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K-20 Education in Relation to Library Science

K-20 Education in Relation to Library Science

Lesley S. J. Farmer
Copyright: © 2013 |Pages: 22
ISBN13: 9781466642492|ISBN10: 1466642491|EISBN13: 9781466642508
DOI: 10.4018/978-1-4666-4249-2.ch022
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MLA

Farmer, Lesley S. J. "K-20 Education in Relation to Library Science." Handbook of Research on Teaching and Learning in K-20 Education, edited by Viktor Wang, IGI Global, 2013, pp. 377-398. https://doi.org/10.4018/978-1-4666-4249-2.ch022

APA

Farmer, L. S. (2013). K-20 Education in Relation to Library Science. In V. Wang (Ed.), Handbook of Research on Teaching and Learning in K-20 Education (pp. 377-398). IGI Global. https://doi.org/10.4018/978-1-4666-4249-2.ch022

Chicago

Farmer, Lesley S. J. "K-20 Education in Relation to Library Science." In Handbook of Research on Teaching and Learning in K-20 Education, edited by Viktor Wang, 377-398. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-4249-2.ch022

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Abstract

Information constitutes a central element of education as K-20 teachers design and implement curriculum for students to gain knowledge and skills. Librarians are information professionals and can play a significant role in K-12 education. This chapter discusses library science, professionals in that field, and their relationship to education, both teaching and learning. Library science’s impact on education can be significant, and practices need to be assessed to determine results. Knowledge management is used as a lens for identifying several conditions needed to incorporate library science and benefit from it: curriculum, intellectual capital, leadership, community, collaboration, plans, and politics. Future trends in library science implementation are also noted.

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