A broad term, encompassing various state- and national-level initiatives that have attempted to quantify the broad technological standards in which every student should be proficient before graduation. Many believe that DLCSS should be embedded into all classes and grade levels and should be the responsibility of every teacher. Examples include the K-12 Computer Science Framework, the Computer Science Teacher Association K-12 Computer Science Standards, the ISTE Standards for Students, and the Alabama Digital Literacy and Computer Science Standards.
Published in Chapter:
Library Media Specialists' Roles in the Implementation of Digital Tools, Applications, and Standards
Kelly Paynter (Jacksonville State University, USA)
Copyright: © 2020
|Pages: 21
DOI: 10.4018/978-1-7998-1770-3.ch006
Abstract
This chapter addresses the benefits and synergies that the classroom teacher and the school library media specialist (LMS) experience when collaborating in the planning, differentiation, and assessment of content-area standards such as the Common Core State Standards (CCSS), with an emphasis on the role of technology and information literacy via Digital Literacy and Computer Science Standards (DLCSS). General reasons for teacher/LMS collaboration, specific reasons for collaboration on the CCSS/DLCSS, technology integration, and physical space and instructional flexibility form the key concepts of discussion. Tables present specific CCSS, related to technology tools and digital literacy concepts, that the LMS is uniquely qualified to teach to students. The chapter concludes with practical recommendations for district personnel, school-based administrators, LMSs, classroom teachers, and preservice teachers.