Thinking and Informing: A Reality Check on Class Teachers and Teacher Librarians
Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
The literature suggests that twenty first century schools must pay as much attention to how students learn as they do to what students learn. Part of the `how students learn' encompasses attempts to address student mastery of the processes of becoming informed. At one time it was considered the role of the teacher librarian to teach students information skills or an information process. At one time it was assumed that class teachers could teach these skills and this process. In more recent times it has been suggested that teacher librarians and class teachers must form partnerships to enable the building of a school culture that facilitates an emphasis on ways of learning rather than on what is learned. A number of writers have suggested that the key agent in the fight for information literate schools is the teacher. The teacher is at the front line working with students on a day to day basis and influencing student expectation and behaviour. As teaching practice changes from teacher focused quantitative approaches to student centred and more qualitative approaches the importance of the teacher as role model and mentor becomes paramount. A common thread to these approaches is the assumption that class teachers and /or teacher librarians are themselves information literate. That is, it is assumed that teachers (and especially teacher librarians) have mastered the processes of becoming informed. It is assumed that they work with an information-processing model (whether that entails a formal model or a systematic approach) and that they themselves employ higher order thinking skills when undertaking complex information tasks. This paper reports on a project that tested the validity of these assumptions. It seeks in part to identify whether or not teachers understand the information process and whether they are able to use a process to undertake a complex information task. Are teachers equipped to act as role model and mentor to their students? Does being employed as a teacher librarian (as distinct from being a qualified teacher librarian) make a difference to understanding, and use of, an information process?
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,002 | 0,014 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle