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10 pages in length. Today's public school library is light years away from the time when all a librarian would do is help a student locate a book or baby sit those on detention. Rather, the overwhelming impact of technological advancement has turned the public school library into a hub of activity, with the librarian often serving as the primary learning source for both staff and students. Bibliography lists 19 sources.
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10 pages (~225 words per page)
File: LM1_TLCComIm.rtf
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a book or babysit those on detention. Rather, the overwhelming impact of technological advancement has turned the public school library into a hub of activity, with the librarian often
serving as the primary learning source for both staff and students. II. AUGMENTING THE LEARNING PROCESS Because of cost and quantity, public
schools often place the vast majority of their computers in the library where there is easy access and constant supervision. As such, the technological surge of the new millennium
has created an entirely new type of public school librarian, in that todays book stackers are well trained and highly equipped to instruct faculty and students alike on the educational
elements inherent to computer use. One area in which public school librarians are making a significant impact in the learning process is with children who are barely old enough
to reach the keyboard. There is little question that technology has given considerable advantage to reading skills at the elementary grade levels, not only serving to improve present learning
skills but also setting the stage for increased capability later on in school as well. Part of the challenge of acquiring a good, sound education is for the librarian
to gain the students interested in the lesson plan; while some are inherently good learners, others require the extra added incentive that such technological advances as computer access offers.
It is the librarians responsibility to know that a childs interaction with the computer is only as effective as his or her keyboarding skills,
which, as studies have begun to note, are just as essential as understanding the various programs. Bork (1997) points out that "the dominant mode of interacting with computers is
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