students’ News Literacy (Lesley S. J. Farmer), Lead Like a Librarian (Pamela Harland), Challenges and Opportunities: Transforming Learning through Implementation of the 2018 National School Library Standards for Learners, School Librarians, and School Libraries (Carl A. Harvey II, Jen R. Spisak, Karla B. Collins, and Audrey P. Church), and Discourses of Adolescence/ts and Collection Development (Jenna Spiering and Kate Lechtenberg)