Elementary Counselors Get Schooled in Information Literacy

The Ledger of Lakeland, Florida has a report up about elementary education and information literacy. It is titled Elementary Counselors Get Schooled in Information Literacy and was written by Thomas Hagerty.

From the site:

Elementary professional school counselors from the Polk County School District held their spring meeting April 10 at the University of South Florida Lakeland. The featured speaker was Dr. Wendy-lou Greenidge, assistant professor of counselor education, USF Lakeland. She spoke on "Using Online Resources and Technology to Improve Elementary School Counseling Programs."

In her presentation, Greenidge stressed the importance of information literacy - the ability to recognize when information is needed and to locate, evaluate, and use effectively the needed information.

"In this Information Age, to provide the best service to their clients and to promote their own professional development, counselors need to develop information literacy," said Greenidge. "The Internet houses an abundance of counseling information and resources. However, to effectively and efficiently access this information requires knowledge of search engines, Web sites, and databases."

Report on the Thirteenth Off-Campus Library Services Conference

I recently had the privilege of visiting Salt Lake City, Utah for a library conference. It was the Off-Campus Library Services Conference. I had a great time and really enjoyed visiting Utah. In addition to attending many great sessions, I presented a paper on publishing for librarians. It is in the conference proceedings already and I also hope to get the paper up on the Central Michigan University Digital Repository soon. I also visited some attractions in Salt Lake City such as Temple Square.

I enjoyed the conference and hope to go again next time this conference is held. Here are a few PowerPoint slides from some sessions held dealing with library instruction or information literacy:

Using Online Tutorials to Reduce Uncertainty in Information Seeking Behavior

Visual Tutorials for Point- of-Need Instruction in Online Courses

How It’s Done: Examining Distance Education Library Instruction and Assessment

Creation, Management, and Assessment of Library Screencasts: The Regis Libraries Animated Tutorials Project

Information Literacy Successes Compared: Online vs. Face to Face

Position Announcement: Music Bibliographer, Central Michigan University

Reference Librarian/Music Bibliographer (Tenure-track, 12-month, Assistant Professor)

Central Michigan University Libraries seeks a 12-month, tenure-track faculty Reference Librarian/Music Bibliographer at the rank of Assistant Professor to join an energetic team. Serving about 28,000 students, Central Michigan University is a doctoral research institution recognized for strong undergraduate education and a range of focused graduate programs and research.

Position Description: Shares responsibility with a team of 10 librarians in the Reference Services Department for providing all facets of reference service, including reference and research support, and library instruction. Teaches sections of LIB 197, a one-hour credit course and conducts specific instruction for other courses. Participates in collection development and serves as bibliographer for music and other areas as assigned. Serves as music specialist for the Libraries and assists Technical Services in acquiring and cataloging music material. As a faculty member, produces scholarly and/or creative achievements and contributes to university service. This position includes weekend/evening hours.

Minimum Requirements: Applicants must possess an MLS or equivalent degree from an ALA-accredited program, excellent communication skills, service-orientation, and evident potential for earning tenure/promotion as a library faculty member. This position requires relevant experience or education in academic library reference and instruction, and an undergraduate degree in music or a demonstrably significant academic background in music. Applicants must show evidence of the ability to carry out assignments independently and cooperatively.

Preferred Requirements: Advanced degree in music and other teaching experience.

Salary commensurate with qualifications, minimum $52,000. Excellent fringe benefits.

Submit letter of application addressing qualifications for the position, resume, and names, titles, addresses, and telephone numbers of at least three professional references. Applications may be emailed to cole1se@cmich.edu (please include the phrase "Reference Librarian/Music Bibliographer Search" in the subject line). Alternatively, a hard copy application may be sent to:

Chairperson, Reference Librarian/Music Bibliographer Search Committee
407 Park Library
Central Michigan University
Mount Pleasant, MI 48859

Review of applications begins June 1, 2008. Applications for this position will be accepted until the position is filled.CMU, an AA/EO institution, strongly and actively strives to increase diversity within its community (see http://www.cmich.edu/aaeo/).

Critical Thinking: Promoting It in the Classroom

The ERIC Clearinghouse on Reading and Communication Skills published an ERIC Digest in 1989. It was titled Critical Thinking: Promoting It in the Classroom. It was written by M. Carrol Tama. Although a bit dated, it still seems relevent today for K-12 and higher education teachers.

From the site:

The NCTE Committee on Critical Thinking and the Language Arts defines critical thinking as "a process which stresses an attitude of suspended judgment, incorporates logical inquiry and problem solving, and leads to an evaluative decision or action." In a new monograph copublished by the ERIC Clearinghouse on Reading and Communication Skills, Siegel and Carey (1989) emphasize the roles of signs, reflection, and skepticism in this process.

Ennis (1987) suggests that "critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do." However defined, critical thinking refers to a way of reasoning that demands adequate support for one's beliefs and an unwillingness to be persuaded unless the support is forthcoming.

Why should we be concerned about critical thinking in our classrooms? Obviously, we want to educate citizens whose decisions and choices will be based on careful, critical thinking. Maintaining the right of free choice itself may depend on the ability to think clearly. Yet, we have been bombarded with a series of national reports which claim that "Johnny can't think" (Mullis, 1983; Gardner, 1983; Action for Excellence, 1983). All of them call for schools to guide students in developing the higher level thinking skills necessary for an informed society.

Tech: Can't Live Without It

The Orlando Sentinel reports that when 26 University of Central Florida students were asked to abstain from using their techno-gadgets for 5 days as part of an extra credit project in English composition class, all but two failed the task.

"Several students conceded at the end that the experiment was a lesson about how dependent they are on technology. But they also said they won't go tech-free again anytime soon."

[via The Wired Campus]

Let's Go to the Video -- Or Not

A recent study of 463 students by the Harvard University Department of Romance Languages and Literatures (here) investigated the acceptance of various instructional technologies by undergraduate and graduate students.

Students found uploaded course materials, interactive syllabi and recorded video lectures to be most useful. However, not all technologies were equally useful to undergraduate and graduate students. Undergraduates greatly preferred recorded video lectures (as compared to graduate students) and graduate students preferred links to supplemental materials (as compared to undergraduates).

[via The Wired Campus]

Review: God's Choice: The Total World of a Fundamentalist Christian School

God's Choice: The Total World of a Fundamentalist Christian School, reviewed by Michael Lorenzen. (This review is from 2002. It used to reside on a now defunct website. I am republishing it here as I believe it may be of interest to some on the Web.)

Alan Peshkin wrote God's Choice: The Total World of a Fundamentalist Christian School in the 80s. Nonetheless, the forces that shaped the forming and operation of the anonymous "Bethany Baptist Academy" are still very much an issue today. While new possibilities such as charter schools give parents more control over the education of their children, only private endeavors can possibly offer a parent from a Christian Fundamentalist background the type of schooling that Peshkin described today. And the appeal for some goes beyond the escape from the secular world. The school that Peshkin described has all the elements of a successful school: institutional unity of purpose, a dedicated faculty, strong discipline, rigorous homework, and committed parents. As Bethany Baptist Academy is probably not alone in its success, it is useful to ponder the implications of the success of the fundamentalist private school.

Bethany Baptist Academy has no confusion as to the mission that drives it. The goal is to prepare students to be successful in a world that they intend to be apart from. "Separate from the world-in it but not of it" is the driving principle. Students should come to be "saved", lead wholesome lives, witness their faith to non-believers, and at the same time maintain their distance from the secular world. And, the student has to be taught to do this while they also learn to interact and live in a secular world that will daily challenge their lifestyles. Both the faculty and parents of Bethany strongly believe in this purpose and the message in constantly reinforced in all aspects of the curriculum and at home.

This type of schooling is bound to bother some educators. Students are not taught to value viewpoints that differ from the biblical interpretations of their teachers. Critical thinking skills are only sharpened to question in biblically and politically correct tones. Cultural diversity is not valued when most religious perspectives (and all but one sexual one) are taught to be incorrect. Further, state regulations for schools are ignored. This is problematic to those who believe in teacher certification and state assessment of scholastic achievement of students. The success and proliferation of schools such as Bethany is a direct challenge to many educators.

Although there are some limits, most laws ultimately uphold the right of the parent to decide what is best for their own children. This exercise in parental involvement has lead many to home school children, send their kids to private schools, and more recently lead to the development of charter schools. It is no surprise that Fundamentalist Christians are exercising their parental rights to educate their children in ways that fit their cultural views. The public schools are not supportive of the fundamentalist way of life. In many ways, public education is open and willing to embrace every form of diversity in the world with the exception of western religion. Further, it teaches many things such as situational ethics and evolution, which the fundamentalists view as being diametrically opposed to their beliefs. Attempts to get public schools to address their concerns are usually unsuccessful and often result in the petitioning party being portrayed as a right wing zealot or nut by the teachers and local media. It is no wonder that fundamentalists consider the curriculum of schools to be a religion in and of itself called "secular humanism" and their withdraw from public education seems to be a rational response to this hostile religion.

Much to the surprise of many educators, the fundamentalist approach to schooling in Peshkin's book works. In addition to "schooling" the child in religious issues, Bethany is successful in teaching academic subject matter. Bethany students were supposedly doing well on assessment tests. Doubtlessly, the students were able to read and had a good grasp on many scholarly subjects. From reading Peshkin's book, every indication was given that the school was doing a good job educating in academic subject matter. If this is the case, why shouldn't parents consider this type of schooling if it appeals to them and they can afford it? If the fundamentalist school can give a superior spiritual education and at least a good academic education, it is very logical that fundamentalist parents will choose these schools when they can.

Some concern for this type of schooling is in order even from a fundamentalist perspective. If students are not exposed to competing ideas, they will not get the kind of education needed to deal with many issues. If the student never goes to movies, has limited TV exposure, and has a heavily censored curriculum at school, how will the student deal with people who have been exposed to other ideologies and believe them? Without a wider exposure, the student will be at a disadvantage when engaging in debate with non-believers. This could cause some to ultimately question their faith in the face of a charismatic "debate" opponent or hamper their ability to make conversions. From a secular view, this type of "sheltered" education is even more problematic. Someday these children will grow up, vote, and take part in the decisions that they are not truly fully educated about. All issues will be one-dimensional to these students and compromise will be difficult for them to engage in causing even more problem in this diverse society.

The library at Bethany Baptist Academy is a good example of this. The "librarian" engaged heavily in censorship. (Although it is worth noting this individual may have lacked the credentials to be called a librarian.) When she discovered a chart showing the evolution of man, she glued the pages together so those students could not see it. What was she thinking? Every one of her students will at some point be exposed to similar charts or illustrations of evolution. How can the student effectively argue against evolution if they do not understand the concept they are arguing against?

Public schools need to seriously consider the success of schools such as Bethany. Parents can and will pull their children out of traditional public schools and put them in charters, private schools, or educate them at home. The public schools must look attractive to families from strong religious backgrounds. This in many cases will prove impossible when dealing with the most extreme members of these groups. However, more moderate or lukewarm families may stay in the public schools if their religion is acknowledged in a positive manner. If controversial subjects such as birth control and situational ethics are eliminated or covered in a less objectionable way, the public schools may not lose as many students. Finally, the public schools must realize that groups such as Christian Fundamentalists themselves add to diversity. A diverse curriculum includes them as well.

Peshkin has written one of the best education books this writer has ever read. It was a pleasure to read about Bethany Baptist Academy even if I was bothered by some of what I learned. Regardless of what one may believe, this type of schooling works. Peshkin was very successful in translating his experiences into writing. Rather than fear this kind of school, educators can learn much by studying them. I have no doubt that traditional public education will continue to shrink in the face of charters, home schooling, and tuition tax credits. More schools like Bethany will appear. Educators need to take them seriously from a scholarly and non-hostile viewpoint.

Internet Haves and Have Nots

Aaron Smith at the Pew Internet & American Life Project points to the National Telecommunications and Information Administration (NTIA) compilation of state-by-state home internet usage figures based on the Census Bureau's October 2007 Current Population Survey.

The report, which consists of 12 pages of tabular data, reveals a number of interesting facts about internet usage in America. Internet usage differs by race (less than 20% of White Non Hispanic households do not use the internet, while more than 40% of Black Non Hispanics, American Indians/Native Americans and Hispanics do not). Income differences are also stark: while about 29% of all households are internet non-users, more than 50% of households with incomes less than $25,000 do not use the internet.

Importantly, the data also reveals where people access the internet. Lower income people are much more likely to access the internet outside the home (at work? in libraries?).

These statistics, and the myriad of others in the report, underscore the importance libraries play in providing access to information (including the internet), in instructing users on how to access that information, and in providing alternative means of access to those who are "internet have nots."

Health Information Literacy Project at Lake Hospital System

Lake Hospital System in Ohio has been selected as one of only nine hospital libraries across the country to participate in the Medical Library Association's Health Information Literacy Research Project, which is being funded through a $250,000 two-year contract from the National Library of Medicine. Under the project, participants will evaluate hospital-based health care providers' awareness and understanding of health information literacy and its value in support of patient care. Full details can be found at Lake Hospital System Selected as Pilot Site for Health Information Literacy Research Project.

From the site:

"There are many factors that influence health literacy. In addition to a patient's general literacy, you have to consider the individual's amount of experience in the health care system, the complexity of the information being presented and cultural factors that may influence decision making," explained Holly Kimborowicz, Lake Hospital System's health science librarian.

"Add to this the emotions that can be involved, especially with the diagnosis of a serious illness, and it's not surprising that patients and their families are often overwhelmed by all information being communicated to them," she said.

Kimborowicz said studies show that health care professionals can most readily improve patients' health literacy by confirming that patients understand the information communicated and by adopting a more patient- friendly communication style that encourages questions.