The school library and shifting paradigms : folio

Reid, Derek (1998) The school library and shifting paradigms : folio. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (13MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

Educational restructuring is changing curriculum, instructional design, and classroom practices. In today's learning environment, students are actively engaged in their learning, enabled by access to a vast array of multi-sensory resources. One of the driving forces behind this change is technology, and educators must begin to use the tools provided by it or the future may overcome them. -- A radical change, in philosophy and conception, brought about by technology, is also altering the environment of the school library resource centre, its programs, and the role of teacher-librarians to more accurately reflect the environment in which they function. The increase in electronic and interactive media has transformed the school library resource centre from a repository of books to an information technology centre. A new information literacy has evolved to access, analyze, apply, create, and communicate that information. The teacher-librarian no longer manages a collection, but rather integrates technology into the curriculum through cooperatively planned and taught units of study. -- School library resource centres and their programs, as well as teacher-librarians who have not kept pace with these changes or constructed a vision for thefuture, may not be empowering students to be independent, life-long learners.

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