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"The Do It Yourself Modules & Materials have been created to help faculty develop students' research skills and information literacy. Faculty are encouraged to adapt materials as needed to suit the needs of their courses. Materials can be linked/added to Blackboard or Canvas. Please contact Elizabeth Dolinger, Information Literacy Librarian, with any questions."

"The Do It Yourself Modules & Materials have been created to help faculty develop students' research skills and information literacy. Faculty are encouraged to adapt materials as needed to suit the needs of their courses. Materials can be linked/added to Blackboard or Canvas. Please contact Elizabeth Dolinger, Information Literacy Librarian, with any questions."

"Digital literacy is the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet. As a Cornell student, activities including writing papers, creating multimedia presentations, and posting information about yourself or others online are all a part of your day-to-day life, and all of these activities require varying degrees of digital literacy. Is simply knowing how to do these things enough? No-there's more to it than that."

The Do It Yourself Modules & Materials have been created to help faculty develop students' research skills and information literacy. Faculty are encouraged to adapt materials as needed to suit the needs of their courses. Materials can be linked/added to Blackboard or Canvas. Please contact Elizabeth Dolinger, Information Literacy Librarian, with any questions.

"Chartered in 1966 as Northwest Regional Educational Laboratory, Education Northwest now conducts nearly 200 projects annually, working with schools, districts, and communities across the country on comprehensive, research-based solutions to the challenges they face. Our wide-ranging projects are making an impact in areas such as school improvement, community building, literacy, equity, and research. Although our services and publications have national reach, we primarily work in the five Northwest states of Alaska, Idaho, Montana, Oregon, and Washington."

How can educators align transition goals with standards-based education? Addressing the individual needs of students with disabilities and successfully meeting academic standards for all students is challenging. Therefore, it is critical that innovative curricula emerge that combine standards-based academics with transition planning to facilitate access to general education, including multiple-outcome measures and learning supports (Kochhar-Bryant & Bassett, 2002). This website is all about enhancing transition outcomes by using technology. The Ohio State University developed a standards-driven computer-based curriculum for students with disabilities in grade 8-10. They emphasized 3 skills: reading competencies, information literacy skills, and career planning. This would be great for a special educator to read and adopt the standards that OSU developed. It is interesting to see what different states are doing in the field as we at times tend to stay in our own little bubbles.

"The school field trip has a long history in American public education. For decades, students have piled into yellow buses to visit a variety of cultural institutions, including art, natural history, and science museums, as well as theaters, zoos, and historical sites. Schools gladly endured the expense and disruption of providing field trips because they saw these experiences as central to their educational mission: schools exist not only to provide economically useful skills in numeracy and literacy, but also to produce civilized young men and women who would appreciate the arts and culture. More-advantaged families may take their children to these cultural institutions outside of school hours, but less-advantaged students are less likely to have these experiences if schools do not provide them. With field trips, public schools viewed themselves as the great equalizer in terms of access to our cultural heritage."

"Every teacher wants and expects his or her students to be reading increasingly complex texts, yet sometimes the gap between our expectations and our students' abilities seems wide and deep. It's tempting to look at that gap and step in to fill it for them, but then we'd be doing most of the "heavy lifting" - the understanding, analysis, and interpretation that our students should be learning for themselves."