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Selected Bibliography with Abstracts (for Exercise 5: Information Literacy)Page 1 of 6

Exercise 5: Information LiteracyALABAMA VIRTUAL LIBRARY

Library, Information Science & Technology Abstract(See page two for official permission from EBSCO.)

About the DatabaseLibrary, Information Science & Technology AbstractsLibrary, Information Science & Technology Abstracts, (LISTA) indexes morethan 600 periodicals, plus books, research reports and proceedings. Subjectcoverage includes librarianship, classification, cataloging, bibliometrics,online information retrieval, information management and more. Coverage inthe database extends back as far as the mid-1960s.

Copyright and Restrictions of Use The Library, Information Science & Technology Abstracts database is madeup of indexing, abstracts, and full text. The copyright of the abstracts andindexing is owned by EBSCO Publishing. This database is intended solely forthe use of the individual patron of the licensing party.

Copyright of the full text is the property of the publisher of the originalpublication. Text may not be copied without express written permissionexcept for the print or download capabilities of the retrieval software used toaccess it. This text is intended solely for the use of the individual user.

Directions

Go to Alabama Virtual Library.At Onsite Database Search, scroll down toFull Text Databases Multiple Database SearchClick EBSCO Search.In box below FIND, scroll toLibrary, Information Science and Technology Abstracts.

You will quickly go to a new screen.In the new FIND box, type Information Literacy.Click Search.A list of articles will appear. They seem to be in chronologicalorder. Even though I worked on this yesterday, there is a newarticle at the top. The articles with abstracts that follow are inchronological order and should be easy to locate.(Note: After deciding which articles to include, I simply cut andpasted the information. I did not consult a citation handbook.)


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PERMISSION GRANTED

>>> Chad Movalli 4/16/2007 4:30 pm >>>

Hi Melissa, Thank you for your email.I have included a link to EBSCO's Licensing Agreement below.Licensing Agreement http://support.epnet.com/ehost/terms.htmlI believe you are specifically interested in part C of section 1. (I left thisout because it is so long. You are welcome to look it up yourself. Melissa)

In regards to your specific questions, you are able to includeabstracts in your handouts and listserv. Additionally, there are norestrictions limiting this to Alabama users only so please feel freeto distribute your handout to all attendees.

Please let me know if you have any additional questions orconcerns.

Regards,ChadChad Movalli

Customer Relations Supervisor

[email protected]

http://support.ebscohost.com

http://case.support.ebscohost.com


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Selected Bibliography with Abstracts

Simpson, Carol, Library Media Connection; Apr2007, Vol. 25 Issue7, p6-6, 2/3p; ( AN 24445661 )

Abstract: The author reflects on the existence of the nationalstandards for information literacy in the U.S. A study conductedby the Educational Testing Service reveals that majority of theInformation and Communication Technology (ICT) test takers didnot show ICT competency. The author stresses that there is acurriculum ready, willing, and able to remedy this significantdeficiency if only the schools will empower their librarians toimplement it fully. Literacy and the Changing Role of the Elementary Library MediaSpecialist. By: Buzzeo, Toni. Library Media Connection, Apr2007,Vol. 25 Issue 7, p18-19, 2p; ( AN 24445666 )Abstract: The article discusses the changing role and literacy of the elementary library media specialist in the U.S. It is assertedthe role has moved from warehousing to consulting and thisinvolves linking the contents of the books with the best readersand working with the teachers to project units of study thatcontain literacy learning and cope with content standards aboutinformation literacy and English language arts. The author alsostresses that the mission to help students in learning how to readis aligned with public policy. Other information such as the fiveaspects of the changing role is presented.

Head for the Edge What Gets Tested Gets Taught. By: Johnson,Doug. Library Media Connection, Apr2007, Vol. 25 Issue 7, p98-98, 1p; ( AN 24445890 )Abstract: The article discusses the significance of teachinginformation and information technology literacy skills to college

students and high-school students preparing to enter college.According to the author, most teachers considered this as anadditional overload to their work. He also stresses that schoolsthat do not acknowledge the need for students to be able to useinformation and technology to solve problems and answerquestions are negligent. To recognize this critical skill set andgive it the importance it deserves, he suggests to develop a
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single, nationally recognized set of informationliteracy/information technology standards.

NEWSMAKER: HENRY JENKINS. American Libraries, Mar2007, Vol.

38 Issue 3, p24-24, 1p, 1c; ( AN 24394553 )

Abstract: The article presents an interview with Henry Jenkins,director of the Comparative Media Studies program at theMassachusetts Institute of Technology, about new media literacy.In this interview, Jenkins offers his views on traditional informationliteracy. His comments on preventing libraries from dealing withsocial networking sites are cited. Effects of mashups, samplingand online collaboration on the nature of library materials are alsotackled by Jenkins.

Shooting Themselves in the Foot. By: Abram, Stephen. MultiMedia& Internet@Schools, Mar/Apr2007, Vol. 14 Issue 2, p17-19, 3p; ( AN24485561 )

Abstract: The author emphasizes the need to teach informationfluency and Internet safety among K-12 students. He points outthat Draconian policies and implementations are getting in theway of actual education. He contends that resistance to changeand renewal follow a common path. He highlights some ways inwhich teachers can help learners prepare for an Internet-empowered world.

am I doing the right job? By: Coatney, Sharon. Teacher Librarian,Feb2007, Vol. 34 Issue 3, p60-60, 2/3p; ( AN 23812198 )Abstract: The article offers reflections on the teacher-librarianprofession. Over time, the job of the teacher-librarian seems tohave changed. The name continues to change as well-from schoollibrarian to school library media specialist to information specialist to the next new idea. The role of teacher-librarians inthe information literacy of students is also discussed.

How a fire in our building helped us light a fire under ourstudents, and how you can do it, too! By: Sabol, Elizabeth A..Library Media Connection, Jan2007, Vol. 25 Issue 4, p36-38, 3p;( AN 23594509 )
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Abstract: The article offers advice on how to teach informationliteracy to high school freshmen. It details how a fire in theauditorium displaced Drama/Communication Arts Teacher EllenBoyer from her classroom one week before the start of the 2004-

2005 school year. The author designed a curriculum that wouldbest serve the students, comply with Pennsylvania StateStandards, and satisfy the Director of Education. Boyer partneredwith the author to test the curriculum on her freshmen. Thearticle discusses the key factors contributing to the success of theprogram.

what flavor is your school library? the teacher-librarian as learning leader. By: Loertscher, David. Teacher Librarian, Dec2006, Vol. 34Issue 2, p8-12, 5p, 5c; ( AN 23396512 )Abstract: The article focuses on the five major flavors of libraryprogram that should be adopted by teacher-librarians as learningleaders. Labeled as ice cream flavors, these include vanilla-flavored organization, strawberry-flavored reading, chocolate-flavored information literacy, mint-chocolate-chip-flavoredtechnology, and spumoni-flavored learning.

the spirit of inquiry in information literacy. By: Dickinson, Gail K.. Teacher Librarian, Dec2006, Vol. 34 Issue 2, p23-27, 5p; ( AN23396519 )

Abstract: The article relates the American Association of SchoolLibrarians Information Literacy Standards with John Dewey'swritings on thinking and learning. Dewey's writings can be atheoretical base for the study of information skills. Collaborativeteaching of integrated information skills aligns precisely withDewey's writings.

CSI library--collaborate, support, integrate. By: Burk, Lynne F.. Teacher Librarian, Dec2006, Vol. 34 Issue 2, p34-35, 2p, 1c; ( AN23396525 )

Abstract: The article focuses on the goals of the library programof McKnight Elementary in the North Allegheny School District insuburban Pittsburgh, Pennsylvania. The program aims to
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collaborate with teachers, administrators, parents, and students,to support building and district initiatives, and to integrate theteaching of literature, information literacy, and technology skillsinto the subject area curriculums.

Some Tricks to Build Information Fluency--Part 2. By: Abram,Stephen. MultiMedia & Internet@Schools, Nov/Dec2006, Vol. 13Issue 6, p6-28, 3p; ( AN 23121315 )Abstract: The author discusses the techniques in developinginformation literacy. He offers suggestions on dealing with andcapitalizing on the popularity of social networks such as theMySpace site. He gives advice on utilizing video games and sitessuch as Second Life, Teen Second Life and Active World. Heprovides tips on encouraging students to search databases anduse the online library catalogs as a search tool.

Advocating for Teens' Technological Needs: Q & A with StephenAbram. Young Adult Library Services, Summer2006, Vol. 4 Issue4, p35-37, 3p; ( AN 21160286 )Abstract: The article presents an interview with AbrahamStephen, vice president of innovation for SirsiDynix and pastpresident of the Canadian Library Association. when asked aboutthe essential library services that should be offered to young

adults in the millennium, he refers to thinking skills, informationliteracy, and advanced Web access. He believes that the bestthing to advocate for teen library customers are tools andtechnology that align with teens' comfort levels.
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