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Library Media Specialists' Roles in the Implementation of Digital Tools, Applications, and Standards

Library Media Specialists' Roles in the Implementation of Digital Tools, Applications, and Standards

Kelly Paynter
Copyright: © 2020 |Pages: 21
ISBN13: 9781799817703|ISBN10: 1799817709|ISBN13 Softcover: 9781799817710|EISBN13: 9781799817727
DOI: 10.4018/978-1-7998-1770-3.ch006
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MLA

Paynter, Kelly. "Library Media Specialists' Roles in the Implementation of Digital Tools, Applications, and Standards." Next Generation Digital Tools and Applications for Teaching and Learning Enhancement, edited by Mary T. Grassetti and Julie Zoino-Jeannetti, IGI Global, 2020, pp. 100-120. https://doi.org/10.4018/978-1-7998-1770-3.ch006

APA

Paynter, K. (2020). Library Media Specialists' Roles in the Implementation of Digital Tools, Applications, and Standards. In M. Grassetti & J. Zoino-Jeannetti (Eds.), Next Generation Digital Tools and Applications for Teaching and Learning Enhancement (pp. 100-120). IGI Global. https://doi.org/10.4018/978-1-7998-1770-3.ch006

Chicago

Paynter, Kelly. "Library Media Specialists' Roles in the Implementation of Digital Tools, Applications, and Standards." In Next Generation Digital Tools and Applications for Teaching and Learning Enhancement, edited by Mary T. Grassetti and Julie Zoino-Jeannetti, 100-120. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1770-3.ch006

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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.

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