scholarly journals The Views and Practices of UK School Librarians in Handling Student Privacy

2021 ◽  
pp. 1-24
Author(s):  
Eleanor Codling ◽  
Peter Willett
Keyword(s):  
School Librarians ◽  
Student Privacy

Student Privacy and the Law in the Internet Age

2019 ◽  
Author(s):  
Leah Plunkett ◽  
Urs Gasser ◽  
Sandra Cortesi
Keyword(s):  
Learning Environments ◽  
School Environment ◽  
Privacy Protection ◽  
Data Privacy ◽  
Digital Technologies ◽  
The United States ◽  
Legal Framework ◽  
Privacy Law ◽  
Student Privacy ◽  
High Level

New types of digital technologies and new ways of using them are heavily impacting young people’s learning environments and creating intense pressure points on the “pre-digital” framework of student privacy. This chapter offers a high-level mapping of the federal legal landscape in the United States created by the “big three” federal privacy statutes—the Family Educational Rights and Privacy Act (FERPA), the Children’s Online Privacy Protection Act (COPPA), and the Protection of Pupil Rights Amendment (PPRA)—in the context of student privacy and the ongoing digital transformation of formal learning environments (“schools”). Fissures are emerging around key student privacy issues such as: what are the key data privacy risk factors as digital technologies are adopted in learning environments; which decision makers are best positioned to determine whether, when, why, and with whom students’ data should be shared outside the school environment; what types of data may be unregulated by privacy law and what additional safeguards might be required; and what role privacy law and ethics serve as we seek to bolster related values, such as equity, agency, and autonomy, to support youth and their pathways. These and similar intersections at which the current federal legal framework is ambiguous or inadequate pose challenges for key stakeholders. This chapter proposes that a “blended” governance approach, which draws from technology-based, market-based, and human-centered privacy protection and empowerment mechanisms and seeks to bolster legal safeguards that need to be strengthen in parallel, offers an essential toolkit to find creative, nimble, and effective multistakeholder solutions.

Students’ Individual Rights: Safety and Privacy

2019 ◽  
Author(s):  
Martin Gardner
Keyword(s):  
Public Schools ◽  
Supreme Court ◽  
School Safety ◽  
Fourth Amendment ◽  
Privacy Rights ◽  
Discipline Problems ◽  
School Officials ◽  
Privacy Concerns ◽  
Safety Issues ◽  
Student Privacy

This chapter addresses problems faced by educators attempting to provide their students with a safe and effective learning environment. Drugs and weapons in many schools pose serious safety and discipline problems, while threats of violence from sources outside the school have become increasingly serious. Educators deal with these problems while students enjoy Fourth Amendment rights. Often the privacy rights of students conflict with the interests of school officials. The task of the law is to accommodate the respective interests of educators and students. The discussion herein addresses some of these issues of student privacy and safety. The examination of school privacy focuses on the extent to which the Fourth Amendment’s protection against “unreasonable searches and seizures” applies to those attending public schools. The Fourth Amendment discussion illustrates the often-conflicting obligation of educators to keep those in their charge safe while at the same time respecting student privacy concerns. School safety interests also exist outside the context of the Fourth Amendment as illustrated by strategies to keep schools safe from threats such as those dramatically manifested by school shootings killing multiple students. Some such strategies, along with discussion of the dangers of cell phones in schools, will be reviewed in this chapter. The Fourth Amendment section considers the relevant U.S. Supreme Court decisions addressing student rights under the Fourth Amendment, as well as reviewing lower court cases treating issues left open by the Supreme Court. The chapter concludes by highlighting school safety issues not directly involving the Fourth Amendment.

Significant and non-significant results matter: School librarians and assessment

2021 ◽  
Vol 1 (6) ◽  
Author(s):  
Joette Stefl-Mabry ◽  
Michael Radlick ◽  
Shannon Mersand
Keyword(s):  
School Librarians

Lessons learned from designing flipped lessons for fourth grade students: implications for school librarians

2016 ◽  
Vol 33 (8) ◽  
pp. 19-23 ◽  
Author(s):  
Daniella Smith
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Information Literacy ◽  
Technology Implementation ◽  
Literacy Skills ◽  
Lessons Learned ◽  
Flipped Learning ◽  
School Librarians ◽  
Content Type ◽  
Information Literacy Skills

Purpose The purpose of this study is to examine student perceptions of flipped learning lessons designed to teach information literacy skills. Design/methodology/approach A mixed-method design was implemented using a paper-based survey and an online focus group. The survey asked questions about the participants’ perceptions of the flipped lessons. The focus group was used to clarify the participants’ responses to the survey questions. Findings A majority of the students enjoyed completing the lessons. Responses also indicated that a majority of the students felt that the lessons helped them prepare for class. However, issues with computers and internet connectivity at home resulted in some of the students completing the lessons before or after school. Research limitations/implications This study was limited to a class of 21 students enrolled in a public school in North Texas. Originality/value There is limited research supporting the value of flipped learning in relation to the technology implementation role of school librarians. This study provides insights into how school librarians can develop flipped learning lessons in collaboration with classroom teachers to improve the information literacy skills of students.

scholarly journals Evidence or Evidence Based Practice? An Analysis of IASL Research Forum Papers, 1998-2009

2011 ◽  
Vol 6 (1) ◽  
pp. 4
Author(s):  
Marcia A. Mardis
Keyword(s):  
Evidence Based Practice ◽  
International Association ◽  
School Library ◽  
Academic Research ◽  
Research Articles ◽  
Evidence Based ◽  
School Librarians ◽  
Research Reporting ◽  
Library Research ◽  
Or Practice

Objective - Conferences are essential opportunities for professional development and for learning about research. This study analyses papers presented in the Research Forum track of the International Association of School Librarians (IASL) conferences to determine whether the amount of school library research reporting increased or decreased over time; who (i.e., what author roles and affiliations) has written about research; which countries were represented in the research articles; what topics were discussed in research articles; and what research methodologies were used. The aim was to determine the extent to which the Research Forum provides research evidence that relates to practice. Methods - This study continues the longitudinal analysis of published school library research begun by Clyde (1996) by analyzing Research Forum papers published in IASL conference proceedings from 1998-2009 and using the same approaches and metrics as previous studies by Clyde (e.g., 1996; 2002; 2004), Clyde and Oberg (2004), and Oberg (2006). Results - Conference paper topics, author origins, quantities, and research approaches remained static through the 11 years analyzed. The analysis reveals that the papers’ authors, methods, and topics reflected those found in previous studies of school library research. As well as replicating previous studies, the role of academic research at a practitioner-based conference was investigated. Conclusions - Based on long-established imperatives from leaders in the profession, the IASL conferences provide both evidence and evidence -based practice for school librarians from all over the world. However, when scholarly research is shared at practitioner venues, it is possible that school librarians may assume that research results constitute evidence -based practice (EBP), not evidence upon which practice should be based. This distinction is important if considering that the purpose of academic research is to objectively inform, not to advocate a particular position or practice. The Research Forum can be a valuable venue for the presentation of empirical research findings and conclusions and objective program evaluations and provide a valuable complement to the evidence -based practice descriptions shared in the Professional Papers portion of the conference program. It is argued that the Research Forum must be clear in its purpose: to present the results of research; to present effective practice determined by rigorous evaluation; or to present research-supported arguments for the support of school libraries. Through a reconceptualization of EBP, the paper demonstrates how EBP is both a method and a methodology for the presentation of school library research and practice in a conference atmosphere.

scholarly journals The Transformational Leadership Practices of National Board Certified School Librarians in North Carolina

2020 ◽  
Author(s):  
Kimberly Hirsh
Keyword(s):  
North Carolina ◽  
Transformational Leadership ◽  
Leadership Practices ◽  
Shared Vision ◽  
Successful Implementation ◽  
School Librarians ◽  
National Board ◽  
Teaching Standards ◽  
Professional Leadership ◽  
High Level

This study describes a questionnaire survey of school librarians in North Carolina who have received advanced certification from the National Board of Professional Teaching Standards. The survey was conducted to identify the transformational leadership practices of these school librarians and assess their ability to implement professional leadership guidelines. School librarians’ leadership practices were assessed using the Leadership Practices Inventory, 3rd Edition (LPI). School librarians perceived themselves as possessing a high level of transformational leadership in the five exemplary practices identified by the LPI: Modeling the Way (MTW), Inspiring a Shared Vision (ISV), Challenging the Process (CTP), Enabling Others to Act (EOA) and Encouraging the Heart (ETH). They perceived themselves as being very strong at MTW and EOA. They were less successful at ISV and CTP. Overall, they were very successful in implementing professional leadership guidelines. Successful implementation of these guidelines was highly correlated with ISV and CTP.

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