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ERIC Number: EJ875917
Record Type: Journal
Publication Date: 2005-Jul
Pages: 27
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0024-2519
A Conceptual Framework for Digital Libraries for K-12 Mathematics Education: Part 2, New Educational Standards, Policy Making, and Accountability
Chen, Hsin-liang; Doty, Philip
Library Quarterly, v75 n3 pe1-e27 Jul 2005
This paper is the second of two (see pt. 1) that describe a six-part conceptual framework for designing and evaluating digital libraries for mathematics education in K-12 settings: information literacy, information organization, integrated learning, adoption of new educational standards, integration of pertinent changes in educational policy making, and ensuring accountability. This second paper explores the final three elements of the six-part framework. Accountability has become the core of the educational reform initiated by federal policies and measured by state-mandated educational standards. These political circumstances, as well as communication and collaboration, must be constitutively involved in the iterative design, implementation, and evaluation of digital libraries. The paper concludes with a series of recommendations for the design and implementation of digital libraries for K-12 mathematics education based on the authors' discussion of these final three elements. [For Part 1, see EJ875912.]
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-188; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Media Staff
Language: English
Sponsor: N/A
Authoring Institution: N/A