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The article is based on cases studying the K-12 educational component of the three following grants awarded to East Carolina University Joyner Library by North Carolina Exploring Cultural Heritage Online (NC ECHO) grant program: Digitizing Eastern North  \nCarolina History, Fiction and Artifacts: The Eastern North Carolina Digital Library  \n([http://digital.lib.ecu.edu/historyfiction/](http://digital.lib.ecu.edu/historyfiction/)), Seeds of Change: The Daily Reflector Image Collection  \n([http://digital.lib.ecu.edu/reflector/](http://digital.lib.ecu.edu/reflector/)), and Ensuring Democracy Through Digital Access: North Carolina Government Publications Collection (beta testing) . Planning, budgeting, implementation, promotion and lessons learned are discussed offering first-hand experiences in effective methods to integrate activities and strategies into digitization projects providing access to useful resources for all users with a focus on K-12 educators and students. The author’s interest in this topic is based on cumulative experiences of involvement in the listed digitization grant projects as a private investigator and as an educational consultant of the above grants. Lessons learned are highlighted providing readers with specific, valuable details for consideration to improve future digitization projects.  \nIntroduction  \nIn the American Association of School Librarians Standards for the 21st-Century Learner (2007), the development of“common beliefs” has placed major importance on key elements which are considered vital in preparing 21st century learners for success in tomorrow’s world. Such “common beliefs” include equipping learners with skills of inquiry and technology providing a framework for learning which is crucial for future employment. Equally important to inquiry and technological skill development is providing equitable access to information so that all learners can use and integrate information in learning.  \nWith such emphasis placed on these important beliefs, the need to include K-12 educational components in digitization projects within the academic library environment is one that should be highly considered. In order to become independent learners, students must have access to reliable information allowing the development of inquiry and technological skills in their quest for knowledge, growth, and understanding. Through digitization collections, K-12 teachers have the opportunity to energize classroom instruction andre-engage students as they seek to attain a higher level of learning (Adams, 2005) .  \nCollaboration between academic libraries and K- 12 educators for the purpose of developing educational components in digitization projects extends valuable opportunities to teachers and students preparing them to meet the demands of a technologically changing world. In a recent study by Rideout, Foehr, and Roberts (2010), the report stated that young people (ages 8-18) live mediasaturated lives spending nearly 7 hours and 38 minutes per day using media. It was further noted that while young people are using media more than a quarter of the day (29%) they are proficient in multi-tasking using two or more media simultaneously. Digital resources can provide alternative methods to the traditional text-based learning which, in some instances, has disengaged young people from learning. While school libraries are essential to the development of learning at the K-12 level (AASL, 2007), academic libraries have an opportunity to open the door of collaboration in order to become involved in and contribute to the outcome of future students and users.  \nBackground Information  \nInformation provided by ","cbCaipyZUBMy3wvg","https://ap.wps.com/l/cbCaipyZUBMy3wvg","pdf",125983,11,"English","# Introduction\n# Background Information\n# Planning","[{\"question\":\"What is the article’s main purpose?\",\"answer\":\"The article examines activities and strategies for including K-12 educational components in digitization grant projects in academic libraries. It aims to discuss effective methods and lessons learned from real grant cases.\"},{\"question\":\"Which digitization grant cases does the article draw on?\",\"answer\":\"The article is based on three grants awarded to East Carolina University Joyner Library by the NC ECHO program: Digitizing Eastern North Carolina History, Fiction and Artifacts; Seeds of Change: The Daily Reflector Image Collection; and Ensuring Democracy Through Digital Access.\"},{\"question\":\"What areas does the article discuss for developing the educational component?\",\"answer\":\"It covers planning, budgeting, implementation, promotion, and lessons learned. The discussion highlights how to integrate educational activities into digitization projects effectively for K-12 users.\"}]","Activities and Strategies for the Inclusion of a K-12 Educational Component in Digitization Grant Projects of Academic Libraries | PDF",1792094603,28]