The concept that library instruction can take place not only in the library media center but in classrooms, in virtual spaces, and in other locales. The LMS can provide just-in-time instruction that is relevant to a particular assignment or unit instead of teaching general library concepts in isolation. Technology is becoming more prominent in the implementation of embedded instruction.
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.