Library and Learning Resources Faculty Research & Creative Works
Abstract
This article is the first of two that present a six-part conceptual framework for the design and evaluation of digital libraries meant to support mathematics education in K-12 settings (see also pt. 2). This first article concentrates on (1) information organization, (2) information literacy, and (3) integrated learning with multimedia materials. The second article reviews (4) adoption of new standards for mathematics education, (5) integration of pertinent changes in educational policy, and (6) ensuring pedagogic and political accountability. Each article concludes with specific recommendations for digital libraries meant to support K-12 mathematics education appropriate to the topics the article discusses. This framework, which may be of some use to researchers and educators in many settings and countries, emphasizes the importance of communication, community building, and learning activities that use different media for the design of digital functionalities and online collections of mathematics learning materials. The major goal of the framework described here is to consider how to bring the larger computationally intensive collections called digital libraries closer to the existing structures and practices of learners and teachers while recognizing the new functionalities and learning opportunities that digital libraries offer.
Recommended Citation
Chen, H., & Doty, P. (2005). A Conceptual Framework for Digital Libraries for K-12 Mathematics Education: Part 1, Information Organization, Information Literacy, and Integrated Learning. Library Quarterly, 75(3), pp. 231-261. The University of Chicago.
The definitive version is available at https://doi.org/10.1086/497308
Department(s)
Library and Learning Resources
Keywords and Phrases
Education; E-learning; Online learning
International Standard Serial Number (ISSN)
0024-2519; 1549-652X
Document Type
Article - Journal
Document Version
Final Version
File Type
text
Language(s)
English
Rights
© 2005 The University of Chicago, All rights reserved.
