The ability to judge quality of information published and importance of Internet in departing knowledge to the students is described. The awareness among the students about topics in history and ability to discuss the topics show that they are well-informed readers, writers and thinkers.

The four strategies that can improve the ability to read informational text are discussed. The effectiveness of incorporating information text in the curriculum in the early years of school is presented.

Competitive Intelligence (CI) has become an attractive concept for Library and Information Science professionals, as information and research functions have become commoditized by end users, and financial, competitive, and performance pressures increase the need to demonstrate value. In the current competitive and cost-cutting environment,…

Not only are the hills alive with the sound of music, but the school library media center at Delsea Regional High School in Franklinville, New Jersey, is alive with the sound of reading. The media center has become a hub of reading, because the school library media specialist has made the promotion of reading and reading-incentive activities an…

Social technologies such as Weblogs, wikis, and social bookmarking are emerging both as information resources and as tools for research. This paper reflects on these technologies and suggests they may be well placed to build fluency in the higher-order thinking skills outlined in various information literacy frameworks, particularly in an…

This study presents an investigation of information literacy as defined by the ETS iSkills™ assessment and by the New Jersey Institute of Technology (NJIT) Information Literacy Scale (ILS). As two related but distinct measures, both iSkills and the ILS were used with undergraduate students at NJIT during the spring 2006 semester. Undergraduate…

Based on the premise that writing for video is not like writing for text, this guide tells the writer how to create a video script that turns particular ideas into powerful and effective video. Defining a video script as a "blueprint for a video," the guide takes the writer step-by-step through the entire process of creating a video.…

This book presents 40 instructional guides for use with secondary school students, organized around the following information literacy standards from "Information Power: Building Partnerships for Learning": (1) access information efficiently and effectively; (2) evaluate information critically and competently; (3) use information…

This book presents 43 instructional guides for use with elementary school students, organized around the following information literacy, independent learning, and social responsibility standards from "Information Power: Building Partnerships for Learning". The standards dictate that students should be able to: (1) access information…

Discussion of the tension between students and teachers regarding understanding in information tasks focuses on the role the teacher-librarian can take to help boost student achievement and to help teachers create information tasks. Topics include curriculum goals; integrating information literacy skills; facets of understanding; and the…

Describes five skill sets students must acquire to be successful in school and in life: personal management; effective studying; thinking, reasoning, and problem-solving; graphic organization; and information processing. (PKP)

Describes how computer-assisted outlining can enhance studying and learning. Illustrates how it is helpful in taking and studying notes, and in recording and synthesizing material for a report. (SR)

Examines information, the information society, information overload, and information literacy and establishes a rationale for why universities--particularly business schools--should be teaching the skills that form the foundation of an information literate person. Concludes that business schools are not doing enough, perhaps because of the lack of…

Discusses "Use of Information," the fourth stage in the Big Six Skills information problem-solving process. The focus is on the first component of this stage, i.e., to engage (read, hear, view) information in a source. Suggests strategies for helping student learn effective use of information skills and addresses recognizing relevance.…

Describes how to use Jean Fritz's book "George Washington's Breakfast" to teach the Big6 process of information problem solving to first graders. Six modified terms used in teaching the lesson with the first-grade classes are: task=what, strategy=how, locate=where, use=look, synthesis=show, and evaluation=well.(LRW)