Developing the multicultural school library: Vahl Primary School, Oslo

2004 ◽  
Vol 105 (9/10) ◽  
pp. 337-344 ◽  
Author(s):  
Robert Vaagan ◽  
Gry Enger
Keyword(s):  
Primary School ◽  
School Library ◽  
Multicultural School

scholarly journals Educating and Integrating Minorities: The Added Value of the School Library

2021 ◽  
Author(s):  
Trine Hauger ◽  
Gry Enger
Keyword(s):  
Primary School ◽  
School Library ◽  
Added Value ◽  
Linguistic Minority ◽  
Class Room ◽  
Multicultural School ◽  
Subsequent Integration

Vahl primary school in Oslo is Norway’s most multicultural school. 96% of the school’s 300 pupils belong to a linguistic minority (Vaagan & Enger 2004). The school library is seen and used as an extension of the class room. The range of library activities represent added value in relation to educating minority pupils and assisting in their subsequent integration in society. Some typical minority pupils are discussed, emphasizing in each case how the added value of the library comes into play.

scholarly journals Unlocking the Potential of School Libraries: What Actions are New Zealand Primary School Principals Taking to Integrate the School Library in Information Literacy Initiatives? Final Report

2021 ◽  
Author(s):  
◽  
Elisabeth Mei-Xing Ngan
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Information Literacy ◽  
Primary Schools ◽  
School Principals ◽  
School Library ◽  
External Support ◽  
Final Report ◽  
Primary School Principals ◽  
Literacy Initiatives

<p>Information literacy is implicit in the national education curriculum’s key competencies for students, yet primary schools lack an explicit path to develop students’ information skills. The literature shows that school library programs can foster information literacy and improve student achievement, with the principal’s support identified as a significant factor. This study investigates the actions of New Zealand primary school principals to integrate the school library in information literacy initiatives. An online survey collected quantitative and qualitative data from a random sample of primary school principals, stratified by decile rating to reflect the school population in microcosm. Sixty-nine responses were collected and the low response rate meant it was not possible to generalise the results of the survey. Key findings of the research were that a majority of principals supported information literacy initiatives through advocacy; professional development; use of external support; student assessment; separate library budgets; and reasonable library opening hours. A minority maintained a separate information literacy policy; adequately resourced the library with trained staff; or promoted collaborative planning between teaching and library staff through flexible scheduling of class library time. Actions were not affected by decile rating but differences by school size and locale were identified, particularly for small and rural schools. Principals’ perceptions of information literacy did not appear to affect their actions. Suggestions for further research are made to expand upon the findings.</p>

scholarly journals The school library that germinates in a very unfertile land and acts as a moon rise for Malawi’s rural children’s library

2021 ◽  
pp. 255-258
Author(s):  
Georgee Makhalira
Keyword(s):  
Primary School ◽  
School Library ◽  
School Staff ◽  
Religious Leaders ◽  
Community Members ◽  
Library Service ◽  
The World ◽  
Book Award ◽  
Set Up ◽  
Printed Materials

The paper highlights a school library service in a rural set up in Lilongwe, Malawi. It is a school library that has germinated from a ray of hope from the primary school staff, the surrounding community members and leaders (village chiefs, religious leaders, etc.) who garnered to support their children to access printed materials. In conclusion, the paper details how the author and the IASL 2014 Children Book Award has boosted the primary school library window to the world and the promotion of reading and access to printed materials.

scholarly journals Booktrailers and Bookémon Go! BYOD and QR in Primary Education

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1346
Author(s):  
Francisco Manuel González Galán
Keyword(s):  
Primary School ◽  
Primary Education ◽  
School Library ◽  
Qr Codes ◽  
Innovation Projects ◽  
The Web

Both Booktrailers and Bookémon Go! consist of a two-in-one innovation projects carried out in a Primary school in Mérida (Spain) with the main aims of promoting books reading and fostering books loan at the school library using smartphones or tablets to search the web, record their reviews, generate QR codes, create and publish their texts online and web designing; and to work collaboratively in a group according to assigned roles.

“Appily ever after”: how to create your own library mobile app through easy to use, low cost technology

2017 ◽  
Vol 34 (10) ◽  
pp. 7-10
Author(s):  
Susan Boller
Keyword(s):  
Primary School ◽  
Mobile Application ◽  
Mobile Apps ◽  
Low Cost ◽  
School Library ◽  
Mobile App ◽  
Content Type ◽  
Wide Range ◽  
Technology Experience ◽  
Library Staff

Purpose The purpose of this paper is to demonstrate that library staff can develop their own mobile app without having significant technology experience by using existing, easily accessible low-cost programs. Smart phones and tablets are here to stay. Libraries need to embrace this trend by developing mobile apps to encourage reading and provide access to resources that are safe and educational. It is about putting technology at the service of reading. Susan Boller and Marie-Pierre Preece, librarians at Les Marronniers Primary School at the International School of Geneva, received wide recognition when they were awarded the 2016 ALA Presidential Citation for Innovative International Library Projects for their mobile application “Marronniers Library”. Design/methodology/approach The search to develop a mobile application was challenging. “The process was long and complex, as we had a very small budget and no particular expertise in information technology”. While researching the best way to develop an app for her library, Susan Boller explored a wide range of options with differing costs ranging from a few hundred dollars to over $20,000 (for a custom-built app). Findings It is feasible for a school library with limited resources to develop its own mobile application. The library staff can develop such an app without having significant technology experience by using existing easily accessible low-cost programs. Developing and maintaining such an app do not require specialist IT knowledge, and these can be done internally by people interested in technology. The app is good value. The annual cost, excluding subscriptions to databases, is approximately $400. Such an app is well sustainable. The chosen platform is flexible and allows the content to be continuously maintained and updated internally at any moment without additional cost. Originality/value Having been awarded the 2016 ALA Presidential Citation for Innovative International Library Projects demonstrates the originality of the author's “Marronniers Library” mobile application. It is, to the best of the author's knowledge, the only one of its kind in a primary school library.

scholarly journals Strategies to Improve Children’s Interest in Reading Activities

Educatia 21 ◽  
2021 ◽  
Vol 20 ◽  
pp. 39-46
Author(s):  
Diana-Crina Marin ◽  
Mușata Bocoș
Keyword(s):  
Beneficial Effect ◽  
Primary School ◽  
Primary Education ◽  
School Library ◽  
School Teachers ◽  
Online Questionnaire ◽  
Primary School Teachers ◽  
Good Practices ◽  
Reading Clubs ◽  
Reading Activities

Through this study, we aimed to establish which are the main strategies that teachers use to increase pupils' interest in reading activities. It is unanimously accepted that frequent reading of texts has a beneficial effect on the harmonious development of each pupil. In order to create an inventory of examples of good practices provided by teachers for primary education, an online questionnaire was administered between June and October 2020. 219 teachers have completed the questionnaire and mentioned which strategies they use most frequently to make pupils appreciate the value of the books and to read more frequently. The study revealed several good practices that can be used by teachers or parents to motivate pupils to be more actively engaged in reading activities. These results are useful for primary school teachers who can use them to improve the strategies they use to determine pupils to read more frequently and with pleasure. Working with the books, frequent presentation of the content of some books, organizing reading clubs, visiting the school library, arranging a reading corner, and making portfolios about the content of favorite books are some of the strategies mentioned by teachers.

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