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Why have libraries and schools--both public institutions committed to community-based learning--adopted new technologies in dramatically different ways? Exploring the differences in technology use between schools and libraries across the country, the authors describe ways that these two institutions can collaborate to improve teaching and learning while building communities. With a focus on literacy development, they investigate how new technologies are implemented and the lessons that institutions can learn from one another. Including case studies and surveys to illustrate concepts, the book discusses:

The history and purposes of schools and libraries from the 1800s to the present. Leadership and staffing issues related to technology development. Differences in mission, structural approaches to literacy, and public expectations for schools and libraries. The uses of technology in both institutions to create stronger communities.

Tabla de contenidos provista por Syndetics

• Acknowledgments(p. ix)
• Introduction: Technology in Libraries and Schools in the Early 21st Century: Separated Partners(p. 1)
• Community-Based Education and Technology(p. 6)
• The Central Questions(p. 10)
• The Central Arguments(p. 11)
• Summary of Chapters(p. 12)
• 1 Social Forces Affecting Public Libraries and Schools(p. 14)
• Common Missions: Guardians and Promoters of Literacy(p. 14)
• Common Missions, Different Strategies(p. 17)
• Social Forces that Intensified Missions and Strategies in the Late 20th Century(p. 20)
• Computers Come to Schools and Libraries(p. 28)
• 2 Explaining Libraries' and Schools' Different Strategies Toward Technology(p. 32)
• Purposes and Roles(p. 33)
• Isomorphisms to Explain the Change Strategies of Libraries and Schools(p. 33)
• Early Period: Highly Symbolic and Symbiotic (Coercive)(p. 35)
• Mid-Period: Growth of the Professions (Normative)(p. 39)
• Late Period: Changing for Competition (Mimetic)(p. 43)
• Learning in Libraries and Schools: Lifelong Learning Fitted to the Knowledge-Based Economy(p. 46)
• Diffusion of New Technologies into Libraries and Schools(p. 50)
• Adoption Processes of Libraries and Schools(p. 54)
• 3 Libraries, Literacy, and Instructional Technology(p. 56)
• A Brief History of Technology-Based Library Literacy Programs(p. 56)
• The Importance of Computers in Library Literacy Programs(p. 58)
• A Closer Look at Computer Studies of Library Literacy Programs(p. 60)
• Themes of Technology Learning for Students(p. 72)
• Lessons Learned(p. 77)
• 4 Technology in Public Schools(p. 79)
• Access to and Use of Technology in Public Schools(p. 79)
• Why Have Computers in Schools?(p. 81)
• Patterns of Technology Use in Schools Since the 1990s(p. 83)
• 1:1 Ratios in Public Schools(p. 90)
• 5 Schools and Libraries as Partners in Community Technologies: Special Projects or Permanent Promise?(p. 93)
• A Social Practice Lens for Community-Based Education and Literacy(p. 94)
• Complementary Roles for Libraries and Schools(p. 96)
• Key Factors for Considering Partnerships Between Schools and Libraries(p. 97)
• Transformative Collaborations(p. 105)
• Community-Based Education Goals(p. 108)
• Enduring Institutions(p. 111)
• Notes(p. 113)
• References(p. 125)
• About the Authors(p. 143)
• Index(p. 145)

Reseñas proporcionadas por Syndetics

School Library Journal Review

The Cubans outline the roles played by both schools and public libraries, the social and historical forces that have defined these roles, and the ways in which these forces have caused a philosophical divergence in the use of technology to support community learning. While the book's premise is to provide ideas for partnerships to bridge this gap in delivery models, the end result is a lot of "tell" with little "show." A scholarly study, rather than a practical guide, the book wholly ignores the vital technology leadership role played by school libraries. While this may be egotistical, it seems impossible, today, to have a discussion on technology adoption in schools while mentioning school libraries fewer than a handful of times. Old arguments are rehashed, as seen in the chapter addressing technology in schools. Pages are spent articulating the lack of evidence that technology for technology's sake impacts student achievement, that only changed instructional practices deliver such results. This is already a central assumption of the school media profession. Meanwhile, the very tools that lend themselves to community building, 2.0 technologies such as wikis, blogs, and podcasts, are scarcely mentioned. Should schools and public libraries work together? Undoubtedly. Many already do. Should we look at new and innovative ways to foster such collaborations through technology? Again, a resounding "yes." But media specialists need to look elsewhere for inspiration.-Jill Heritage Maza, Greenwich High School, CT (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

CHOICE Review

One might think that school libraries and public libraries would be natural allies, but that is seldom the case. School libraries serve a particular age group, and are designed to complement and support the school's curriculum. Conversely, public libraries serve broader communities, and as general protectors and promoters of literacy are designed to provide a much wider range and variety of materials and resources. Authors Sondra Cuban (Lancaster Univ., UK) and Larry Cuban (emer., Stanford Univ.) provide keen insights into the historic divide between the two institutions, and suggest how libraries might find common purpose through the use of the new technologies that are transforming the understanding of literacy. The authors provide not only a historic perspective on the variant roles of the dual library systems, but offer examples of collaborations that they feel could serve as models for libraries to work together in the future. This book would well serve undergraduate and graduate students preparing for careers as public or school librarians, but certainly a consideration of the possibility of merging the roles of the two kinds of institutions ought to be a topic in general teacher education programs as well. Summing Up: Highly recommended. Upper-division undergraduate, graduate, research, and professional collections. H. M. Miller Mercy College

Notas de autor provistas por Syndetics

Sondra Cuban is a Lecturer in Educational Research and a researcher with the Lancaster Literacy Research Centre at Lancaster University, England
Larry Cuban is Professor Emeritus of Education at Stanford University