scholarly journals Ready for STEM?

2014 ◽  
Vol 58 (4) ◽  
pp. 250
Author(s):  
Marcia A. Mardis
Keyword(s):  
School Library ◽  
Policy Research ◽  
Instructional Materials ◽  
School Librarians ◽  
Stem Learning ◽  
High Quality ◽  
Discovery Education ◽  
Digital Assets ◽  
Current Curriculum ◽  
Library Collections

National emphases on STEM learning and digital textbooks have highlighted the importance of high quality digital instructional materials. Because teachers often lack the time and expertise to find, assess, and organize multimedia, school librarians can support STEM learning by providing media-rich, current, curriculum-linked library collections. To determine whether Discovery Education Streaming, a leading commercial database is a viable source of school library STEM resources, the researcher analyzed its multimedia assets by media, grade, category, and copyright. Results suggested that the database’s extensive content was comprised mainly of video segments, complete videos, and images but that this content was outdated, had uneven grade coverage, and addressed limited topics. While the results raise concerns about Discovery Education Streaming as an enhancement to library collections, careful use of these sources may allow school librarians opportunities to integrate high quality digital assets into their collections through specific strategies for policy, research, and practice.

scholarly journals Evidence or Evidence Based Practice? An Analysis of IASL Research Forum Papers, 1998-2009

2011 ◽  
Vol 6 (1) ◽  
pp. 4
Author(s):  
Marcia A. Mardis
Keyword(s):  
Evidence Based Practice ◽  
International Association ◽  
School Library ◽  
Academic Research ◽  
Research Articles ◽  
Evidence Based ◽  
School Librarians ◽  
Research Reporting ◽  
Library Research ◽  
Or Practice

Objective - Conferences are essential opportunities for professional development and for learning about research. This study analyses papers presented in the Research Forum track of the International Association of School Librarians (IASL) conferences to determine whether the amount of school library research reporting increased or decreased over time; who (i.e., what author roles and affiliations) has written about research; which countries were represented in the research articles; what topics were discussed in research articles; and what research methodologies were used. The aim was to determine the extent to which the Research Forum provides research evidence that relates to practice. Methods - This study continues the longitudinal analysis of published school library research begun by Clyde (1996) by analyzing Research Forum papers published in IASL conference proceedings from 1998-2009 and using the same approaches and metrics as previous studies by Clyde (e.g., 1996; 2002; 2004), Clyde and Oberg (2004), and Oberg (2006). Results - Conference paper topics, author origins, quantities, and research approaches remained static through the 11 years analyzed. The analysis reveals that the papers’ authors, methods, and topics reflected those found in previous studies of school library research. As well as replicating previous studies, the role of academic research at a practitioner-based conference was investigated. Conclusions - Based on long-established imperatives from leaders in the profession, the IASL conferences provide both evidence and evidence -based practice for school librarians from all over the world. However, when scholarly research is shared at practitioner venues, it is possible that school librarians may assume that research results constitute evidence -based practice (EBP), not evidence upon which practice should be based. This distinction is important if considering that the purpose of academic research is to objectively inform, not to advocate a particular position or practice. The Research Forum can be a valuable venue for the presentation of empirical research findings and conclusions and objective program evaluations and provide a valuable complement to the evidence -based practice descriptions shared in the Professional Papers portion of the conference program. It is argued that the Research Forum must be clear in its purpose: to present the results of research; to present effective practice determined by rigorous evaluation; or to present research-supported arguments for the support of school libraries. Through a reconceptualization of EBP, the paper demonstrates how EBP is both a method and a methodology for the presentation of school library research and practice in a conference atmosphere.

scholarly journals Schooling at the Library in Italy for the Social Inclusion: The “Biblioscuole” Project

2021 ◽  
Author(s):  
Luisa Marquardt
Keyword(s):  
Social Inclusion ◽  
School Library ◽  
Pilot Project ◽  
Easy Access ◽  
Library Services ◽  
Access To Information ◽  
School Librarians ◽  
Training Course ◽  
The Social ◽  
And Training

“Biblioteche nelle Scuole” (in brief, “Biblioscuole”, i.e. Libraries at Schools), a three year school library pilot project, has been carrying out since 2004 in Italy to improve school librarians competencies and school library services in order to provide an easy access to information for teachers, pupils and their families, and to promote social inclusion. The Project and some reflections - based on learners’ interaction - about the first part of the education and training course, are presented here.

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 School Library eBook Providers and Linguistic Equity

2021 ◽  
Author(s):  
Andrea Paganelli ◽  
Cynthia Houston
Keyword(s):  
International Organizations ◽  
Linguistic Diversity ◽  
School Library ◽  
Electronic Format ◽  
Purchasing Decisions ◽  
Native Languages ◽  
Library Community ◽  
Digital Format ◽  
Linguistic Divide ◽  
Library Collections

If school library collections must meet the needs of the communities they serve, the native languages of the student population must be an important consideration when making purchasing decisions about eBooks. Many professionals in the library community believe that materials in electronic format have the potential to enrich library collections with linguistic diversity. To ensure that school library collections reflect the linguistic diversity of the community, as school library professionals we need to gain a better understanding of what resources are available for our students in digital format. Recent studies indicate that eBooks available from vendors to schools libraries do not meet the linguistic needs of children whose native language is not English. Several international organizations have recognized this issue and are developing initiatives to resolve the growing digital and linguistic divide.

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 Eco-Solutioning: The Design and Evaluation of a Curricular Unit to Foster Students’ Creation of Solutions to Address Local Socio-Scientific Issues

2021 ◽  
Vol 6 ◽  
Author(s):  
Nancy Butler Songer ◽  
Guillermo D. Ibarrola Recalde
Keyword(s):  
Engineering Design ◽  
Materials Science ◽  
Design Principles ◽  
Urban Neighborhoods ◽  
Instructional Materials ◽  
Stem Learning ◽  
Instructional Unit ◽  
Global Pandemic ◽  
Research Cycle ◽  
College Programs

The global pandemic and climate change have led to unprecedented environmental, social, and economic challenges with interdisciplinary STEM foundations. Even as STEM learning has never been more important, very few pre-college programs prepare students to address these challenges by emphasizing socio-scientific issue (SSI) problem solving and the engineering design of solutions to address local phenomena. The paper discusses the design and evaluation of a pre-college, SSI curricular unit where students expand their learning by creating solutions to increase biodiversity within local urban neighborhoods. The learning approach, which we call eco-solutioning, builds from current vision and policy documents in STEM education emphasizing phenomenon-centric instructional materials, science investigations, and engineering design. The paper outlines design principles for creating an eco-solutioning instructional unit that guides young students to: collect and analyze data on local organisms, use an engineering design approach to craft solutions to increase local biodiversity, and present their solutions to local city planners and community members. Two cycles of research studies evaluated student learning using paired t-tests. Results demonstrated significant pre-post learning outcomes in both research cycles. A third research cycle in the form of a summer extension program supported students as they implemented their local solutions. Conclusions highlight design principles for the successful creation of SSI curricular units centered on local environmental issues of interest to students, teachers, and stakeholders.

scholarly journals Other Ways of Knowing: How School Librarians Can Take a Leadership Role in Addressing Multi-literacies Across the Curriculum in the School Library

2021 ◽  
Author(s):  
Meghan Harper
Keyword(s):  
New Technologies ◽  
International Association ◽  
School Library ◽  
Ways Of Knowing ◽  
Learning Opportunities ◽  
Literacy Skills ◽  
Leadership Role ◽  
School Librarians ◽  
Continued Learning ◽  
Professional Resources

School librarians have a unique, unprecedented, and unparalleled opportunity to affirm their role in students’ use of basic literacy skills – reading and writing – while highlighting their relatively new role, guiding students through the acquisition of information through multiple modes of communication with new technologies. School librarians can create and facilitate opportunities for students to enhance their learning and become multiliterate. These learning opportunities and a focus on “core” literacies shed a much needed spotlight on the important role and influence of the school librarian on overall academic achievement and the acquisition of multiliteracy skills that have become a necessity in a changing technological and global environment. This article isbased on a presentation given at the International Association of School Librarians Conference in Doha, Qatar (2012), the goals of which were to share an overview of the multiliteracies concept, suggest strategies for facilitating literacy in the school library and classroom, and share professional resources for continued learning and the integration of multiliteracies across the curriculum.

scholarly journals Confident but Lacking Support: School Librarians and Students with Autism

2021 ◽  
Vol 44 ◽  
Author(s):  
Amelia Anderson ◽  
Selena Layden
Keyword(s):  
Professional Development ◽  
Autism Spectrum Disorder ◽  
School District ◽  
Students With Disabilities ◽  
School Library ◽  
Autism Spectrum ◽  
Library Services ◽  
School Librarians ◽  
Training School ◽  
Students With Autism

School librarians work with students across their organizations, including those with disabilities such as autism spectrum disorder (ASD). However, little is known about how prepared school librarians are to serve these students. Using a mixed-methods survey, this study sought to explore training school librarians have taken about ASD and students with disabilities, as well as the effects of training on librarian confidence and library services. Based on results, librarians who received training through their school district or professional development outside of coursework reported being more confident in supporting students with ASD in the school library.

scholarly journals Online programs in school library education: Preparing librarians to support twenty-first century learners

2021 ◽  
Author(s):  
Dianne Oberg
Keyword(s):  
School Library ◽  
The United States ◽  
First Century ◽  
School Librarians ◽  
Online Programs ◽  
University Of Alberta ◽  
Online Distance Education ◽  
Library Education ◽  
Online Distance ◽  
The University

The online distance education program, Teacher-Librarianship by Distance Learning (TL-DL), was developed and implemented at the University of Alberta, Canada beginning in the late 1990s. In this paper, TL-DL is used as an example to explore: how an online program was established and maintained and how the challenges facing the program have been and are being addressed. TL-DL‟s approach to preparing school librarians to support student access to new and emerging technologies was compared and found to be similar to the approaches used in two other types of programs identified through recent research conducted in the United States and Australia. Emerging from the research are questions about the need for shifts in curriculum content and pedagogy to engage digital age learners.

Lifting the Mantle of Invisibility

2021 ◽  
pp. 316-341
Author(s):  
Anthony Tilke ◽  
Yvonne L. Barrett
Keyword(s):  
Teaching And Learning ◽  
School Leaders ◽  
School Library ◽  
School Librarians ◽  
Specific Research ◽  
The Impact ◽  
Perceptions Of School

Reasons exist for perceptions of school librarians and libraries that may be historic and nostalgic—yet are still powerful—as they may impact decisions made by school leaders, teaching colleagues, and students about the role libraries and librarians play in IB education. After conducting specific research amongst IB school librarians, the chapter outlines that IB documentation exists to identify librarian roles. Librarian pedagogy is recognized, together with a discussion about the impact of the COVID-19 pandemic on school library programs. The chapter takes a premise that school library/ian roles may be invisible or hidden, identifying factors to enable change to greater awareness of the contributions of the school library and the librarian in IB teaching and learning.

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