10,000 Newly Certified Librarians, 100 Secure Jobs

Information Studies ◽

The Status ◽

School Librarianship ◽

This chapter discusses the status, challenges, and issues encountered in librarianship in Japan, especially school librarianship. Specifically, it focuses on the certifications for school library staff, the curriculum model, and the employability of certified librarians. Topics related to Library and Information Studies schools, training programs for certified librarians, summer and distance education, qualifications and accreditation of teacher librarians are discussed as well. Currently, librarianship and school librarianship are not close to implementing internationalization; however, this discussion cannot be avoided. Hence, this chapter argues that it is necessary to incorporate the specific trends in Japan along with global trends.

School library as an integrated information and educational space of the modern school

10.29173/iasl7368 ◽

2019 ◽

Author(s):

Sandugash Dospayeva ◽

Aida Agadil ◽

Rauan Yessenbek

Keyword(s):

Collaborative Work ◽

School Library ◽

Thinking Skills ◽

Critical Thinking Skills ◽

International Standards ◽

Modern School ◽

Reading Choices ◽

The Status ◽

Skills Use ◽

Nazarbayev Intellectual Schools (NIS) are established to become an experimental platform that develops, monitors, studies, analyzes, tests, and implements modern models of educational programs by levels. Accordingly, as an important part of the school, one of the main goals of NIS libraries is to comply with international standards of school libraries, to improve professional qualifications, to facilitate the implementation of the mission and objectives of the school. For this, it is necessary to shift away from traditional methods and established stereotypes and raise libraries to the modern international level. This article offers an introduction to working methods of the libraries of the Intellectual Schools, which include developing students’ reading skills, use of games to motivate students to read, the development of critical thinking skills of students. NIS librarians use game methods, festivals and activities to promote reading among students, which enables the teacher-librarians to raise children's confidence and gain pleasure from reading, discover reading choices, provide children with opportunities to share their reading experience and to raise the status of reading as a creative activity. There are also various library projects, clubs and actions, which motivate students to read and instill in students the love of reading. The libraries provide students with resources for learning and reading. They are welcoming and flexible, reader-friendly environments including different zones for research, independent and collaborative work with colours, materials and layout designed to provide safe and accessible places conducive to learning and reading.

The Role of Culture and Folk Art in School Library Programming

10.29173/iasl7435 ◽

2019 ◽

Author(s):

Lucy Santos Green ◽

Melissa P Johnston

Keyword(s):

Communities Of Practice ◽

Research Study ◽

School Library ◽

Ways Of Knowing ◽

School Librarians ◽

The World ◽

Library Programming ◽

School Librarianship ◽

Exploring the practices of teacher librarians in other countries fosters new knowledge, contributing to global communities of practice. The need to equip today’s youth with complex 21st century skills has served as a catalyst for change in the traditional practices of school librarians all over the world. It is this necessary change that led to questions regarding school library practices at an international level and to the need to explore school librarianship on a global level. This research study explores ways program design grounded in cultural understanding, experiences, and ways of knowing the world, are applied by practicing school librarians in Brazil, Russia, and Belize.

‘Informed’, ‘active’ and ‘engaged’? Understanding and enacting information literacy from a UK citizenship perspective

Journal of Information Literacy ◽

10.11645/15.3.2934 ◽

2021 ◽

Vol 15 (3) ◽

pp. 20

Author(s):

Simon Paul Cloudesley

Keyword(s):

Information Literacy ◽

Personal Agency ◽

Structured Interviews ◽

Liberal Democratic ◽

Socially Constructed ◽

Information Studies ◽

The Status ◽

Personal Context ◽

Personal Ethics

Information literacy (IL) has been considered by Library and Information Studies (LIS) research and praxis to be vital in helping citizens be ‘informed’, ‘active’ and ‘engaged’ within society. LIS discourse has explored different conceptions of citizenship and its relationship with IL within the paradigm of liberal democratic societies. Critical IL approaches have in turn promoted a citizenship of personal agency, empowerment, challenging the status quo and the pursuit of social justice, as well as focusing on what has been termed ‘political literacy’. However, critical information literacy has also problematised some of the approaches to citizenship found in LIS discourse. Despite the complexity of the subject, empirical study into these issues is still severely lacking. This research moves to start addressing this need by investigating how IL is understood and enacted from the perspective of UK citizenship. Using a qualitative approach of semi-structured interviews with five UK citizens based in Oxford, UK, in the summer of 2019, it set out to establish the relationship between IL and citizenship in a personal context. It was found to be understood and enacted through the development of socially-constructed personal citizenship information landscapes, oriented to a personal sense of citizenship, agency, motivation and empowerment. These personal landscapes challenge some of the established IL paradigms of ‘informed’, ‘active’ and ‘engaged’ citizens, as well as related concepts of information ‘wealth’ and ‘poverty’. They also raise questions of the role of personal ethics in decision making as citizens and potential tensions with ‘acceptable’ norms. These findings help to further problematise the dynamic between IL and citizenship, and challenge LIS research and praxis not just to promote specific values and goals, but also to work towards a greater understanding of the personal contexts shaping that dynamic.

Introduction of the Hungarian school library system

10.29173/iasl7409 ◽

2019 ◽

Author(s):

Andrea Dömsödy ◽

Marianna Edit Pataki

Keyword(s):

Education Policy ◽

Information Literacy ◽

18Th Century ◽

School Library ◽

School Libraries ◽

Library Instruction ◽

Library System ◽

Trace Back ◽

School Librarianship ◽

The today’s school libraries in Hungary trace back to the 18th century. After 1970 the school librarianship became an independent profession and library pedagogy was elaborated as well. Nowadays the Hungarian School Library Association provides the most support. In spite of difficulties Hungarian school librarianship has much strength but needs to be improved in many fields yet. There are well operating libraries, committed teacher librarians and a good legislation. Library instruction is built into curriculum. In 2012 has changed the education policy, which also affected school libraries badly. A way to save the profession is to elaborate the library pedagogy program and declare how libraries can support information literacy and independent learners.

Developing Online Master's Programs for Teacher-Librarians

10.29173/iasl7872 ◽

2021 ◽

Author(s):

Paulette Stewart

Keyword(s):

Virtual Learning Environment ◽

Learning Support ◽

Master's Programs ◽

Wide Range ◽

Information Studies ◽

Teacher Librarians ◽

Master Of Arts ◽

The University ◽

Delivery Approach

The Department of Library and Information Studies (DLIS) at the University of the West Indies, Mona campus presently offers the Master of Library and Information Studies (39 credits) and the Master of Arts in Library and Information Studies (36 credits). These programs offer a wide range of courses over two to three years. As a result of the decrease in registration and the heavy demand for a multi-modal delivery approach, the DLIS has written a proposal to the university to implement the two postgraduate programs in this format. The Our Virtual Learning Environment (OurVLE) has been selected as the learning support system for these programs as its features are ideal for multi-modal delivery. The DLIS awaits final approval from the campus-wide committee.

The role of distance education in library and information studies education

Education for Information ◽

10.3233/efi-1991-9404 ◽

1991 ◽

Vol 9 (4) ◽

pp. 305-316 ◽

Cited By ~ 2

Author(s):

Josephine A. Haythornthwaite ◽

Frances C.P. White

Keyword(s):

Distance Education ◽

Information Studies

Developing Online Master's Programs for Teacher-Librarians

10.29173/iasl7871 ◽

2021 ◽

Author(s):

Dianne Oberg

Keyword(s):

Distance Education ◽

School Library ◽

Interactive Television ◽

Full Time ◽

Master's Programs ◽

Library Education ◽

Part Time Students ◽

The Usa ◽

Correspondence Study ◽

Over the past four decades, in Australia, Canada and the USA, school library education at a distance has been delivered though three primary modes: (1) correspondence study; (2) two-way or interactive television and videoconferencing; and (3) Web-based onlinelearning management systems. The theoretical foundations of distance education emphasize that the particular technology or mode of distance education is not as important as the pedagogy employed. Major pedagogical approaches evident in school library education at a distance are: behaviourist/cognitivist; constructivist; and connectivist. This brief history of school library education at a distance focuses on efforts to free school library education from the bounds set by the traditional location and scheduling of library education--on-campus, in universities in cities, with regularly scheduled face-to-face meetings, most amenable to fulltime students. Today’s school library education at a distance is primarily an anytime/anyplace endeavour that is attractive to part time students who are employed full time.

The Impact of the Prince Edward Island School Library Policy on the Development of School Library Programs Across Prince Edward Island

10.29173/iasl8202 ◽

2021 ◽

pp. 253-263

Author(s):

Ray Doiron ◽

Judy Davies

Keyword(s):

Prince Edward Island ◽

New Technologies ◽

School Library ◽

Specific Detail ◽

Library Resource ◽

The Status ◽

Comprehensive Survey ◽

Concept Of Information ◽

Teacher Librarians ◽

The Impact

In Canada's smallest province, Prince Edward Island (PEI), the PEI School Library Policy and its supporting documents have guided the development of school library programs since 1989. With a great number of educational changes as a back-drop, this study explored the impact that policy has had on school library programs in PEI. The researchers designed a comprehensive Survey of School Library Resource Centres that probed five key areas: facilities, resources, personnel, programs and services in the 66 schools across PEI. Following the completion of the Survey, 48 principals and teacher-librarians were interviewed for an hour each. 64 of the 66 schools took part and the Survey data and the interview data were analyzed using exploratory data analysis that resulted in dozens of visual and numerical summaries. Data was reported under each of the five major areas probed and 25 Actions were recommended. The study yielded specific detail on the status of school library facilities and resources, and provided a comprehensive look at staffing procedures and problems. The educational concepts of resource-based learning, cooperative planning and information skills that are embedded in the Policy have been well-accepted across the system. New documentation is needed to update learning outcomes and to provide direction for integrating new technologies and the concept of information literacy. Future directions for professional development for teacher-librarians, principals and classroom teachers were outlined and specific needs were identified in the areas of staffing, rebuilding school library collections and connecting technology initiatives and resource-based learning.

Onomatopoeia and your School Libraries

10.29173/iasl7870 ◽

2021 ◽

Author(s):

Kauyuki Sunaga

Keyword(s):

School Library ◽

School Libraries ◽

The Other ◽

School Librarianship ◽

Teacher Librarians ◽

Article 5

According to Article 5 in school library law in Japan, a teacher librarian should be posted to the school library. However most of teacher librarians are involved into the other tasks in school so much that they cannot afford to engage school library. The students, who take lesson on school librarianship at university, are less experienced in libraries in school days. Therefore at the beginning of lesson I always try to execute the activity of describing school libraries into onomatopoeias. This activity encourages them to study school librarianship. We will find out the condition, the problems and the challenges of school libraries in Japan.

Doctoral Studies: Everything You Ever Wanted to Know (and Then Some)!

10.29173/iasl7165 ◽

2017 ◽

Author(s):

Jennifer Mueller-Branch ◽

Barbara Schultz-Jones ◽

Melissa Johnston ◽

Nancy Everhart ◽

Ross Todd ◽

...

Keyword(s):

Professional Development ◽

School Districts ◽

Doctoral Programs ◽

School Library ◽

Doctoral Studies ◽

Faculty Advisors ◽

Library Research ◽

School Librarianship ◽

Teacher Librarians ◽

Phd Program

This session was designed to help teacher-librarian participants answer the questions, “Why might I consider doing a PhD program? What opportunities might it open for me?” The School Library Research SIG designed the session to help participants learn about opportunities for doctoral studies that prepare teacher-librarians for work in the academy and in school districts and government departments. Three panel presenters described various doctoral programs and related professional development opportunities in school librarianship. After the panel presentations, several faculty advisors provided information and advice for participants in a “speed-mentoring” session.