Sharing Research in Our Field January 16, 2013Posted by hmlang in Committees, School Library Research.
1. Mihailidis, P. (2012). Media literacy and learning commons in the digital age: Toward a knowledge model for successful integration into the 21st century school library. The Journal of Research on Libraries and Young Adults, (2). Retrieved from: http://www.yalsa.ala.org/jrlya/2012/04/media-literacy-and-learning-commons-in-the-digital-age-toward-a-knowledge-model-for-successful-integration-into-the-21st-century-school-library/
In this moment of the American history, in which the nation is experiencing both a weak economy and great technological innovations, many school libraries are experiencing a time of transition. Mihailidis’ piece describes one such transition; that of Chelmsford High School’s Learning Commons. The author uses Chelmsford’s experience as a way of talking about how this library reinvented itself in the eyes of its students, staff, and community, to become a progressive knowledge center.
2. Monnin, E. (2013). Aligning graphic novels to the common core standards: An exciting and unique opportunity for teachers and school librarians. Knowledge Quest, 41(3). 50-56.
With so many new literacies and formats available this is a great time for librarians. Print is no longer the only option. In this article Monnin takes a look at where graphic novels fit in the realm of standards like the Common Core. Including a chart full of lessons, reading suggestions, and more this article will take librarians and peer educators through many ideas on the Common Core and Graphic novels and how they work well together.
3. Bowler, L., Morris, R., Cheng, I., Al-lssa, R., Romine, B., & Leiberling, L. (2012). Multimodal stories: LIS students explore reading, literacy, and library service through the lens of “The 39 Clues”. Journal of Education for Library & Information Science, 53(1), 32-48.
In this article one MLIS student and four PhD students focus their research on the multimodal story series, The 39 Clues. This series being where the books are not just a print reading experience but those that also bring in elements of online gaming and series card collecting. Its reading, cards, gaming, and media all in one series. The object of this study was for the LIS students involved to look at this form of literature, study it, and reflect on their own experiences with the multimodal stories as well how they would affect their future practice. Narratives from each of the students involved in the study are included.
Heather Moorefield-Lang: AASL Research and Statistics Committee Member