scholarly journals The Role of the Principal in an Information Literate School Community: Findings from an International Research Project

2021 ◽  
pp. 163-178
Author(s):  
Dianne Oberg ◽  
Lyn Hay ◽  
James Henri
Keyword(s):  
South Korea ◽  
Information Literacy ◽  
International Study ◽  
School Librarians ◽  
Qualified Teachers ◽  
Significant Difference ◽  
Library Users ◽  
Difficult Times ◽  
Role Of The Principal

This paper reports the results of an international study of the principals' role in developing and supporting information literacy programs in Australia, Canada, Finland, France, Japan, Scotland, and South Korea. Principals and librarians in all countries except South Korea differed significantly on the amount of time they perceived the principal to spend on tasks related to the information literacy program. Principals and librarians in Australia, Finland, and Scotland agreed about the amount of time they thought the principal should spend on such tasks in the future. In Canada, Japan, and South Korea, however, there was a significant difference between the two groups. Overall mean scores on present and future perceptions suggest that in five of the six countries principals and librarians are well-aligned in their beliefs about the role of the principal; the exception was Scotland where school librarians are not qualified teachers. These and other findings should be useful to principals and librarians in schools throughout the world, as they struggle in difficult times to provide quality schooling and information services and to contribute to the development of literate and independent library users.

scholarly journals The Principal's Role in Developing Information Literacy: Finding from Australia and Canada

2021 ◽  
pp. 69-80
Author(s):  
Lyn Hay ◽  
James Henri ◽  
Dianne Oberg
Keyword(s):  
Information Literacy ◽  
International Study ◽  
Information Services ◽  
International Project ◽  
School Librarians ◽  
Principal's Role ◽  
Library Users ◽  
The World ◽  
Research Questions ◽  
Difficult Times

IASL and IFLA have provided funding for an international study of the principal's role in developing and supporting information literacy. In this paper, the researchers describe the development of this international project and report on the progress of the study in two of the participant countries, Australia and Canada. Some preliminary findings are presented related to both the research questions and the research methodology. This information will be of interest to researchers who might want to replicate the study in other countries. The completed research should provide information that will be useful to principals and school librarians in countries throughout the world, as they struggle in difficult times to provide quality schooling and information services and to contribute to the development of literate and independent library users.

scholarly journals Working in partnership to embed Information & Digital Literacy Skills into TeenTech events and Awards to empower pupils, teachers and librarians

2016 ◽  
Author(s):  
Rebecca Jones
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Literacy Skills ◽  
School Librarians ◽  
Award Winning ◽  
Career Opportunities ◽  
New Information ◽  
Engineering And Technology ◽  
The Uk

This paper discusses the partnership that Cilip’s Information Literacy Group (ILG) in the UK has been developing over the last 18 months with TeenTech, an award winning, industry led initiative that focuses on helping teenagers understand the career opportunities available within Science, Education and Technology. It focuses on the role of the ILG’s School Representative as co-ordinator of a team of school librarians and university specialists who were tasked with; supporting the group’s new Information Literacy Award creating resources and opportunities to encourage teacher and pupil use of libraries, and with supporting pupil development of information and digital literacy skills within the area of science, engineering and technology across all of the award categories.

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 The role of the principal of the secondary school in activating extra-curricular activities in Sharorah province

2019 ◽  
Vol 3 (8) ◽  
Author(s):  
Hisham Ahmed Salem Bani Khalaf - Maysa Mohammed Salem Bani K
Keyword(s):  
Secondary Schools ◽  
Practical Experience ◽  
Point Of View ◽  
Principal's Role ◽  
Low Level ◽  
Significant Difference ◽  
Extra Curricular Activities ◽  
Role Of The Principal ◽  
Descriptive Method

  The study aimed to identifying the role of the principal of the secondary schools in Sharorah province in activating the extra-curricular activities from the point of view of the teachers based on the variables (degree and practical experience). To achieve these goals, the researchers used the analytical descriptive method through a questionnaire including (22) items which was designed for this purpose and distributed to a study sample of (104) teachers, from the population of the study: (184).The results of the study showed that the degree of the Secondary Schools Principal's role was high, according to the level of the items, (13) items were very high, (2) were high, (3) items were intermediate level, and (1) item was low level, and (3) items were very low level. There was a statistically significant difference due to the variety of scientific qualification variable in favor of high diploma and there was a statistically significant difference due to the teaching experiences and for their experience from four years and more. With the Based of the results, a number of recommendations were presented to activate the role of the secondary schools principal's in Extra- curricular activities in Sharorah province and the Saudi as a whole.

scholarly journals High school teachers and librarians in cooperation throughout the Information Search Process

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Karolina Hanberger ◽  
Sofia Gardell
Keyword(s):  
Information Literacy ◽  
Information Search ◽  
Search Process ◽  
Guided Inquiry ◽  
School Librarians ◽  
Learning To Learn ◽  
Santa Barbara ◽  
Fundamental Goal ◽  
Upper Secondary

At Hulebäck's Upper Secondary School, one fundamental goal is 'learning to learn'. An essential prerequisite for this is information literacy. We show how teachers and school librarians by cooperating in developing assignments can improve student's information literacy based on Carol Kuhlthau's Model of the Information Search Process. The model of the ISP describes actions, thoughts and especially feelings of students involved in complex inquiry tasks. Some of the stages of this process are perceived as both confusing and frustrating and difficult for students to work through on their own (Kuhlthau, Caspari & Maniotes, 2007). There is a great need for guidance and intervention throughout the ISP and in our experience the teacher - librarian collaboration is key when it comes to developing tools to support the student in each stage. In this presentation we focus on practical examples of exercises from our everyday work, based on the role of emotion as students engage in research. Our aim is to enhance each student's own awareness of the learning process by focusing on knowledge construction rather than product construction. "Information literacy is a way of thinking rather than a set of skills." (Kuhlthau, Caspari & Maniotes, 2012). This method also provides a useful framework for both students and teachers which we find leads to increased fulfillment of curricula. ReferencesKuhlthau, C. C., Caspari, A. K. & Maniotes, L. K. (2007). Guided inquiry: learning in the 21st century. Westport, Conn.: Libraries Unlimited. Kuhlthau, C. C., Caspari, A. K. & Maniotes, L. K. (2012). Guided Inquiry Design: A Framework for Inquiry in Your School. Santa Barbara, California: Libraries Unlimited.

scholarly journals The Role of School Librarians and Subject Teachers in Information Literacy Education

2016 ◽  
Author(s):  
Fumie Niwai
Keyword(s):  
Information Literacy ◽  
Inquiry Learning ◽  
School Curriculum ◽  
Literacy Education ◽  
Library Instruction ◽  
School Librarians ◽  
Instructional Role ◽  
Information Skills ◽  
Locating Information

Information literacy education is one of objectives of school curriculum in Japan. School Librarians are expected to play an instructional role in the inquiry learning. Library instructions which have been worked on for many years cover all phases of inquiry learning such as planning, retrieving, processing, creating, sharing and evaluating. It includes various types of knowledge, skills, intellect, and attitudes. However, the results of interviewing 11 school librarians and 14 subject teachers have revealed that librarians actually teach no more than a portion of the contents that fall under the library instruction. The content primarily taught by librarians, and most subject teachers expected librarians to teach, is the traditional information skills, such as locating Information, using books, taking notes and showing references. School librarians should reconsider their expertise on information literacy education and share more responsibility with teachers to improve student learning.

scholarly journals The Student’s Voice on Information Literacy Skills: Using the 2017 AASL Standards Framework for Learners

2018 ◽  
Author(s):  
Kasey L. Garrison ◽  
Lee FitzGerald ◽  
Alinda Sheerman
Keyword(s):  
Information Literacy ◽  
Information Seeking ◽  
American Association ◽  
Literacy Skills ◽  
Structured Learning ◽  
Guided Inquiry ◽  
School Librarians ◽  
Learning Tasks ◽  
Information Literacy Skills

The 2017 Standards Framework for Learners designed by the American Association of School Librarians offers educators a support guide for creating, implementing and assessing meaningful, structured learning tasks focused on important information literacy skills for students. In this study, we use the Curate element of the AASL Standards Framework for Learners as a lens to analyse students’ voices and experiences while engaged in a Guided Inquiry unit, focusing particularly on their information seeking and use. Findings indicate students have sophisticated understandings of their own information literacy skills, how they engage with information, and the skills needed to be efficient curators of information, but they feel challenged and unconfident about their own skills in completing research tasks. These findings support the role of the school librarian in scaffolding young researchers through this process.

scholarly journals Welsh Information Literacy Project

2013 ◽  
Vol 37 (114) ◽  
pp. 17-22 ◽  
Author(s):  
Andrew Eynon
Keyword(s):  
Secondary School ◽  
Information Literacy ◽  
Public Library ◽  
Literacy Skills ◽  
Current Phase ◽  
School Librarians ◽  
Library Users ◽  
Information Literacy Skills ◽  
Library Staff ◽  
Public Library Users

This report gives an overview of the work to date of the Welsh Information Literacy Project (WILP). WILP is a cross sector project looking to embed information literacy skills across Wales and has been funded by the Welsh Government through CyMAL (Museums, Archives and Libraries, Wales). The report provides specific details of phase three of the project (April 2012-March 2013). The focus of this current phase of the project is the development of information literacy skills amongst public library staff so that these staff can support the development of information literacy skills amongst the whole range of different public library users. In addition, the project is supporting the development of information literacy skills amongst secondary school pupils, by working with school librarians and teachers.

scholarly journals Information literacy as an advocacy tool by Indonesian school libraries: an APISI study

2021 ◽  
pp. 158-169
Author(s):  
Hanna George
Keyword(s):  
Information Literacy ◽  
Significant Role ◽  
School Library ◽  
School Libraries ◽  
Independent Learning ◽  
School Librarians ◽  
School Communities ◽  
Sequential Development

This paper is a longer version and further elucidation of the version written for IFLA Conference entitled The role of national associations in advocating for school libraries: The case of Indonesia” by the author and Diljit Singh. It will outline in more detail APISI’s study on information literacy. APISI is one of the nationally recognized library associations in Indonesia that has actively promoted information literacy as an advocacy tool. This paper will discuss APISI’s history, program and activities. It describes the sequential development of events and studies of information literacy conducted over the years highlighting the importance of school libraries in Indonesia and the significant role that school librarians play in information literacy, independent learning and responsible citizenship. The goal of APISI is to formulate a long term advocacy strategy to benefit school communities and all school library stakeholders.

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