OVERTHE NEXT DECADE, research in school library media should focus explicitly on the relationship between library media programs and student learning. Attention to this topic has been a growing theme in the field’s research for decades, and a number of factors argue for making it even more central in the coming years: the increasing emphasis on learning and achievement throughout education; the deepening appreciation for the library media specialist’s various roles as they relate to this emphasis on learning; the emergence of electronic information resources that highlight the relationship between learning and information use as never before; and

Chicago, ILI remarked incidentally that the philosophy in question is, to paraphrase the saying of Lincoln about democracy, one of education of, by, and for experience. No one of these words, of, by, or for, names anything which is self-evident. Each of them is a challenge to discover and put into operation a principle of order and organization which follows from understanding what educative experience signifies. (Dewey, 1938, p. 29, original emphasis). John Dewey’s idea for a philosophy of experience has long challenged us to consider how to democratize education and scientific research practices so that students can have a variety of everyday opportunities to participate in discoveries and create new knowledge instead of passively receiving it. According to Dewey, such democratic learning requires four dimensions, which are aligned to the intrinsic interests of the learner: (1) communication (e.g., the opportunity to discuss); (2) inquiry (e.g., the opportunity to ask questions); (3) construction (e.g., the opportunity to create things); and (4) artistic expression (e.g., the opportunity to express) (Dewey, 1990, p. 47). In pursuing Dewey’s challenge in more recent years, many educators have considered how information technology can contribute to democratization. For example, Bruce and Levin’s (1997)

CRIDALA 2000 – Enhancing learning and teaching through research 2

Becoming a critical websearcher Effects of instruction to foster transfer Titelblad | 1The research reported here was carried out at the was funded by: Project no. 411-03-106 In the context of the research school:

The development and use of technology-based tools for financial literacy education has grown rapidly in recent years, often based on the presumption that digital media will enhance past practice. However, little attention has been given to understanding why such technologies may be expected to enhance outcomes for either general or vulnerable populations. This literature review fills this gap by examining behavioral and educational theories that provide insight into how digital pedagogies may support personal-finance-related teaching and learning. The authors present an ecological model for technology-based financial literacy education intervention and propose an action agenda for practice and further research. The research reported herein was performed pursuant to a grant from the U.S. Social Security Administration (SSA) funded as part of the Financial Literacy Research Consortium. The opinions and conclusions expressed are solely those of the authors and do not represent the opinions or policy of SSA or any agency of the Federal Government.