Impacts of working arrangements of teacher librarians and school librarians on the level of services in school libraries

2017 ◽  
Vol 77 ◽  
pp. 1-26
Author(s):  
Michiko Matsumoto
Keyword(s):  
School Libraries ◽  
School Librarians ◽  
Teacher Librarians

scholarly journals Impact Study of the Teacher Librarian Specific Training on Educational Achievement

2021 ◽  
Author(s):  
Ana Novo ◽  
José António Calixto
Keyword(s):  
Elementary Schools ◽  
Educational Achievement ◽  
School Library ◽  
Literacy Learning ◽  
School Libraries ◽  
Impact Study ◽  
School Librarians ◽  
Specific Training ◽  
The Usa ◽  
Teacher Librarians

This paper presents the current situation of the school library teams’ specific training in the Portuguese Integrated Elementary Schools that in 2005 were already in the Portuguese School Libraries’ Network. Other countries’ studies, like the ones from the USA and UK, suggest that students achieve higher levels of literacy, learning and problem solving when teacher librarians have specific training to perform their duties. The analysis of data gathered from a questionnaire shows that 32% of the Portuguese school librarians do not have any kind of specific training. This scenario suggests that there hasn’t been any significant improvement since 10 years ago especially in what school librarians’ training is concerned.

scholarly journals Personal, portable, multifunction-devices and school libraries

2021 ◽  
Author(s):  
Anne Weaver
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
School Libraries ◽  
Online Resources ◽  
School Librarians ◽  
Teacher Implementation ◽  
School Technology ◽  
Key Factor ◽  
One To One ◽  
Teacher Librarians

To maximise learning value from one-to-one programs in schools, computing devices need to be personal, portable and multifunctional. It is likely that shared devices will not be as effective. The increased access provided by one-to-one devices creates great opportunities for school librarians to support their school technology directions and to implement 21st century information literacy and reading promotion programs. Increased access will mean greater utilisation and demand for online resources. The key factor in the success of one-to-one programs is teacher implementation of appropriate pedagogies. Teacher-librarians have the chance to provide leadership in pedagogies that most effectively utilise these devices to improve learning outcomes.

scholarly journals Building a Vibrant Future for School Librarians through Online Conversations for Professional Development

2021 ◽  
Author(s):  
Judy O'Connell
Keyword(s):  
Professional Development ◽  
Social Media ◽  
School Library ◽  
School Librarians ◽  
Leadership Challenges ◽  
Personal Learning ◽  
The World ◽  
Social Media Platforms ◽  
Teacher Librarians ◽  
Media Channels

Technology and social media platforms are driving an unprecedented reorganization of the learning environment in and beyond schools around the world. Technology provides us leadership challenges, and at the same time offers opportunities for communication and learning through technology channels to support professional development. School librarians and teacher librarians are often working as the sole information practitioner in their school, and need to stay in touch with others beyond their own school to develop their personal professional capacity to lead within their school. The Australian Teacher Librarian Network aims to make a difference, and supports school library staff in Australia and around the world to build professional networks and personal learning connections, offering an open and free exchange of ideas, strategies and resources to build collegiality. This ongoing professional conversation through online and social media channels is an important way to connect, communicate and collaborate in building a vibrant future for school librarians.

scholarly journals Policy Challenges for Administrators and Teacher Librarians in International Schools

2021 ◽  
Author(s):  
Artemida Kabashi
Keyword(s):  
Policy Development ◽  
Positive Impact ◽  
International Schools ◽  
School Administrators ◽  
School Setting ◽  
The United States ◽  
International School ◽  
Third Culture ◽  
School Librarians ◽  
Teacher Librarians

Policy development stands at the heart of running a successful library and having a positive impact on student literacy and overall achievement. This paper reports on the policy challenges that face librarians, teachers and school administrators in international schools, and provides the results of a case study from the Quality International School in Tirana, Albania. More over it provides a synthesis of the literature review on policy standards in international schools and the United States, and their impact on third world culture student achievement and success. Most of the achievements of students in international schools have more recently been studied under the scope of “third culture.” This paper, examines student access to policy and overall achievement within the context of “third culture” as a phenomenon. The paper also focuses on the importance of media selection, censorship, copyright and technology, as evidenced from interviews of school librarians, teachers and administrators at the Tirana International School. One of the central challenges in international schools remains the lack of centralized guidelines that support the institution’s library mission and vision. In order for libraries to thrive in an international school setting, communication at the onset of policy development between staff, teachers, librarian(s) and administrators is key.

scholarly journals Meeting Drug Information Needs of Adolescents

2021 ◽  
pp. 95-106
Author(s):  
Ross J. Todd
Keyword(s):  
Teaching And Learning ◽  
Information Needs ◽  
Drug Information ◽  
Literacy Education ◽  
School Libraries ◽  
Process Information ◽  
Knowledge And Attitudes ◽  
Teacher Librarians ◽  
Drug Free

Drugs are an important life concern of adolescents, yet statistics show alarming and disturbing increases internationally in drug abuse. This paper reports on research that examines how adolescents cognitively process information about drugs. It explores why they chose and rejected information, and how they put it to use. The findings have important implications for the role of school libraries in the provision of drug information, the teaching and learning process, information literacy education, as well as for the role of teachers and teacher-librarians in shaping the knowledge and attitudes of adolescents toward a drug-free lifestyle.

scholarly journals School librarians’ anticipated support for students with SEN: Using a Modified Grounded Theory Approach

2021 ◽  
Author(s):  
Hiroyo Matsudo
Keyword(s):  
Grounded Theory ◽  
School Library ◽  
School Libraries ◽  
Theory Approach ◽  
School Librarians ◽  
Educational Support ◽  
Staff Members ◽  
Special Needs Education ◽  
Library Function ◽  
Grounded Theory Approach

The purpose of this study is examining some suggestions on how school libraries can be involved in Special Needs Education in a helpful way. The Modified Grounded Theory Approach is used as the method for this study. In my analysis I focus on the change in perception of 19 school staff members with respect to changes in the school library function and factors for these changes. Based on the result the school librarian’s anticipated four supports are suggested as follows: providing suitable materials that take into account students’ situation, searching study by team teaching, supporting students’ self-affirmation by sympathetic understanding, and educational support encouraging students’ socialization.

scholarly journals INSTRUCTIONAL DESIGN COLLABORATION OF LIBRARIANS IN THE SCHOOL LITERACY MOVEMENT

Edulib ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 29
Author(s):  
Riche Cynthia Johan ◽  
Deuis Pramida ◽  
Anah Rohanah ◽  
Inaya Shintia Meidina
Keyword(s):  
Education Program ◽  
Field Experience ◽  
Good Practice ◽  
School Libraries ◽  
Learning Activities ◽  
Practice Research ◽  
School Librarians ◽  
Design Collaboration ◽  
School Learning ◽  
Information Sciences

Conducting library learning activities in the classroom is one of the tasks and receivables in the Field Experience Practice (PPL) activities for all students of the Library of Education and Information Sciences University of Indonesia. Good practice research methodology is one of the alternative choices in estimating the steps that can be taken in the Field Experience Practice (PPL) program of students of the Library of Education and Information Sciences University of Indonesia, which will later become a product of collaboration between the school librarians and teachers at school, and can also present a school product design school learning product. Collaborating in the School Literacy Movement (GLS) activities is one of the bills that must be present in the program, wherein every student of the Library and Information Sciences University of Education program students is required to: 1) Be able to prepare the classroom learning collaboration design with coaching teachers, 2) Able to implement library learning practices, and 3) Able to describe Practical Review Results. Through the field experience (PPL) practice, the students of the Library of Education and Information Sciences University of Indonesia's Education program are able to obtain competencies relevant to their field in an optimal way to work in the workplace, especially in the field of school libraries.

scholarly journals LIBRARY AND INFORMATION RESOURCES IN RURAL SCHOOLS OF LIMPOPO PROVINCE: A SMALL STUDY

Mousaion ◽  
2016 ◽  
Vol 32 (2) ◽  
pp. 124-149
Author(s):  
Maredi Samuel Mojapelo ◽  
Jacqueline A. Fourie
Keyword(s):  
Rural Schools ◽  
School Curriculum ◽  
School Libraries ◽  
Information Resources ◽  
Limpopo Province ◽  
Small Study ◽  
Qualified Teacher ◽  
Access Information ◽  
Library Skills ◽  
Teacher Librarians

The purpose of this article is to report on a small study that investigated the availability of library and information resources in rural schools of Limpopo Province, South Africa. For the school curriculum to be successfully implemented, adequate library facilities, collections, staff and funds are required to support it. Data was collected by means of questionnaires directed to all teacher-librarians and principals in the high schools of the Lebopo Circuit, Capricorn District. The study found that most schools do not have functional school libraries. Converted classrooms serving as libraries are unorganised making it difficult to retrieve and access information. Some schools use staffrooms and storerooms to house library materials but learners cannot use these materials because of limited space. Unqualified teacher-librarians lack library skills and cannot guide learners to use resources. A few schools are without electricity making it impossible to operate electronic equipment. The authors recommend that schools should be provided with library-based resources managed by professionally qualified teacher-librarians to meet the needs of learners and the aims of the school curriculum.

STEM academic achievement and perceptions of family support: a gender analysis

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Daniella LaShaun Smith ◽  
Tandra L. Tyler–Wood
Keyword(s):  
Academic Achievement ◽  
Role Models ◽  
School Libraries ◽  
Female Students ◽  
Entire Group ◽  
Achievement Scores ◽  
School Librarians ◽  
Stem Careers ◽  
Content Type ◽  
Quasi Experimental

PurposeThis study examines the results of a STEM unit taught in an elementary school library, with 26 fourth-grade students as the participants.Design/methodology/approachA quasi-experimental design was used. The relationships between the independent variable gender and the perceptions of familial support structures and academic achievement were examined.FindingsFor the entire group, the average academic achievement scores of the participants increased. The increase was not statistically significant. The male students had a statistically significant improvement in their academic achievement scores, and there was a statistically significant decrease in the academic achievement scores of the female students. An increase in the female students' belief that their family was interested in their science classes was correlated with a decrease in their academic achievement scores.Research limitations/implicationsThe sample size for this study is small, and the results are not generalizable. Open-ended questions were not included in the data collection instruments. Therefore, it cannot be determined why the overall academic scores may have decreased for female students. Further research is encouraged.Practical implicationsThe results of this study show the potential for STEM activities in school libraries. School librarians can provide students with low-risk, informal learning environments to practice new skills.Social implicationsLibraries equalize the availability of resources that otherwise may not be available to populations underrepresented in STEM careers. School librarians have the potential to serve as much needed STEM role models. The availability of STEM activities in school libraries can make it possible for more students to understand what STEM careers are interesting to them.Originality/valueThere are very few studies to examine the results of STEM activities implemented in school libraries that use quasi-experimental or experimental research designs. This study adds to the corpus of research that can be used to support the preparation of students for STEM careers with activities in school libraries.

scholarly journals What is the literacy supportive role of the school librarian in the United Kingdom?

2020 ◽  
pp. 096100062096456
Author(s):  
Margaret K. Merga
Keyword(s):  
United Kingdom ◽  
Hybrid Approach ◽  
School Libraries ◽  
Literacy Skill ◽  
School Librarian ◽  
School Librarians ◽  
The United Kingdom ◽  
Supportive Role ◽  
Depth Analysis

Building students’ literacy skills is a key educative purpose of contemporary schooling. While libraries can play a key role in fostering literacy and related reading engagement in schools, more needs to be known about school librarians’ role in promoting these goals. To this end, this article seeks to identify the nature and scope of the literacy supportive role required of the school librarian in the United Kingdom. It also investigates how this aspect is situated within the broader competing role requirements of the profession. Using a hybrid approach to content analysis including both qualitative and quantitative methods, this article presents in-depth analysis of 40 recent job description documents recruiting school librarians in the United Kingdom to investigate these research aims. The vast majority of documents (92.5%) included literacy supportive roles or characteristics of a school librarian, and recurring salient components included supporting literature selection, having a broad and current knowledge of literature, promoting and modelling reading for pleasure, devising and supporting reading and literature events, promoting a whole-school reading culture, working closely with students to support reading and literacy skill development, and implementing and supporting reading programmes. This literacy supportive role was found to sit within a potentially highly complex and diverse work role which may compete with the literacy supportive role for time and resourcing in school libraries. This research suggests that the role of school librarians in the United Kingdom is both complex and evolving, and that school librarians in the United Kingdom have a valuable literacy supportive role to play in their school libraries.

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