"In a series of qualitative studies, I examined high school students’ information assessment practices as they helped build a collaborative online information source. I identified two types of strategies for assessing information sources: first-order strategies involve adopting known heuristics for assessing sources whereas second-order strategies involve reflective construction of standards based on students’ understanding of how information is produced and the tasks in which they are engaged."
- Crow, S. (2015). The information-seeking behavior of intrinsically motivated elementary school children of a collectivist culture. School Library Research, 18. http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol18/SLR_InformationSeekingBehavior_V18.pdf "The basic research question addressed is: “What are the experiences in the lives of upper elementary-aged Ugandan children that foster an intrinsic motivation to seek information?” A secondary question is also addressed: “How do the experiences of students from a collectivist culture (Kampala, Uganda) who are intrinsically motivated to seek information compare and contrast with the experiences of similarly aged students from an individualistic culture (Colorado Springs, Colorado, U.S.)?”
- Stinson, A. (2015, October 7). Librarian as Teacher: Ways to use Wikipedia. http://interlibnet.org/2015/10/07/librarian-as-teacher-ways-to-use-wikipedia/
- George, H. C. (2015). POLA LISA: An Information Literacy Model for National Curriculum-based Schools in Indonesia. http://www.consalxvi.org/sites/default/files/8-Hanna%20Chaterina%20George.pdf
Photo by Sheila Webber: Kehrwider cafe, Tallinn, October 2015
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