ABSTRACT
Information literacy has moved beyond developing facility with the traditional set of encyclopedias, the dictionary, the card catalog to the Internet, online databases, and networked classrooms. Although these recent media innovations have brought a wealth of information to students, instruction on the effective use of these resources has not been as strong as it could be (Lance, 1994)-In an increasingly media-dominated culture, it is imperative for all students to possess information literacy and to have equal access to technology. Schools with high concentrations of minorities and low-income populations represent pressing social justice concerns: “Among these are the pivotal problems of adequate technology training for students, teachers, and parents and the equitable distribution of resources to poor students and schools” (Mullen, Kealy, & Sullivan, 2004; see also Hendershot, 2001; Wiburg, 2003). As a former 8th-grade language arts teacher, Robert Jordan developed a strong professional relationship with the media specialist whom he admired for being proactive as a teacher of research and media skills. She encouraged high traffic in the media center and assisted all classroom teachers requiring use of its resources, including her personal, up-to-date knowledge base.
