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Pub Date: |
2012-09-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Learning Theories; Cognitive Style; Elementary Schools; Libraries; Foreign Countries; Teaching Skills; Library Skills; Gender Differences; Librarians; Library Instruction; Computer Assisted Instruction; Educational Research; Academic Achievement
Abstract:
Due to limited budgets and manpower, most elementary schools in Taiwan do not plan or provide library instruction for students. Although students can use libraries, they typically lack the knowledge needed to use library resources effectively. Consequently, students have difficulty finding the books they need and can easily become overwhelmed by the massive amount of information in libraries. Computer-assisted instruction for teaching basic library skills to large numbers of students is an appealing method. Particularly, developing augmented reality (AR) technologies for learning have garnered considerable attention in education research. Many researchers and scholars believe that integrating teaching and AR enhances student learning performance and motivation. This work develops an educational AR system based on situated learning theory, and applies innovative augmented reality interactive technology to a library's learning environment. Student library knowledge can be enhanced via the proposed augmented reality library instruction system (ARLIS). Experimental results demonstrate that student learning performance is improved significantly by using the proposed ARLIS. Moreover, this work demonstrates that using the proposed ARLIS for library instruction results in the same learning performance as conventional librarian instruction and there is no gender difference on learning performance between the proposed ARLIS and conventional librarian instruction. Moreover, the proposed library instruction system overcomes shortcomings of personal teaching skills of librarians that may adversely affect student learning performance by conveying the same learning content to all students. Additionally, the proposed system results in better learning performance for learners with the field-dependent cognitive style than learners with the field-independent cognitive style. Further, the proposed system provides more benefits in terms of library skills of application and comprehension than conventional librarian instruction. Moreover, the learning performance of students is not affected by their gaming skills. Therefore, student gaming skills do not need to be considered when adopting the proposed system in library instruction programs. (Contains 18 tables and 5 figures.)
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Author(s): |
Alto, Teresa |
Source: |
School Library Monthly, v29 n1 p11-13 Sep-Oct 2012 |
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
High Schools; Librarians; School Libraries; Library Skills; Library Instruction; Reference Services; Reading Interests; Reading Motivation; Reading Habits; Recreational Reading; High School Students; Library Science; Reading
Abstract:
A century ago, a woman named Mary E. Hall convinced school leaders of the need for the professional school librarian--a librarian who cultivated a love of reading, academic achievement, and independent learning skills. After graduating from New York City's Pratt Institute Library School in 1895, Hall developed her vision for the high school library while working in the institute's new public children's library. She fulfilled her vision for libraries after she began working at Girls' High School in Brooklyn in 1903, where she created what she called "the modern high school library." Hall's library at Girls' High School, one of the city's first public high schools, was very much a school library and a library in a school. As Hall developed the library, she and other early school library leaders successfully convinced educators that library skills--principally reference and research--should be taught. Just as important as library skills was the love of reading. As a member of the National Council of Teachers of English Committee on Home Reading, Hall was one of the most significant leaders in promoting recreational reading for high school students. Hall's library was held up as a much-lauded national model, and Mary Hall became, in AASL historian Patricia Pond's estimation, "the outstanding leader in the school library movement." Hall's promotion of school librarians is particularly timely now. A century ago, educators recognized that if they wanted students to enjoy reading, to become self-reliant citizens who could intelligently research current events, and to become lifelong learners, they needed school librarians. Today, with a student body arguably more at risk for functional illiteracy and lacking critical thinking skills, school systems and state legislators are reneging on that commitment.
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Author(s): |
Lohmiller, Darcy |
Source: |
Library Media Connection, v30 n4 p52-53 Jan-Feb 2012 |
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
School Libraries; Library Skills; Library Instruction; Instructional Design; Lesson Plans; Teaching Methods; Change Strategies; Educational Strategies; Time Management
Abstract:
School librarians have always been teachers, even before the term "teacher-librarian" was coined. They teach every time they help students select books, locate and evaluate resources for research projects, or troubleshoot a computer problem. When they assist students, they explain and model the steps they are taking. Teaching for school librarians is a continuous, fluid process, dictated by the specific needs of individuals. To be consistent and efficient they teach whole class library lessons to reach all their students. Teaching requires assessment, however, which has always been a challenge in the library. Library assessments should be authentic assessments where students demonstrate their understanding of skills, yet the logistics of constructing, administering, and correcting them can be daunting. Performance assessments generally take longer to administer than worksheets, and time is a luxury in the library. Library schedules often prevent a lesson from spilling over into the next day. Both lesson and assessment must be completed in one class period or less. But by the time the classroom teacher takes attendance, focuses the students, leads them down the hall, and settles them into the library, the author is often left with 30 minutes (or less) for a lesson and checkout time. She feels rushed to teach the lesson, and even more rushed to have the students complete it. There is no time to allow for differentiation or to assist struggling students, or to accurately measure 30 individual performances. And when the library lesson is over, there is no accountability of what the students did or did not understand. In this article, the author describes a system that could quickly teach--and assess--each library skill to every student in the allotted time. (Contains 1 figure.)
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