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Teaching Information Literacy is the Key to Academic Achievement: The Success Story of Oregon School Library Media Programs

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... For instance, significant links have long been documented through evidence-based practice research as well as evaluation studies, between school librarians' active engagement, and their students' learning outcomes in the core disciplinary subject domains (e.g., Scholastic, 2008;Lance, 2001;Lance, Rodney, and Russell, 2007;Todd & Kuhlthau, 2004;Callison, 2004;Small & Snyder, 2009, Library Research Service, 2011Bailey and Paul, 2012;DiScala and Subramaniam, 2011). Studies conducted in three states (Pennsylvania, Colorado and Oregon) indicate that participating library media programs' level of development in staffing, resources, and funding were predictors of student academic achievement outcomes (Lance, 2001;Lance & Rodney, 2014). A study in California found a significant correlation between school library services and student test scores across all student performance areas (Achterman, 2008). ...
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This chapter aims to empower leadership in today’s school librarians in the area of e-learning technology stewardship, offering a set of guidelines and strategies for choosing effective e-learning and curricular solutions, to support positive learning outcomes among students in newly prioritized knowledge and practice domains involving technology and computing. The chapter first offers strategies for school librarians’ technology decision-making and implementation, building on Wenger, White & Smith’s (2009) framework for “technology stewardship” which applies in a broad range of professional climates, including schools. We then provide a case study example of e-learning solution decision-making, from the standpoint of the school librarian. In the case study example, we focus on reviewing the features, affordances and evidence base for one particular e-learning solution, to demonstrate how such a review is necessary, we propose, in establishing sufficient justification for expenditure of time and resources to commit to implementation. We develop and offer selection criteria specific to K-12 school-based e-learning goals and objectives, considering “acquisition strategies” such as ‘use what you have,’ ‘build your own,’ ‘go for the free stuff,’ etc. (Wenger et al, 2009). Overall, the case study example can be used as a template to set a benchmark for school librarians’ discernment, supporting responsibility to choose credible, evidence-based products and solutions that present greater likelihood to bear out success outcomes, in K-12 student e-learning.
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The purpose of this paper is to determine the mediated role of information literacy in impact of learning styles to the academic performance of students at Tehran University Bachelor of Science in engineering and humanities. This study is among the Practical and descriptive-Survey Research that in a method is cross sectional. The statistical population of this research is included 2025 BA students of Faculty of Literature and Humanities, Engineering and Technology in university of Tehran in the 2014-2015 academic years‚ that with use of Simple random sampling 325 person were studied. This is a descriptive study (a survey) that tow questionnaires was used to collect data; information literacy and Felder- Soloman learning styles, that validity of the content and Stability of this two questionnaire was confirmed. The findings of research showed that for receiving dimension, students’ visual style‚ potent preference than verbal style and for processing dimension ‚ active style‚ average preference than reflective style there. For perception dimensions and understanding average styles were not different from one another. The analysis of the model revealed‚ receiving dimension and processing dimension, the ability to explain the information literacy variable directly there. As well as dimension perception and information literacy variable also have the ability to explain the academic performance variable of students directly. The significant indirect effects receiving and processing dimensions on academic performance variable also was confirmed.
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