Instructional Trends From Aasl Journals: 1972-2007

Summary

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In such a facility, students can practice problem- solving strategies and information finding and utilization skills, gain access to information not available elsewhere in the school, compare different points of view, and explore personal interests in an environment that is equipped to serve both individual and group needs. * Organization for Retrieval of Information and Ideas. On both an individual and a group basis, library media specialists systematically offer instructional opportunities to help students locate, organize, analyze, evaluate, synthesize, and utilize information as needed to make rational decisions for both formal educational and other more personal settings. * Instructional Development Services. [...] possessing specialized technical expertise in the use of media, library media specialists can and should act as process specialists to help teachers plan, implement, and evaluate learning alternatives that effectively communicate meaningful content.

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Instructional Trends From Aasl Journals: 1972-2007

This is Part 2 of a three-part summary of selected articles from the journals of the American Association of School Librarians (AASL) over a period of thirty-five years from 1972 to 2007. This three-part series in the April, May, and June (2009) issues of SLMAM will illustrate the evolution in professional thinking about the instructional role of the library media specialist and the library media center.

Three major trends emerge from all the instructional issues depicted in the professional association journals. These three major trends will be covered in each part of this three-part series. Part 1: From Teacher-Centered to Student-Centered; Part 2: From Library-Focused to Information-Focused; Part 3: From Access-Measued to Evaluation-Measured. Each will be based on the direct observations and conclusions of the article autho...

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