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ERIC Number: EJ826456
Record Type: Journal
Publication Date: 2007
Pages: 4
Abstractor: ERIC
Reference Count: 6
ISBN: N/A
ISSN: ISSN-1094-9046
Information Technology Assessment: A Foundation for School and Academic Library Collaboration
Seymour, Celene
Knowledge Quest, v35 n5 p32-35 May-Jun 2007
While the promotion of literacy is a fundamental mission for all librarians, over the past decades the definition has expanded and, paradoxically, fragmented into various multiliteracies, such as computer literacy, visual literacy, media literacy, and so forth. From these, a broader concept of student competencies, one that includes both information literacy and technology skills, is emerging. Although college and university faculty expect their incoming students to have mastered certain knowledge and skills, they find a discrepancy between their expectations and reality; entering college freshmen appear to lack a number of important competencies, including "adequate access and experience with computer technology" and "information-finding and basic Internet research skills." Poor preparation in high school means that some college freshmen struggle to catch up, others require remediation, and still others fail and drop out. School librarians could assume the responsibility for determining whether each student has acquired the skills needed for higher education, while academic librarians would know what skills their entering freshmen have (and should have), and plan their instruction and assessment accordingly. In this article, the author proposes that school and academic librarians work together to create a seamless and purposeful transition from K-12 to higher education. (Contains 1 figure.)
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://www.ala.org/aasl/kqweb
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A