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ERIC Number: ED176740
Record Type: RIE
Publication Date: 1978
Pages: 25
Abstractor: N/A
Reference Count: 0
Promoting Educational Equity through School Libraries. Module 5: Educational Equity in the Library.
Nilsen, Alleen Pace; Tyler, Karen Beyard
Suggestions offered in the fifth module of a continuing education program for inservice school media specialists are designed to aid in identifying sexism and sex-role stereotyping in instructional materials, and help trainees foster educational equity in their own institutions. The first part is concerned with the promotion of such equity through building a sex-fair collection, revising discriminatory subject headings and references in the card catalog, encouraging the use of collective biographies, and preparing displays which appeal equally to both sexes. Interaction with students is also discussed, in the context of ways in which librarians can guide the students' reading choices, inform them about women authors, help them understand the usage of the generic term "man," and direct them in their research activities. Librarians' interactions with teachers are discussed with regard to developing a professional reference collection of works on sexism in education, promoting the use of sex-fair materials, advancing the use of non-sexist language, and designing workshops for inservice education. Bibliographies list aids to selecting materials to counterbalance and supplement the curriculum, resources for a professional collection, and selected curriculum materials. An action rating sheet and a workshop evaluation form are included in the accompanying activity book. (FM)
edc/weeap Distribution Center, 39 Chapel Street, Newton, Massachusetts 02160 (this item $0.75, complete set of materials $4.75. Checks should be made payable to: Education Development Center)
Publication Type: Guides - Classroom - Learner; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Education (DHEW), Washington, DC. Women's Educational Equity Act Program.
Authoring Institution: Arizona State Univ., Tempe.
Note: For related documents, see IR 007 677-683