Down the library path Bernadette Bennett, Kerry Gittens, and Lynette Barker When you are working with like-minded people sometimes the planets align and between you clarity can be achieved. The Hunter region has always had a strong professional body of Teacher Librarians (TL), gathering in small groups by region, education sector, and at the annual MANTLE conference. In 2006, the Hunter's TLs at the local Diocesan schools formed a group to create a Diocesan Information Skills strategy and accompanying programming guide that would provide consistency across the Diocese. The NSW Department of Education and Training's Information Skills Process (ISP) was used as the basis for creating the guide. As time progressed, changes occurred that started a few of us thinking about the model: There was increasing discussion about Guided Inquiry and Inquiry models, with a focus on Inquiry in the incoming National Curriculum. Connect and Wonder What do I already know? Discover and Learn Where can I find this information? 1. 2.
The Inquiry Page Based on John Dewey's philosophy that education begins with the curiosity of the learner, we use a spiral path of inquiry: asking questions, investigating solutions, creating new knowledge as we gather information, discussing our discoveries and experiences, and reflecting on our new-found knowledge. Each step in this process naturally leads to the next: inspiring new questions, investigations, and opportunities for authentic "teachable moments." Dato Información y Conocimiento (CLASE 1-A).wmv Shibboleth Authentication Request RDA new cataloguing rules Why new rules, and what has it got to do with me? Resource Description and Access (RDA) is the cataloguing standard being introduced to replace Anglo-American Cataloguing Rules, second edition (AACR2). National Library of Australia has announced that it will implement RDA in early 2013 (Australian Committee on Cataloguing n.d.). Cataloguing standards Catalogues have been a core part of a library’s activity for centuries, assisting individuals to locate information to suit their needs. AACR2 is the current standard for creating bibliographic descriptions and added entries. Need for change Along came computers, keyword searching and innovative and interactive ways to display search. Putting the user first RDA has been developed with a clear focus on helping users find, identify, select and obtain the information required. Records will become more understandable to the user, through a simplification of the rules in RDA. no more Latin abbreviation like et al. What now? References Renate Beilharz
Inquiry Learning In some ways trying to answer this question is like trying to answer the question "How long is a piece of string?" However it is a very important question for any school implementing Inquiry Learning as a school-wide approach to consider. Different people will have different ideas, and different 'experts' will all push their own theories and ideas. It would be foolish to think that I would be any different, so the following material comes with an 'Opinion Warning'. The ideas expressed here have been formed over seven years of working with schools as they implement Inquiry Learning. I believe there are a number of aspects that are essential to be considered as you form your own answer to this question. Goals: What is you purpose or goal for implementing Inquiry Learning as a classroom approach? The two most common reasons I hear for implementing Inquiry Learning are "As a means of curriculum integration" and "Developing independent learning skills in students". Curriculum Integration:
Datos, información, conocimiento ¿En qué se diferencia el conocimiento de los datos y de la información? En una conversación informal, los tres términos suelen utilizarse indistintamente y esto puede llevar a una interpretación libre del concepto de conocimiento. Quizás la forma más sencilla de diferenciar los términos sea pensar que los datos están localizados en el mundo y el conocimiento está localizado en agentes de cualquier tipo (personas, empresas, máquinas...), mientras que la información adopta un papel mediador entre ambos. Los conceptos que se muestran a continuación se basan en las definiciones de Davenport y Prusak (1999). Datos Los datos son la mínima unidad semántica, y se corresponden con elementos primarios de información que por sí solos son irrelevantes como apoyo a la toma de decisiones. Un número telefónico o un nombre de una persona, por ejemplo, son datos que, sin un propósito, una utilidad o un contexto no sirven como base para apoyar la toma de una decisión. Información Conocimiento
Standards for the 21st-Century Learner Skip to main content ALA User Menu Search form A Division of the American Library Association You are at: ALA.org » AASL » Learning Standards & Program Guidelines » Standards for the 21st-Century Learner Share this page: Share on Facebook Share on Google+ Share on Pinterest Print Standards for the 21st-Century Learner Standards for the 21st-Century Learner offer vision for teaching and learning to both guide and beckon our profession as education leaders. Rights and permission on the use of the learning standards. Downloading & Ordering You can download the Learning Standards as an eight-page full-color pamphlet: You can also purchase the learning standards in packets of 12 from the ALA Online Store. Prices are $13.50 for members; $14.95 for non-members. *This publication complements the Standards for the 21st-Century Learner in Action and Empowering Learners: Guidelines for School Library Programs. © 1996–2015 American Library Association
Building World Knowledge: Motivating Children to Read and Enjoy Informational Text Click the "References" link above to hide these references. Chall, J., Jacobs, V., & Baldwin, L. (1990). The reading crisis: Why poor children fall behind. Cambridge, MA: Harvard University Press. Cooperative Children's Book Center (2006). Duke, N., & Bennett-Armistead, V. Kagan, S. (2009). Marinak, B. & Mazzoni, S. (2009). McGinley, W. & Denner, P. (1987). Mohr, K. (2006). National Assessment of Education Progress. Pappas, C. (1993). Pearson, P.D. (2003). Schwartz, S. & Bone, M. (1995) Retelling, Relating, Reflecting: Beyond the 3R's. Snow, C., Burns, S., & Griffin, P. (1998).
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