The impetus of education reform and instructional technology has improved teaching and learning.  Librarians should use instructional strategies for students to articulate knowledge and make decisions.  Successful student achievement occurs when applying prior knowledge to new information and understanding meaning.  Effective models of information skills instruction engage independent students to utilize information.  American Association of School Libraries (AASL) 21^st century standards explain information literacy as an intellectual framework that provides lifelong professional and personal learning for all.  The standards note that learning has a profound impact on problem-solving, and communication to improve overall academic performance and information skills. 

First, the various roles of librarians have been described as an information specialist, teacher, instructional partner, and program administrator.  Electronic learning requires librarians to promote specificstrategies when utilizing virtual database to maximize student learning.  Librarians should implement professional development workshops for students to analyze and process content information.  RAFT (Role, Audience, Format, Topic) is an effective strategy that integrates reading and writing and explores students’ creativity for understanding.  In addition, learning logs and double entry journals are excellent guides to assess learning because the two identify main ideas and point of views of students. 

          Furthermore, librarians collaborate with faculty and students that incorporate interactive applications to promote inquiry-based and self directed learning.  The academic roles of educators have focused on research as an instructional function.  Virtual environments facilitate experiences, develop higher order skills, promote communication and collaboration, and enhance knowledge transfer.  Students develop higher order skills to access and manipulate information, synthesize concepts, and communicate ideas synchronously and asynchronously.  Information seeking process provides a comprehensive approach for students in secondary schools to analyze information when conducting research.  The seven stages of the information processing model include the following: (a) task; (b) initiation; (c) selection; (d) formulation of focus); (e) collecting information; (f) presentation; and (g) assessment (Kuhlthau, 1994).  Big6 is one of the most widely known models that help students utilize information when conducting research.  This process divides the process into the following six steps: (1) task definition; (2) information seeking strategies; (3) location and access; (4) use of information; (5) synthesis; and (6) evaluation (Eisenberg & Berkowitz, 1990).    

In today’s society, the complexity of information technology requires team collaboration.  Librarians, teachers, and administrators are primary stakeholders of the school’s curriculum.  Research-based practices define educational standards to improve instructional strategies and manage learning to develop higher order skills.  Standard 1.2 explains equitable access of diverse resources to promote competent and literate students in professional learning communities (AASL, 2007).  Standard 2.1 states learning has a profound impact on analytical skills, problem-solving, and communication to improve academic achievement (AASL, 2007).    Standards improve instructional practice that will facilitate higher order thinking skills, enhance academic achievement, and apply current research on teaching and learning.

In conclusion, knowledge is emerging quickly that people need intuitive skills for effective communication and utilization of information. Demands of academic learning require students in secondary schools to articulate, construct, and acquire knowledge.  Information literacy is the major focus of education.  Education reform mandates students to apply critical thinking skills.  Virtual environments facilitate experiences, develop higher order skills, promote communication and collaboration, and enhance knowledge transfer.  Educators are to embrace information research models to support problem solving, collaboration, and lifelong learning.    

References

American Association of School Librarians. (2007). Standards for the 21^st –century learner.

            Chicago, IL : American Association of School Librarians.

American Association of School Libraries. (1998). Information power: building partnerships for

            learning. Chicago, IL: American Library Association.

American Library Association. (2003). ALA/AASL standards for initial programs for school

            library media specialists preparation [Electronic version]. Chicago: American Library

Association. Retrieved September 30, 2008, from

http://www.ala.org/ala/mgrps/divs/aasl/aasleducation/schoollibrarymed/ala-aasl_slms2003.pdf

American Library Association. (2001). Information literacy competency standards for higher

education [Electronic version]. Retrieved September 24, 2008 from the World Wide

Web:   http://www.ala.org/ala/mgrps/divs/acrl/acrlstandards/standards.pdf

Eisenberg, M. E. & Berkowitz, R. E. (1990). Information problem-solving: the big six skills approach to library and information skills instruction. Norwood, NJ: Ablex.

Kuhlthau, C. (1994). Implementing a process approach to information skills: a study identifying indicators of success in library media programs. School Library Media Quarterly, 22, 11-18.