The changing technological environment and the range of digital resources influence the role of the school librarian in collection development and management of digital resources.As digital technologies have evolved collection development remains a significant component of the school librarian's professional practice.The aims of this paper are 1) to understand the influence of technology on the evolving material collections in K-12 schools, 2) examine the changes in collection development and resource management brought about by technological innovation, 3) investigate the leadership role of school librarians in collection development and the promotion of digital learning objects or resources, and 4) summarize the relevant literature focusing on school library collection development and management of digital resources. This article will present a brief overview of the impact of technology on the collection development practices of librarians in K-12 schools.
Creating an instructional environment in which the learners can be cognitively vulnerable with the information learned, with learner colleagues, as well as with the instructional facilitator is vitally important towards information attainment and actively evaluating and revising one's own conceptual frameworking of information. The instructional engagement of the learner within the instructional environment is vitally important, towards knowledge acquisition as well as the learner's creativity towards understanding and working with the information, while emphasizing the strengths associated with impactful learning. Creativity is understood within implicit cognitive vulnerability, articulated as value, effectiveness. Further, impactful learning is understood as relationships and community, as well as respect and consciousness.
Four faculty at different points in their professorial careers come together to share their own experiences, from doctoral studies through the current point in their professional career path within higher education. The faculty include a tenure-track Assistant Professor, a tenured Associate Professor submitting her initial bid for promotion to Professor, a tenured Associate Professor completing a successful bid for promotion to Professor, and a tenured Professor. These four faculty come together to share their diverse experiences, although patterns and themes are highlighted. The questions and prompts to which the authors responded fell into the specified topics of doctoral study reflections, tenure track faculty reflections, promotion and tenure reflections, professional landscape reflections, and looking back, looking forward.
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