scholarly journals Low Levels of Teacher Information Literacy Awareness and Collaboration Between Librarians and Teachers in Information Literacy Instruction

2018 ◽  
Vol 13 (3) ◽  
pp. 88-90
Author(s):  
Ruby Warren
Keyword(s):  
Northern Ireland ◽  
Secondary School ◽  
Secondary Schools ◽  
Standardized Testing ◽  
Information Literacy ◽  
Staff Member ◽  
School Library ◽  
Teaching Staff ◽  
Library Staff ◽  
Axial Coding

A Review of: McKeever, C., Bates, J., & Reilly, J. (2017). School library staff perspectives on teacher information literacy and collaboration. Journal of Information Literacy, 11(2), 51-68. https://doi.org/10.11645/11.2.2187 Abstract Objective – Researchers sought to determine school library staff perspectives on the information literacy knowledge held by secondary school teachers, and teacher relationships with the library. Design – Interviews analyzed with thematic and axial coding. Setting – Secondary schools in Northern Ireland. Subjects – 21 schools across Northern Ireland were selected as a sample, including urban, rural, integrated, grammar, and secondary schools. 16 schools ultimately participated. Methods – Semi-structured interviews were conducted with one library staff member at each selected secondary school. Interview audio and notes were transcribed and coded thematically both manually by the researchers and using NVivo. Categories were identified by open coding, then relationships identified via axial coding. Main Results – The majority (10 of 16) of library staff members interviewed expressed that they had not been asked about information literacy by teachers, and only one library staff member described a truly collaborative instructional relationship with teaching staff. The majority of staff expressed either that teachers were familiar with concepts related to information literacy but did not know the name for them, or, that they thought information literacy was entirely unfamiliar to teachers at their school. Staff frequently cited competing priorities (for example, standardized testing) and limited class time as potential causes for teachers not focusing on information literacy concepts. Conclusion – Both cultural and policy changes need to be made in schools to prioritize information literacy as a core competency for both students and teachers. The researchers call for greater intra-school collaboration as a means to achieve this cultural change.

scholarly journals Analytical Evaluation of the School Library Home Page in Japanese Secondary Schools

2021 ◽  
Author(s):  
Mieko Nagakura
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary Schools ◽  
Information Literacy ◽  
Junior High School ◽  
School Library ◽  
Home Page ◽  
School Level ◽  
High School Level ◽  
Junior High School Level

The content analyses of 151 school library home page in Japanese secondary schools were carried to examine their possibility and effectiveness as an instructional tool for information literacy development of the students. The possibility was proved, but the effectiveness was not verified by this study. The contentwise, secondary school library home page was informative, cultural, and instructive. The contents on junior high school level were mostly informative, while the contents on integrated junior/senior and senior high school levels were informative as well as instructive. Link collections were the most powerful features of school library Website.

scholarly journals School libraries, political information and information literacy provision: findings from a Scottish study.

2016 ◽  
Vol 10 (2) ◽  
pp. 3 ◽  
Author(s):  
Lauren N. Smith
Keyword(s):  
Information Literacy ◽  
Information Seeking ◽  
School Library ◽  
Information Provision ◽  
School Libraries ◽  
Political Information ◽  
Political Education ◽  
Teaching Staff ◽  
Parliamentary Election ◽  
Library Staff

This paper presents the findings of research which explored Scottish school libraries’ information provision and information literacy (IL) support in the run-up to two major political events: the 2014 Scottish Independence Referendum (SIR) and the 2015 General UK Parliamentary Election (GE). To do this, the project identified, through an online survey, what political information seeking secondary school students engaged in through school libraries, what information provision and IL support was available to students relating to political issues and events, and what barriers school libraries faced in providing these aspects of political education. It also identified what information seeking students engaged in, what levels of information provision and IL support relating to politics are provided by school libraries, and to explore the perceptions and experiences of library staff relating to work in this area. Analysis of the results indicates that there are mixed levels of provision across school libraries in Scotland and that this variation may be influenced by inconsistent policies from local councils and individual schools themselves, as well as variations in the experience and views of library staff. Key activities to support young people’s political education are identified, and several reasons library staff do not engage in political work are discussed. The findings are linked to previous research, with a discussion of the need to encourage and support school library staff to contribute to the political education of students alongside teaching staff. Several recommendations for schools and library staff are made, relating to a consideration of the role of school libraries, how they can provide relevant political information, the importance of clear policies around political information provision and the support required for school library workers. 

scholarly journals School library staff perspectives on teacher information literacy and collaboration

2017 ◽  
Vol 11 (2) ◽  
pp. 51 ◽  
Author(s):  
Christine McKeever ◽  
Jessica Bates ◽  
Jacqueline Reilly
Keyword(s):  
Northern Ireland ◽  
Lifelong Learning ◽  
Information Literacy ◽  
School Library ◽  
Digital Citizenship ◽  
Classroom Setting ◽  
Information Competencies ◽  
Skilled Workforce ◽  
Low Levels ◽  
Library Staff

Pupils need to develop information literacy (IL) skills in schools in order to be active members of a skilled workforce, for lifelong learning and digital citizenship. However, there has been little focus on the extent to which this happens in a classroom setting and on information competencies of teachers. As part of a broader study of teachers’ knowledge and perceptions of IL, librarians in schools in Northern Ireland were interviewed. Findings reveal low levels of collaboration with teachers. Recommendations are made regarding how to overcome challenges involved in developing teachers’ IL so that they can better support learners.

Nauczyciele szkół średnich męskich rządowych po 1833 r. – byli pracownicy Uniwersytetu Warszawskiego

2017 ◽  
Vol 62 (0) ◽  
pp. 29-55
Author(s):  
Adam Massalski
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Scientific Work ◽  
Biological Research ◽  
Teaching Staff ◽  
University Employees ◽  
Language And Literature ◽  
Polish Language ◽  
The University ◽  
Achievements In Mathematics

After the fall of the November Uprising, the Russian authorities liquidated the University of Warsaw. As a result, the University employees were forced to take up other occupations. Some of them went to male government secondary schools as pedagogical supervisors (principals and inspectors), or teachers. This group numbered 18 people. The functions of principals were performed by two people, the functions of inspectors – by six, the remaining ten found employment as teachers. The period of their employment in secondary education varied widely: from 1 year to over 25 years. On average it was just over nine years. Among the teachers, four taught the humanities, the others taught mathematical and natural sciences. Many members of the described community decided to continue their scientific work. Particular achievements in mathematics were held by A. Frączkiewicz, and I in the field of physics and chemistry – by J. Bełza, A. Radwański, T. Rybicki and S. Zdzitowiecki. Achievements in biological research were noted by W. B. Jastrzębowski, Sz. Pisulewski and A. Waga (interestingly, he taught Polish language and literature in secondary school). Some achievements in the field of the humanities were held by A. Kucharski and F. Kozłowski. The above-mentioned employees of the University of Warsaw significantly strengthened the teaching staff of male government secondary schools in the Kingdom of Poland between 1833 and 1862.

scholarly journals School Library Leading the Way

2021 ◽  
Author(s):  
Elizabeth Probert
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Information Literacy ◽  
Cluster Model ◽  
School Library ◽  
Lead Teachers ◽  
Processing Information ◽  
Library Staff ◽  
The Way

In 2007 the principals of three schools in Auckland, New Zealand, formed a cluster with the aim of improving standards of information literacy in their schools over three years. Research, reported in a paper at the 2008 IASL conference, demonstrated that few teachers in the cluster were explicitly teaching their students the skills they needed when undertaking research or inquiry. In early 2008, a group of Lead Teachers, led by the teacher librarian in the largest school, and including trained library staff, designed a cluster model for teachers to use with their students when processing information. They also designed cluster-wide professional development which each school implemented in different ways. This paper reports on the findings of an evaluation carried out to measure the effectiveness of the first round of professional development.

scholarly journals The Impact of Covid-19 Pandemic ‘Lockdown’ on Reading Engagement of Selected Secondary School Students in Nigeria

2021 ◽  
Vol 3 (1) ◽  
pp. 45-55
Author(s):  
Ibitola Oluwatoyin Adigun ◽  
Fadekemi Omobola Oyewusi ◽  
Kolawole Akinjide Aramide
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Online Survey ◽  
School Library ◽  
School Libraries ◽  
Reading Engagement ◽  
School Students ◽  
Significant Difference ◽  
The Impact

Several studies have decried the non-existence of functional school libraries in many primary and secondary schools in Nigeria. This inadequacy in school libraries made it extremely difficult for school librarians to foster the culture of reading in students through school library use and reading promotional activities. Moreover, library hours are not included in the school time table in many of the secondary schools in Nigeria. Thus, reading engagement has been on the decline among secondary school students in the country. Despite these challenges, some studies suggested that students will spend more time reading if they have more spare time. Therefore, this study investigated selected secondary school students’ reading engagement during the COVID-19 pandemic school lockdown. It was assumed that the availability of time during the period would motivate students to read since schools were closed and movement was restricted. The study adopted an online survey instrument (Questionnaire) administered to the students over 3-month period (April - June 2020). This instrument was adopted because there was total closure of schools throughout the country, thus the only means students could be reached at the time was through online. The questionnaire was sent to individual students and school online groups. Thus, the study was limited to students with information technology gadgets and online presence. The result revealed that there was no significant difference in the duration of time students spent reading during the lockdown and when school was in session. It also revealed that students read textbooks to prepare for examinations and to keep sound academically.

Library makerspaces in China: A comparison of public, academic, and school libraries

2020 ◽  
Vol 52 (4) ◽  
pp. 1209-1223 ◽  
Author(s):  
Fenfang Cao ◽  
Shuheng Wu ◽  
Besiki Stvilia
Keyword(s):  
Academic Libraries ◽  
School Library ◽  
Public Library ◽  
Physical Space ◽  
School Libraries ◽  
Teaching Staff ◽  
Staff Members ◽  
Library Staff ◽  
Type Data ◽  
Physical Spaces

This exploratory study identified and compared the organization, services, challenges of and motivations for makerspaces in public, academic, and school libraries in China. Although there is a significant body of literature on makerspaces in libraries, this study is one of the first ones that provides a comparison of library makerspace organization and operation by library type. Data was collected using paper and online surveys from 158 librarians. Supporting learning was the most frequently identified motivation for establishing a makerspace by all three categories of librarians. While makerspaces in academic libraries were mostly operated by library staff, school libraries more evenly relied on teaching staff, volunteers, library staff members, and paid instructors to operate their makerspaces. Makerspaces in public and academic libraries were funded mostly from the libraries’ budget, while school libraries were funded more by other units on the campus and institutional or individual investments. The most frequently selected technologies were 3D printing and modeling technologies, and makerspaces in academic libraries were better equipped than makerspaces in the other two types of libraries. Group study rooms and learning commons centers were the most frequently occurring physical spaces in academic and public library makerspaces. School library makerspaces differentiated themselves by offering wooden crafts centers more often than other library makerspaces. While participants selecting budget limitation and inadequate equipment as barriers to implementing makerspaces was not surprising, public and academic librarians also often cited the lack of professional instructors. Based on the findings, several suggestions were offered to the practice of planning and operating a makerspace in libraries such as bringing together internal and external funding to support makerspaces, consolidating the required physical space of makerspaces and the existing space arrangement of libraries, and developing additional training programs to address the problem of a lack of professional instructors.

scholarly journals Educational Roles of Primary and Secondary School Teacher-Librarians in Hong Kong

2021 ◽  
Author(s):  
Peter Warning ◽  
Chun Ho Randolph Chan ◽  
Hing Yuk Bernie Ma ◽  
Samuel Kai Wah Chu ◽  
Wendy Wai Yue Wu
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Secondary Schools ◽  
Primary School ◽  
Information Literacy ◽  
School Teacher ◽  
Holistic Approach ◽  
Library Services ◽  
Reading Habits ◽  
Teacher Librarians

This study explores the professional development and current work situation of Teacher-librarians (TLs) in primary and secondary schools in Hong Kong, and investigates and compares the educational roles of primary and secondary schools TLs in teaching subject courses, developing stakeholders’ information literacy, collaborating with teachers and cultivating students’ reading habits. Key findings include: relatively more secondary school TLs have professional qualifications; secondary school TLs spend on average more than one-quarter of their time teaching subject (non-library related) courses, compared to primary school TLs (15%), which they see as restricting their ability to provide library services; primary school TLs spend more time on the preparation and delivery of library lessons than secondary school TLs; both primary and secondary TLs spend less that 5% of their time collaborating with teachers; and that primary school TLs appear to have a more holistic approach to information literacy acquisition.

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