Guiding Students into Information Literacy: Strategies for Teachers and Teacher-Librarians
Teachers often assume students know how to do research. However, most students lack important information literacy skills and often need guidance in order to be successful researchers. Sometimes the research projects students are assigned are not well devised or planned, and teachers often underestimate the amount of time or effort necessary to complete a project. These difficulties soon become compounded because students often have poor organizational and time management skills, which are...
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Information Literacy takes readers systematically through the management of a research activity, from conception to final product. Each chapter includes handouts that have been used by the authors with actual research assignments, websites for further information, and a bibliography of additional books that support the ideas in the chapter. An appendix with examples of research papers that have been done by the authors' actual students is also included. School Library Journal This book gives practical examples of student activities involving reports and projects using the I-Search model. It reads like a how-to guide with theory interspersed, but it is text-heavy as the authors describe their experiences in managing students as they worked on research assignments. Suggestions for further reading and links to useful Web sites, examples of project proposals, a bibliography sheet, a bibliographic citation form, and note cards plus steps to writing the I-Search paper are all included. While clearly written and quite informative, the book is not easy to read. The layouts are rather tight and the main text is densely packed on the pages. This is not meant to be a quick reference tool, but rather a book that should be read thoroughly from cover to cover. It would be excellent as a supplementary text for pre-service librarians. For the professional development of busy practicing librarians, Sandra Hughes-Hassell and Anne Wheelock's The Information-Powered School (ALA, 2001) and Carol Koechlin and Sandi Zwann's Build Your Own Information Literate School (Libraries Unlimited, 2005) provide more rubrics and a greater variety of handouts, and are easier and friendlier to read.-Angela Washington-Blair, Emmett J. Conrad High School, Dallas, TX
\ School Library JournalThis book gives practical examples of student activities involving reports and projects using the I-Search model. It reads like a how-to guide with theory interspersed, but it is text-heavy as the authors describe their experiences in managing students as they worked on research assignments. Suggestions for further reading and links to useful Web sites, examples of project proposals, a bibliography sheet, a bibliographic citation form, and note cards plus steps to writing the I-Search paper are all included. While clearly written and quite informative, the book is not easy to read. The layouts are rather tight and the main text is densely packed on the pages. This is not meant to be a quick reference tool, but rather a book that should be read thoroughly from cover to cover. It would be excellent as a supplementary text for pre-service librarians. For the professional development of busy practicing librarians, Sandra Hughes-Hassell and Anne Wheelock's The Information-Powered School (ALA, 2001) and Carol Koechlin and Sandi Zwann's Build Your Own Information Literate School (Libraries Unlimited, 2005) provide more rubrics and a greater variety of handouts, and are easier and friendlier to read.-Angela Washington-Blair, Emmett J. Conrad High School, Dallas, TX\ \ \
