INFORMATION POLICY IN HONG KONG AND BEYOND: A REVIEW OF THE LITERATURE WITH IMPLICATIONS FOR SCHOOL LIBRARIES

2005 ◽  
Vol 11 (1) ◽  
pp. 63-72
Author(s):  
Sandra Lee ◽  
James Henri ◽  
Eva Kandelaars
Keyword(s):  
Hong Kong ◽  
School Libraries ◽  
Information Policy ◽  
Review Of The Literature

scholarly journals Information Policy and Hong Kong Schools: A review of the literature and preliminary benchmarking of practice

2021 ◽  
Author(s):  
James Henri ◽  
Sandra Lee
Keyword(s):  
Hong Kong ◽  
Policy Development ◽  
School Libraries ◽  
Information Policy ◽  
The Internet ◽  
Review Of The Literature ◽  
Lack Of Information ◽  
Long Time ◽  
The Creation ◽  
Typical School

A review of the literature surrounding information policy suggests it is often discussed but it is not clear that it is understood. The policy governing the creation and dissemination of information has existed a long time, but policy development has changed because of the proliferation of resources via the Internet. The concepts of information and policy and the difficulty in defining them are presented. Typical school information policies are discussed in the context of policy development in Hong Kong. The implications of a lack of information policy for schools and school libraries are weighty considering that schools play an important part in the information cycle for students. Reference is made of the author’s study to benchmark the existence of information policies in Hong Kong schools.

scholarly journals School Library Perspectives from Asia: Trends, Innovations and Challenges in Singapore, Hong Kong and Japan

2019 ◽  
Author(s):  
Chin Ee Loh ◽  
Annie Tam ◽  
Daisuke Okada
Keyword(s):  
Hong Kong ◽  
21St Century ◽  
School Library ◽  
National Level ◽  
School Libraries ◽  
Independent Learning ◽  
National Policies ◽  
Current Trends ◽  
Learning And Collaboration ◽  
Policies And Practices

In this global, multicultural world requiring greater levels of literacy, independent learning and collaboration, the school library as a learning hub needs to meet the needs of 21st century students. However, more information about how different countries’ school library policies and practices is required for nations to learn from each other. This professional panel brings together three presenters from Singapore, Hong Kong and Japan to engage with the issue of what counts as a future-ready library in their own contexts of reading and learning. Each presenter will focus on the current trends, challenges and innovations in their own contexts, with particular focus on national policies, practices and librarian education. Significant parallels and differences across the different systems will be discussed. Implications for developing future-ready school libraries and librarians at national level will be discussed.

The roles of the school librarians as information literacy specialists

2014 ◽  
Vol 115 (7/8) ◽  
pp. 314-339 ◽  
Author(s):  
Patrick Lo ◽  
Joyce Chao-chen Chen ◽  
Zvjezdana Dukic ◽  
You-ra Youn ◽  
Yuji Hirakue ◽  
...  
Keyword(s):  
Hong Kong ◽  
South Korea ◽  
East Asia ◽  
Information Literacy ◽  
Comparative Studies ◽  
Organizational Structures ◽  
School Libraries ◽  
The Other ◽  
School Librarians ◽  
Content Type

Purpose – The purpose of this study is to examine and compare the different roles and expectations of the school librarians as information literacy (IL) instructors between Hong Kong, Japan, Shanghai, South Korea, and Taipei. School librarians are not merely managers of the school libraries nowadays; they are also expected to serve as administrators, teaching consultants, information specialists and IL teachers, etc. Unfortunately, in many countries, especially in Asia, there has always been a lack of understanding on the parts of the classroom teachers and school administration about their role as IL specialists in the public school system. Design/methodology/approach – The school librarians in Hong Kong, Japan, Shanghai, South Korea and Taipei were invited to take part in a questionnaire survey. A total number of 466 self-completed questionnaires were collected from all 5 regions. Findings – The results indicated that the school librarians in both Taipei and South Korea outperformed the other regions, in terms of the scope and extent of duties and responsibilities these school librarians undertook as IL skills instructors. The staffing and organizational structures amongst the school libraries in Taipei also tended to be far more affluent and “departmentalized” in comparison to the other four regions. Results also indicated that the amount of IL instructions carried out by the school librarians were directly proportional to the frequencies of collaborations the school librarians carried out with other subject teachers as well as the extent the librarians themselves could contribute to the curriculum as both information consultants and curriculum facilitators. Finally, the amount and level of reference duties performed by these school librarians for supporting the teaching of other subject teachers was another factor contributing to the overall success of IL instructions programmes being carried out. Originality/value – The complex interactions of global trend and local responses in education system cannot easily be understood without the use of comparative studies (Arnove and Torres, 1999). The value of comparative studies lies in its potentials in highlighting the strengths and deficiencies of the education systems being examined and thereby identifying valuable features of both foreign and local systems, as well as exposing defects for necessary improvements. Nevertheless, there has been a lack of cross-regional comparative research on IL programmes carried out via school libraries in East Asia. This study aims to provide a cross-analysis of empirical data collected in five different regions in East Asia for examining the issues of the role of the school librarians as IL skills specialists, by looking at their relationships with other colleagues as well as their role as curriculum facilitator within the school community as a whole.

scholarly journals What counts as “responding”? Contingency on previous speaker contribution as a feature of interactional competence

2018 ◽  
Vol 35 (3) ◽  
pp. 377-401 ◽  
Author(s):  
Daniel M. K. Lam
Keyword(s):  
Hong Kong ◽  
Secondary Education ◽  
English Language ◽  
Review Of The Literature ◽  
Thick Description ◽  
Interactional Competence ◽  
Group Interactions ◽  
School Based ◽  
Speaking Assessment ◽  
L2 Speaking

The ability to interact with others has gained recognition as part of the L2 speaking construct in the assessment literature and in high- and low-stakes speaking assessments. This paper first presents a review of the literature on interactional competence (IC) in L2 learning and assessment. It then discusses a particular feature – producing responses contingent on previous speakers’ contributions – that emerged as a de facto construct feature of IC, oriented to both candidates and examiners within the school-based group speaking assessment in the Hong Kong Diploma of Secondary Education (HKDSE) English Language Examination. Previous studies have, similarly, argued for the importance of responding to or linking one’s own talk to previous speakers’ contributions as a way of demonstrating comprehension of co-participants’ talk. However, what counts as such a response has yet to be explored systematically. This paper presents a conversation analytic study of the candidate discourse in the assessed group interactions, identifying three conversational actions through which student-candidates construct contingent responses to co-participants. The thick description about the nature of contingent responses lays the groundwork for further empirical investigations on the relevance of this IC feature and its proficiency implications.

scholarly journals School Librarians in Action: A Comparative Study of School Library Programs in Croatia and Hong Kong

2017 ◽  
Author(s):  
Annie Tam ◽  
Samson Choi ◽  
Anica Tkalcevic ◽  
Zvjezdana Dukic ◽  
Joy Xiaobing Zheng
Keyword(s):  
Hong Kong ◽  
Information Literacy ◽  
School Library ◽  
School Curriculum ◽  
School Libraries ◽  
Collection Development ◽  
Library Instruction ◽  
School Librarians ◽  
Similarities And Differences ◽  
Support Students

The study explores library programs in primary and secondary schools in Croatia and Hong Kong. The aim is to find what library programs the school libraries in Croatia and Hong Kong run in their schools, how these programs affect students’ learning and what are similarities and differences between school libraries in Croatia and Hong Kong. The study findings show that school libraries on both locations run programs to support students’ reading and to enhance their information literacy and research skills. School library programs in Croatia and Hong Kong include some similar components but also differ in some respects in approach and content. School librarians in Croatia involve wider community engagement while school librarians in Hong Kong apply technology for collection development and library instruction. Library programs in schools in both locations transcend the school walls and reach beyond the school curriculum as well.

Librarians’ perceptions of educational values of comic books: A comparative study between Hong Kong, Taiwan, Japan, Australia and New Zealand

2018 ◽  
Vol 51 (4) ◽  
pp. 1103-1119
Author(s):  
Patrick Lo ◽  
Bradley Allard ◽  
Kevin K.W. Ho ◽  
Joyce Chao-chen Chen ◽  
Daisuke Okada ◽  
...  
Keyword(s):  
Hong Kong ◽  
New Zealand ◽  
Private School ◽  
Comic Books ◽  
School Library ◽  
School Libraries ◽  
School Librarians ◽  
Educational Values ◽  
Recreational Reading ◽  
Adolescent Readers

Comic books are becoming increasingly popular in the field of education. In the past, comic books were excluded from school libraries and classrooms. However, with the resurgence in the popularity of comic books and students’ increased demands for them, they are now considered as recreational reading with educational value. In response to this, school libraries have begun collecting comic books and including them as part of their regular collections. This research paper reflects on the current situation of comic books in primary and middle school library collections and examines school librarians’ perceptions towards educational values of comics. The investigation was launched in Hong Kong, Taiwan, New Zealand, Australia and Japan – making comparisons amongst different levels (primary school and secondary school), and different types (public school and private school) of schools in five different countries. Questionnaire surveys were sent to selected school librarians and were the main method of data collection. A total number of 683 responses were collected for this study. Research results include librarians’ attitudes towards comic books in school libraries, adolescent readers’ use of school libraries, their reading and borrowing practices, as well as other problems encountered with the on-going maintenance of comic books as part of the school libraries’ regular collections.

scholarly journals Training Course for Guizhou Teachers for the Establishment of Schools Libraries

2021 ◽  
Author(s):  
Hok Hei Livesey Luk
Keyword(s):  
Hong Kong ◽  
Rural Area ◽  
Mainland China ◽  
School Libraries ◽  
Guizhou Province ◽  
Training Course ◽  
Educational Standard ◽  
The People ◽  
Set Up ◽  
Teacher Librarians

In the past two decades, under the economic reform, in The Mainland China, the annual economic growth(GDP) is more than 10%, but in general ,in the western part of China most of the people are lived in poverty and uneducated. As a result, there are lots voluntary and charitable agencies in Hong Kong which help the Chinese people to get rib of poverty and let the kids in the villages receive education. They support the rural area to build schools and set up school libraries in order to enhence the educational standard in the rural area. In December, 2006, the Hong Kong Teacher-librarians’ Association was invited by the JIAN XING CHARITABLE FOUNDATION LIMITED, one of the charitable agencies to organise a four and a half days training course for the school teachers in Guizhou province, who will be responsiblefor the operation of the school libraries in future. With the help of the Jiangsu provinces Mr. Cheung Jing Wo, the course was successfully helded in Jin Sha of the Guizhou province.

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