Knowledge Quest


Published bimonthly September through June, Knowledge Quest is devoted to offering substantive information to assist building-level school librarians, supervisors, library educators, and other decision makers concerned with the development of school library programs and services. This collection contains issues dating back until 2011. Archives issues back to 2008 can be accessed via ERIC.


Sessions

Graduating Information- and Media-Literate Students (Volume 50, No.2, pgs 8-14)

Content expert Donna Mignardi explores how school librarians can make sure students graduate with the skills necessary to be information and media literate. She details how to engage classroom teachers and administrators in this instruction and provides resources that can help support media and information literacy curriculum.

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Media Literacy Resources to Support Instruction across Content Areas (Volume 50, No.2, pgs 16-18)

Michelle Lipkin, executive director of the National Association for Media Literacy Education (NAMLE), outlines the work NAMLE does and the resources available to help school librarians teach media literacy skills across various content areas.

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The Social-Emotional Underpinnings of Our Information Literacy (Volume 50, No.2, pgs 20-25)

Disinformation is designed to disrupt, if not dismantle, the social structure of our lives and the fabric of our governing system. The personal net effect is that communication and relationships are breaking down. Building our students social-emotional competencies is a key antidote to susceptibility to this manipulation.

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Gatekeeping Misinformation with Media Literacy Education (Volume 50, No.2, pgs 26-31)

Social media networks have been a source for misinformation and continue to hinder our society's ability to critically consume information. Media literacy education provides a means for instructing students to consider information laterally while also helping them to consider sources and analyzing information. This article looks at these issues while also providing some ideas for how to understand social media's role in the distribution of disinformation.

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Preparing Students for a Technology-Driven Future (Volume 50, No.2, pgs 32-37)

How can school librarians change the view of school librarians to better match the reality of our work? One way is to increase our explicit connections with broad, recognizable initiatives, like digital fluency and computer science. The The New York State Computer Science and Digital Fluency Standards, in alignment with the AASL Standards for Learners, can serve as a useful tool to shift mindsets and promote the perception of librarians as cutting-edge instructional leaders.

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Establishing School Library Leadership as a First-Year School Librarian (Volume 50, No.2, pgs 38-42)

Many of today’s new school librarians wonder how they can demonstrate their ability to lead in schools when they tend to have various roles and responsibilities within their schools. Beginning school librarians can establish leadership by assessing the needs of the school, attending grade-level planning meetings, mentoring new teachers, presenting and leading professional developments, and promoting the materials and programs that the school library offers.

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Research into Practice Column: Cultivating Our Self-Efficacy as School Librarians (Volume 50, No.2, pgs 50-52)

Jessica Thompson details her research into school library self-efficacy and the implications on school library practice.

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CBC Column: Raising Young Thinkers (Volume 50, No.2, pgs 54-56)

Author and illustrator David Miles explores how children’s books and a plurality of voices can help encourage student empathy and listening.

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Free

President’s Column: Weaving Media Literacy into Content-Area Instruction (Volume 50, No.2, pgs 4-5)

AASL President Jennisen Lucas explores the changing media landscape and outlines the important role school librarians play in weaving media literacy into the various content areas.

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Hacking the Pandemic (Volume 50, No.2, pgs 44-48)

School libraries are standing the test of the pandemic because they are essential to the community. As we have learned, the physical library is not always accessible. In a world turned remote, we need to be able to move the third space beyond the library’s physical walls and into cyberspace.

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