As the Internet has evolved into a major source of information for students researching history and social studies, it also has become a place where hidden agendas and false information can trip up both students new to a topic and teachers searching for credible sources of historical data.

For more than 30 years, Teacher Librarian has been publishing thoughtful and provocative articles on collaboration, leadership, technology, and more, and we welcome your feedback on our efforts to make TL an invaluable resource for K-12 school library professionals.

The Metiri Group's report disputes the widely debated Cone of Experience theory, which says each of us learns 10 percent of what we read, 20 percent of what we hear, 30 percent of what we see, 50 percent of what we hear and see, 70 percent of what we say or write, and 90 percent of what we say as we do a thing. (The rampant misrepresentation of researcher Edgar Dale's valid model of classifying learning styles is discussed in this entry in the blog of educational consultant Will Thalheimer.) After an extensive search, the report's authors were unable to find any empirical evidence supporting this breakdown. Contrary to popular opinion, research shows that lessons in which students interact with material, rather than passively absorb it, are not always better.

In collaboration with several content area organizations, the Partnership for 21st Century Skills developed a series of ICT Literacy Maps illustrating the intersection between Information and Communication Technology (ICT) Literacy and core academic subjects including English, mathematics, science and social studies (civics/government, geography, economics, history). The maps enable educators to gain concrete examples of how ICT Literacy can be integrated into core subjects, while making the teaching and learning of core subjects more relevant to the demands of the 21st century.