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Variables of information literacy in...

Bailey, Leatrice Joy.

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Variables of information literacy in academically successful elementary schools in Texas.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Variables of information literacy in academically successful elementary schools in Texas./
Author:	Bailey, Leatrice Joy.
Description:	126 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0802.
Contained By:	Dissertation Abstracts International66-03A.
Subject:	Library Science. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3168568
ISBN:	0542045370

Variables of information literacy in academically successful elementary schools in Texas.
Bailey, Leatrice Joy.

Variables of information literacy in academically successful elementary schools in Texas. - 126 p.

Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0802.

Thesis (Ph.D.)--Texas Woman's University, 2005.

Students need information literacy skills to solve their information needs and to become productive members of society. Information literacy is the ability to access, evaluate, and use information from a variety of sources (Doyle 1994, 29--33). These skills are process skills and should be taught collaboratively by classroom teachers and librarians within the curriculum and not in isolation. The variables of staffing, scheduling, library use, budget, resources, principal support, and collaboration were examined in this exploratory study to see how they related to the development of information literacy skills.

ISBN: 0542045370Subjects--Topical Terms:

881164
Library Science.

Variables of information literacy in academically successful elementary schools in Texas.
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245 1 0 $a Variables of information literacy in academically successful elementary schools in Texas.
300 $a 126 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0802.
500 $a Adviser: Lynn Westbrook.
502 $a Thesis (Ph.D.)--Texas Woman's University, 2005.
520 $a Students need information literacy skills to solve their information needs and to become productive members of society. Information literacy is the ability to access, evaluate, and use information from a variety of sources (Doyle 1994, 29--33). These skills are process skills and should be taught collaboratively by classroom teachers and librarians within the curriculum and not in isolation. The variables of staffing, scheduling, library use, budget, resources, principal support, and collaboration were examined in this exploratory study to see how they related to the development of information literacy skills.
520 $a The literature review discussed the various definitions of information literacy, its attributes, and its historical development over the last thirty years. Each of the variables was discussed as to how it related to information literacy especially at the elementary level.
520 $a The librarians from the 2002 exemplary elementary schools in Texas were asked to complete a web-based questionnaire. Interviews were conducted with several of these librarians for a more in-depth look at the variables. A list of projects in which information literacy skills were taught was complied. The data from these two sources, combined with the information available on the Texas Education Agency web site about these exemplary schools, were analyzed.
520 $a The analysis showed that staffing at most schools included a certified librarian but clerical help was not always adequate. Resources and budgets were strong variables. The use of flexible scheduling fell short of the desired result though most of the libraries indicated that the regular schedule could be adjusted as needed. Principals supported the library especially by encouraging students to read. Principals also expected more collaboration to happen, than the librarians perceived was happening. The variable of collaboration occurred at less than 60% of the schools. Collaboration is such an important variable in teaching information literacy skills and yields such powerful results that it cannot be ignored. Librarians, classroom teachers, and principals need to find ways to increase opportunities for collaboration to happen. The findings of this research were summarized in a checklist of the characteristics of an exemplary school library program.
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