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At the JISC RSC North West 'Want your learners to be more independent?' event I felt I had my eyes well and truly opened to the benefits of, and dare I say it, the necessity of embedding information literacy skills into learning provision - whatever form that provision that may take.

New Canaan High School - This is a first intorduction to our new library catalog which includes a plethora of social features. We created this tutorial for English students selecting independent reading books. We were pretty psyched to find that independent reading selection classes were schduled with librarians on the very first full day of school this year!

Web search can be a remarkable tool for students, and a bit of instruction in how to search for academic sources will help your students become critical thinkers and independent learners. With the materials on this site, you can help your students become skilled searchers--whether they're just starting out with search, or ready for more advanced training.

Help your students become better searchers Web search can be a remarkable tool for students, and a bit of instruction in how to search for academic sources will help your students become critical thinkers and independent learners. With the materials on this site, you can help your students become skilled searchers- whether they're just starting out with search, or ready for more advanced training.

In the spirit of ideas worth spreading, TED has created a program called TEDx. TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. Our event is called TEDxMelbourne, where x = independently organized TED event.

The more students read, the better they'll read   So, why limit their reading to a pre-set reading level with limited titles available?  Students need opportunities to read easy books to build fluency  - This is ratified in Appendix A, Page 9,  of the CCSS standards.  We shouldn't have to define what level they should read at -- whether easy or hard -- for independent reading.  Students need experience reading complex text to improve their ability to decode meaning when they encounter difficult material - This is based on the research of Marilyn Jager Rand, PhD. Brown University Students will  shift from easy -->  hard  material if it's on a subject of their interest.  - So let them choose what they want and their innate curiosity will compel them to read and achieve understanding, thus raising their reading ability.  Students need curiosity to inspire reading.  They will either have natural curiosity or stirred up curiosity (stirred up by the educator)  Students need a reason to read that is not about 'assignment' - a quest for knowledge or an answer to find.    

ANCIL aims to help undergraduates develop an advanced, reflective level of information literacy which will enable them not just to find information, but to evaluate, analyse and use academic material independently and judiciously. Download the curriculum and explanatory notes

The Conversation is an independent source of information, analysis and commentary from the university and research sector. an excellent site to be included in our Reasoning & Ethics Programmes.

Love the last one. It's almost the opposite of what teacher training advocates - you are allowed to be an independent thinker AND change your mind. You can't ask people to think critically and then complain when they exercise that skill. And we can't do it to our students either!

"Millions of people are leaving personal information online, much of which is cached and remains available via search engines even after the author has removed the web page... When people who are not the original intended audience - such as potential employers - find this information, it can have a major impact on their decision making process."

that's what libraries and school libraries have done for eons-empower learners to become independent and productive citizens Carolyn Foote

In July, 2011, the AASL Board approved the Position Statement on Labeling Books with Reading Levels. The AASL position statement defines standard directional spine labels and compares them to reading level labels (associated with computerized reading programs) as they are often applied in school libraries. The statement also offers suggestions for concerned librarians to be aware not only of the possible negative effects of these  labels on children as they browse, but also offers suggestions for voicing those concerns. There are proponents and opponents to how computerized reading programs are implemented in schools and their effects on school library collections and students' free access to books of their choice.  A school librarian (name withheld) shares this story of how labels affect students' choices in her school. "Recently I helped a student who came to me while his class was in the library browsing. As the librarian of a middle school library, I often see situations such as this one. The boy had been most recently reading about George Washington and Ben Franklin. His class assignment that day was to checkout two computerized reading program books within his tested reading level and thus was "allowed" only one free choice book. "But I'd rather not have to check out labeled books and there are some books I'd like today that don't have the dots or reading level labels on the backs of the books. Does that mean Ican't check them out?" he asks me. The boy went on to say that he'd rather be allowed to check out three books on his favorite non-fiction topics, regardless of reading level. As he expresses his frustration, he lowers his voice and moves toward a corner of the library where there are no other students. "I'm a pretty good reader," he said quietly, "and I really like reading about the American Revolution. But I have to stay within a certain range. I can't find many books in my reading level that are really interest

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