WorldCat Identities

ERIC Clearinghouse on Information & Technology

Works: 405 works in 546 publications in 1 language and 12,148 library holdings
Genres: Periodicals  Abstracts  Use studies 
Roles: Publisher
Publication Timeline
Most widely held works about ERIC Clearinghouse on Information & Technology
Most widely held works by ERIC Clearinghouse on Information & Technology
Educational media and technology yearbook, 2000( )

3 editions published in 2000 in English and held by 917 WorldCat member libraries worldwide

Information literacy : essential skills for the information age by Michael B Eisenberg( Book )

3 editions published in 1998 in English and held by 323 WorldCat member libraries worldwide

Attempts to cover all aspects of information literacy, from the origins of the concept to its economic and political importance
The AskA starter kit : how to build and maintain digital reference services by R. David Lankes( Book )

5 editions published in 1998 in English and held by 276 WorldCat member libraries worldwide

A set of six self-instructional modules intended to prepare organizations and individuals to create an Internet-based human-mediated information service. Helpful hints for new services include real-life experiences from existing digital reference services like AskERIC, NASA's Ask the Space Scientist, KidsConnect etc
Why Should Principals Support School Libraries? by Gary N Hartzell( )

2 editions published in 2002 in English and held by 198 WorldCat member libraries worldwide

Principals should support school libraries because it is in both their students' and their own best interest to do so. Quality library media programs can enhance student achievement, and informed, committed librarians can help principals enhance their own administrative practice. This ERIC Digest discusses improving student achievement, including research identifying positive correlations between student achievement and library media services and 11 media services program characteristics; administrator support; and how principals can support libraries. The Digest concludes by stating that principals interested in developing their libraries as instruments of school improvement can ask their librarians to assemble a research collection to share with board members, district administration, and faculty. (Contains 27 references.) (AEF)
Acquiring and Managing Electronic Journals by Donnelyn Curtis( )

2 editions published in 2002 in English and held by 198 WorldCat member libraries worldwide

Electronic journals are both a blessing and a curse for libraries. To be meaningful in the current information environment--to meet users' ever-increasing demands--libraries must acquire as many appropriate full text resources as possible, as quickly as possible, and make them easy to use. This Digest provides tips for acquiring and providing access to electronic journals through a library's Web site and online catalog. Web sites and other resources that provide detailed advice on licensing and technical matters are listed at the end of this document. Discussion includes: the importance of staff enthusiasm for maintaining the momentum to solve workflow problems and overcome technical obstacles in managing e-journals; the less immediate benefits of e-journals; library acquisitions; three ways library users approach journals, and the need for libraries to support all these approaches by intelligently choosing their e-journal access approaches; access to e-journals through Web pages and Web-based online catalogs; the database approach for providing access; levels of access; the OpenURL standard; and outsourcing. (Contains 17 references.) (AEF)
Format Proliferation in Public Libraries by Norm Parry( )

2 editions published in 2002 in English and held by 198 WorldCat member libraries worldwide

More choice in formats for library customers may mean more constraints on choices in materials acquisition. An increase in the number of formats libraries provide may, over time, substantially alter the quality and diversity of library collections. This ERIC Digest examines some of the costs and challenges presented by format proliferation and some strategies for addressing those challenges, particularly when an increase in the total budget for acquisitions is not a possibility. Discussion includes the role of audiovisual (AV) materials in increasing circulation and library visits, and the need for more study of current lending patterns to establish a clear mandate for unashamed purchase of AV materials by traditionally print-oriented librarians; the effect of format proliferation in radically changing the depth and diversity of a collection; and what public libraries can do to meet the challenges of offering format choice while maintaining quality of the collection. To avoid sacrificing quality and depth, libraries must be acutely aware of customer needs, be sure that the library has a clear and fiscally realistic focus of purpose, and cooperate with other libraries to share resources. (AEF)
Technology Professional Development Successful Strategies for Teacher Change by Harvey Barnett( )

2 editions published in 2003 in English and held by 196 WorldCat member libraries worldwide

The goal of any professional development program is to inform and change teacher behavior as a result of new information. Professional development activities need to be designed in a way that ensures that teachers' time and your investment in time and money pay off in increased student achievement. Getting teacher buy in is important when technology is involved, especially for those who are not convinced technology is worth the time and effort. The first step of any sound professional development program is to develop a belief about technology professional development that includes the idea that the curriculum drives the use of technology, not vice-versa, and that empowered teachers will find appropriate ways to include technology with their ongoing instruction rather than view it as an activity unconnected to the district's content standards. Technology professional development programs are successful when they focus on the teacher's stage of use. A teacher afraid of technology or a beginning user would be lost in a class for power users. Mandinach (1992) describes four stages of technology use: survival, mastery, impact and innovation. A description of the four stages follows. Six technology professional development systems implemented by districts that will help teachers reach the "impact" and "mastery" stages are then discussed. Brief lists of "what works" and "what does not work" and indicators of success to determine if a technology professional development program is making a difference in how teachers incorporate technology are also included. (JMP)
How People Learn (and What Technology Might Have To Do with It) by Marcy Perkins Driscoll( )

2 editions published in 2002 in English and held by 196 WorldCat member libraries worldwide

This digest contains four sections that discuss the following broad principles that offer a framework to teachers for thinking about how technology can support their instruction: (1) learning occurs in context, including ways that technology can facilitate learning by providing real world contexts that engage learners in solving complex problems, and computer simulations and computer-based microworlds that offer contexts for learners to explore and understand complex phenomena in a variety of subject areas; (2) learning is active, including the use of brainstorming, concept mapping, or visualization software, as well as simulations that enable learners to experiment with modeling complex ideas; (3) learning is social, including software that supports a networked, multimedia environment in which students collaborate on learning activities; and (4) learning is reflective, including technologies that promote communication within and outside the classroom, making it easier for feedback, reflection, and revision to occur. (Contains 15 references.) (MES)
An introduction to internet resources for K-12 educators by Nancy A Morgan( )

2 editions published in 2000 in English and held by 195 WorldCat member libraries worldwide

XML, a language to manage the World Wide Web by Jennifer R Davis-Tanous( )

2 editions published in 1999 in English and held by 186 WorldCat member libraries worldwide

This digest provides an overview of XML (Extensible Markup Language), a markup language used to construct World Wide Web pages. Topics addressed include: (1) definition of a markup language, including comparison of XML with SGML (Standard Generalized Markup Language) and HTML (HyperText Markup Language); (2) how XML works, including sample tags, metadata, and use of XML by the GEM (Gateway to Educational Materials) Project; (3) customizing XML for individual needs, including the DTD (Document Type Definition), i.e., a formal set of markup elements developed as a standard for professionals in a particular field; and (4) making XML work on the Web, including limitations of older browsers. (Contains 12 references.) (MES)
Small public libraries can serve big by Norm Parry( )

2 editions published in 2001 in English and held by 185 WorldCat member libraries worldwide

Small public libraries can deliver service like big libraries, without sacrificing hometown warmth and charm. By borrowing strategies used by successful small businesses in the private sector, defining goals and exploiting low cost technologies, small public libraries can serve customer wants as well as much larger institutions. Responding to just three strategic questions, any small library can improve customer service, make better use of available resources and open up new service opportunities, without a bigger building, budget or book collection. Each of these questions is discussed in the digest: What business are you in? What do your customers want? How do you get it for them? By focusing efforts strategically on well-defined customer preferences, buying, getting and borrowing strategically, and defining the mission realistically, small public libraries can be "big" in customer service and satisfaction. (AEF)
Trends and issues in digital reference services by Abby S Kasowitz( )

3 editions published in 2001 in English and held by 185 WorldCat member libraries worldwide

The concept of digital reference is emerging as its own domain within the field of librarianship. This digest discusses issues that have surfaced recently in practice and research: provision of real-time reference service, collaborative efforts among networks of libraries and organizations, and development of quality and technical standards. Many libraries are trying to recreate the immediacy found in face-to-face reference interactions in a digital environment through use of synchronous, real-time technologies. Real-time reference tools can range in format from chat technologies and instant messaging software to Web contact center software. Many libraries and organizations have recognized the benefits of providing digital reference service through collaborative services. Collaborative digital reference services provide many benefits, such as allowing individual institutions to share expertise and resources, expanding hours of service, and providing access to a larger collection of knowledge. Challenges of collaboration can include ensuring the quality and consistency of responses, reaching consensus in developing procedures and policies, and configuring technology that can be best accessed and used by each participating group. With the growth of digital reference services and collaborative networks, there is a clear need for standards to ensure service quality and interoperable technology. Several efforts have been developed to identify standards in these areas, including the Virtual Reference Desk Project, Question Interchange Profile, and KnowledgeBit. As more libraries and organizations provide digital reference service and face issues regarding technology, procedure, and partnerships, these and other standards efforts will lead digital reference into the future. (Contains 24 references.) (AEF)
The field of educational technology : update 2000 : a dozen frequently asked questions by Donald P Ely( )

2 editions published in 2000 in English and held by 184 WorldCat member libraries worldwide

The purpose of this digest is to provide background information and sources that help to understand the concept of educational technology and to serve as a pathfinder to relevant and timely publications that view the field from a variety of perspectives. The following frequently asked questions are addressed: (1) What is educational technology? (2) What are the roots of educational technology? (3) What is a good source of research findings? (4) What do educational technologists do? (5) Where are educational technologists employed? (6) Where do educational technologists obtain professional education? (7) What fields offer good preparation for educational technology? (8) What are the major professional organizations? (9) What publications do educational technologists read? (10) What are the comprehensive references for the field? (11) What textbooks are commonly used? and (12) Where can more specific information about educational technology be found? (MES)
Internet resources for K-8 students : update 2000 by Blythe Bennett( )

2 editions published in 2000 in English and held by 183 WorldCat member libraries worldwide

Successful K-12 technology planning : ten essentials elements by Harvey Barnett( )

2 editions published in 2001 in English and held by 180 WorldCat member libraries worldwide

Over the last 20 years, K-12 schools have spent millions of dollars equipping their schools with the latest technologies, but often without a thoughtful plan of how their use would impact learning and teaching. What is important is how the technology is integrated with the instructional program. To ensure that technology dollars have an impact on students, staff, and the community, districts and schools must develop a thoughtful technology plan. Technology plans that help districts and schools to use technology effectively include the following steps, which are discussed in detail: (1) Create a Vision; (2) Involve All Stakeholders; (3) Gather Data; (4) Review the Research; (5) Integrate Technology into the Curriculum; (6) Commit to Professional Development; (7) Ensure a Sound Infrastructure; (8) Allocate Appropriate Funding and Budget; (9) Plan for Ongoing Monitoring and Assessment; and (10) Prepare for Tomorrow. A list of suggested online resources is provided. (AEF)
Building and maintaining Internet information services : K-12 digital reference services by R. David Lankes( Book )

4 editions published in 1998 in English and held by 175 WorldCat member libraries worldwide

This study addresses the problem of Internet information services having to meet the increasing information demands of users in the dynamic Internet environment. The purpose of this research was to use k-12 digital reference services as a starting point to better understand the process of building and maintaining Internet information services. The study has three specific objectives: (1) to build and apply a conceptual framework based on complexity research, literature, and the researcher's experience; (2) to use this conceptual framework to empirically describe how organizations, specifically k-12 digital reference services, build and maintain services in the dynamic Internet environment; and (3) to seek commonalties across these descriptions. Qualitative methods (elite interviews and document analysis) were used to elicit descriptions of six exemplary k-12 digital reference services. These descriptions were then compared across organizations to find commonalties. Appended are the Pre-Test Interview Transcript, quality criteria developed by the expert panel, the AskERIC Pre-Test, Internet sites for further information, and a synopsis of data gathering. Eighty-nine tables and figures are included throughout the text. Contains an index. (Author/AEF)
Learning and Teaching Information Technology Computer Skills in Context by Michael Eisenberg( )

2 editions published in 2002 in English and held by 172 WorldCat member libraries worldwide

This digest describes an integrated approach to teaching computer skills in K-12 schools. The introductory section discusses the importance of integrating information skills into the curriculum. "Technology Skills for Information Problem Solving: A Curriculum Based on the Big6 Skills Approach" (Michael B. Eisenberg, Doug Johnson, and Robert E. Berkowitz), a curriculum guide, lists specific technology skills in the following areas: (1) task definition; (2) information seeking strategies; (3) location and access; (4) use of information; (5) synthesis; and (6) evaluation. A sidebar summarizes the Big6 skills approach to information problem solving. (Contains 52 references and suggested readings.) (MES)
New Copyright Exemptions for Distance Educators The Technology, Education and Copyright Harmonization (TEACH) Act by Carrie Russell( )

2 editions published in 2002 in English and held by 170 WorldCat member libraries worldwide

With the recent passage of a new law eagerly-awaited by educators, the same type of copyright protected materials that a teacher would ordinarily use in the physical classroom can now--in general--be used in the digital classroom. The "Technology, Education and Copyright Harmonization (TEACH) Act," which President Bush signed into law on November 2, 2002, amends two sections of the U.S. copyright law that educators rely on when using copyrighted materials in the classroom without prior permission from the copyright holder (Section 110 on exemption for performance and displays and 112 on exemption for ephemeral recordings). TEACH expands existing exemptions to allow for the digital transmission of copyrighted materials, including on Web sites, so they may be "viewed" by enrolled students. However, in order to take advantage of the exemptions, educational institutions must meet specific obligations outlined in the law. This ERIC Digest outlines both the privileges and the requirements of TEACH. (Author)
Information Literacy Instruction in Higher Education Trends and Issues by Abby S Kasowitz( )

2 editions published in 2002 in English and held by 170 WorldCat member libraries worldwide

Students today face a daily explosion of information resources and the challenge of using these resources effectively and responsibly. Information literacy instruction (ILI) requires a shift in focus from teaching specific information resources to a set of critical thinking skills involving the use of information. ILI in an academic setting includes a variety of instructional approaches, such as course-related library instruction sessions, course-integrated projects, online tutorials, and stand-alone courses. Those running formal ILI programs consider curricular objectives, invoking combinations of instructional solutions over a period of time. This ERIC Digest examines characteristics of successful programs, presents specific examples of approaches currently being undertaken by academic libraries to support ILI, and addresses common challenges in developing and maintaining ILI programs. (Contains 28 references.) (AEF)
Information literacy in an information society : a concept for the information age by Christina S Doyle( Book )

2 editions published in 1994 in English and held by 170 WorldCat member libraries worldwide

Information literacy is the ability to access, evaluate, and use information from a variety of sources. This document traces the history of the development of the term "information literacy" and discusses the emergence of information literacy as an important concept in contemporary society. Two major events are examined that have driven information literacy into the forefront of educational reform: the Secretary's Commission on Achieving Necessary Skills (scans) Report and the National Educational Goals. The impact of technology on the concept of information literacy is discussed. Finally, recent revisions in national curriculum standards that imply recognition of information literacy skills are examined, including mathematics, social studies, and science standards. An annotated bibliography is included. (Contains 41 references.) (Jlb)
moreShow More Titles
fewerShow Fewer Titles
Audience Level
Audience Level
  Kids General Special  
Audience level: 0.36 (from 0.06 for Educationa ... to 0.63 for ERIC Clear ...)

Associated Subjects
Information literacy : essential skills for the information age
Information literacy : essential skills for the information ageThe AskA starter kit : how to build and maintain digital reference servicesBuilding and maintaining Internet information services : K-12 digital reference services
Alternative Names

controlled identityERIC Clearinghouse on Information Resources

Educational Resources Information Center (U.S.). Clearinghouse on Information & Technology

ERIC Clearinghouse on Information and Technology

Syracuse University. ERIC Clearinghouse on Information & Technology

English (49)