Using the power of research to inform ICT integration in education

Marlene Asselin,  Ray Doiron (2008) Towards a Transformative Pedagogy for School Libraries 2.0, School Libraries Worldwide – Volume 14, Number 2, July 2008, 1‐18

Today’s students are no longer the people our education system was designed to teach. (Prensky, 2001). As more and more educators face the impact of Web 2.0, and as we see emerging what could be called a Learning 2.0 environment, it becomes urgent to extend teaching to meet the literacy and learning needs of the Net Generation. These ‘new’ learners and their expanding literacy needs have major implications for current models of school library programs which are largely focused on reading promotion and information literacy skills. We join others in recognizing the need to critically question long held tenets of school libraries and to create a new research‐based vision that will accord with the current economic and social directions driving educational change. This paper contributes to that process by proposing a framework for the work of school libraries in new times based on research in new literacies, today’s learners, and emerging concepts of knowledge.

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