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2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 139-144
Author(s):  
Menza Hendri ◽  
Dian Pertiwi Rasmi ◽  
Winda Ananda

Since the Coronavirus disease (COVID-19) pandemic, the world of education has been affected by the application of a learning system that is carried out in a blended learning manner. Therefore, this study aims to develop teaching materials in the form of a STEM-based web module using scaffolding to assist the learning process during the covid 19 pandemic. The development of a STEM-based web module using scaffolding is carried out using the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). Data were obtained through interviews with physics teachers. Based on the results of interviews with teachers at one of the senior high schools in Batanghari district, it is known that in offline learning, printed books from the school library are still used. Therefore, we need an electronic module that can be accessed anytime and anywhere to facilitate the learning process. So that researchers will develop a STEM-based web module using scaffolding on straight motion physics material for class X high school. The product produced is in the form of a web containing material for straight motion physics class X SMA/MA based on STEM using scaffolding


2021 ◽  
Vol 7 (11) ◽  
pp. 107631-107653
Author(s):  
Luana Monteiro Do Nascimento ◽  
Suelene Silva Oliveira ◽  
Jeannie Fontes Teixeira ◽  
Ivaneide Farias

2021 ◽  
Vol 7 (2) ◽  
pp. 320-332
Author(s):  
Adedoyin Oluwatosin ◽  
Blessing Amina Akporhonor

Background of the study: It is the responsibility of every school library to promote and support the National Policy of Education by providing equitable school library resources. Purpose: This study investigates the availability and usage of school library resources as predictors of reading habits among secondary school students in Oredo Local Government (LG) of Edo state, Nigeria. Method: Descriptive survey design was adopted for the study. The population comprises of 362 students in Senior Secondary Students III (SSS3) in two public and two private senior secondary schools in Oredo LG, Edo state, Nigeria. Stratified random technique was used to select the four schools and 200 copies of questionnaires were administered to the respondents of which only a total of 190 copies of questionnaire were returned which represents 95% return rate. Findings: Findings revealed that most of the sampled schools have library resources; however most of the resources were obsolete. Results show that most of the respondents do not make use of the resources regularly and that the respondents are majorly interested in text related to their subject in school. It was discovered that none of the schools have a trained librarian working in their libraries. Conclusion: The study established that availability and usage of library resources cannot effectively predict the reading habit of secondary school students in Oredo LG, Benin-City.


2021 ◽  
Vol 7 (2) ◽  
pp. 234-240
Author(s):  
Muwazah Ulfah Kurniasari

Background of the study: Every education can provide educational information institutions that can be through the library. The library is an institution that has the main task as a provider of information both in print and electronic form. Collection development in a library is an activity that is very important and must be done, as is the case with libraries in schools. In general, the school library is needed in the school environment as a support for the success of the teaching and learning process Purpose: This study aims to determine how the process in developing the existing collections at the SDN 11 Central Singkawang Library. Method: This research was conducted using a qualitative descriptive method through direct interviews via whatsapp and telephone to the principal and an operator at SDN 11 Central Singkawang. Findings: Based on the results of the study, it can be seen that, collection development consists of user analysis activities (community analysis), collection development policies, library material selection, acquisition, weeding library materials, and evaluation. Conclusion: The school library of SDN 11 Central Singkawang has developed its collection according to procedures, although it has not been carried out optimally because it has not set a specific collection development policy.


2021 ◽  
Author(s):  
◽  
Anne Virginia McLean

<p>During the 1990s, governments and the education profession noticed that boys were lagging behind girls academically. Reading, or the lack or it was pinpointed as a major cause and it was observed in an Auckland high school library that significantly more books were issued to girls than boys over a six month period in 2004. The purpose of this study was to achieve a deeper understanding of how a purposefully selected sample of school librarians has successfully encouraged boys to read. A qualitative approach was employed using two methods of data collection: a questionnaire to gather largely statistical data and in-depth interviews to gather data about participants' experiences, knowledge and opinions. The study found that school librarians use a variety of strategies to promote reading to boys. A school library needs to be well stocked with a wide range of current, appealing, reading materials as boys are discerning, hybrid readers. Knowing the students and the library collection was central to matching boys with books and the library needs to be more than a book repository. It is concluded that Ranganathan's 'Five laws of library science' are still applicable today in the school library and school librarians need to be a professional, visible and approachable presence in the school.</p>


2021 ◽  
Author(s):  
◽  
Anne Virginia McLean

<p>During the 1990s, governments and the education profession noticed that boys were lagging behind girls academically. Reading, or the lack or it was pinpointed as a major cause and it was observed in an Auckland high school library that significantly more books were issued to girls than boys over a six month period in 2004. The purpose of this study was to achieve a deeper understanding of how a purposefully selected sample of school librarians has successfully encouraged boys to read. A qualitative approach was employed using two methods of data collection: a questionnaire to gather largely statistical data and in-depth interviews to gather data about participants' experiences, knowledge and opinions. The study found that school librarians use a variety of strategies to promote reading to boys. A school library needs to be well stocked with a wide range of current, appealing, reading materials as boys are discerning, hybrid readers. Knowing the students and the library collection was central to matching boys with books and the library needs to be more than a book repository. It is concluded that Ranganathan's 'Five laws of library science' are still applicable today in the school library and school librarians need to be a professional, visible and approachable presence in the school.</p>


2021 ◽  
Author(s):  
◽  
Elisabeth Mei-Xing Ngan

<p>Information literacy is implicit in the national education curriculum’s key competencies for students, yet primary schools lack an explicit path to develop students’ information skills. The literature shows that school library programs can foster information literacy and improve student achievement, with the principal’s support identified as a significant factor. This study investigates the actions of New Zealand primary school principals to integrate the school library in information literacy initiatives. An online survey collected quantitative and qualitative data from a random sample of primary school principals, stratified by decile rating to reflect the school population in microcosm. Sixty-nine responses were collected and the low response rate meant it was not possible to generalise the results of the survey. Key findings of the research were that a majority of principals supported information literacy initiatives through advocacy; professional development; use of external support; student assessment; separate library budgets; and reasonable library opening hours. A minority maintained a separate information literacy policy; adequately resourced the library with trained staff; or promoted collaborative planning between teaching and library staff through flexible scheduling of class library time. Actions were not affected by decile rating but differences by school size and locale were identified, particularly for small and rural schools. Principals’ perceptions of information literacy did not appear to affect their actions. Suggestions for further research are made to expand upon the findings.</p>


2021 ◽  
Author(s):  
◽  
Elisabeth Mei-Xing Ngan

<p>Information literacy is implicit in the national education curriculum’s key competencies for students, yet primary schools lack an explicit path to develop students’ information skills. The literature shows that school library programs can foster information literacy and improve student achievement, with the principal’s support identified as a significant factor. This study investigates the actions of New Zealand primary school principals to integrate the school library in information literacy initiatives. An online survey collected quantitative and qualitative data from a random sample of primary school principals, stratified by decile rating to reflect the school population in microcosm. Sixty-nine responses were collected and the low response rate meant it was not possible to generalise the results of the survey. Key findings of the research were that a majority of principals supported information literacy initiatives through advocacy; professional development; use of external support; student assessment; separate library budgets; and reasonable library opening hours. A minority maintained a separate information literacy policy; adequately resourced the library with trained staff; or promoted collaborative planning between teaching and library staff through flexible scheduling of class library time. Actions were not affected by decile rating but differences by school size and locale were identified, particularly for small and rural schools. Principals’ perceptions of information literacy did not appear to affect their actions. Suggestions for further research are made to expand upon the findings.</p>


2021 ◽  
Vol 41 (1) ◽  
pp. 228-34
Author(s):  
Jennifer Weiss-Wolf

I was in fifth grade, the year 1978, and the weathered purple- and orange-covered paperback copy of Are You There God? It’s Me, Margaret. was finally mine to check out of the school library for an entire week. I read it cover to cover that first night, and surely a dozen times over in the years that followed. I have since reflected upon the extraordinary gifts Judy Blume bestowed in Margaret: enabling children to be seen, respected, and met right when and where it mattered. She validated the most mundane, yet oddly prolific, questions about periods that were clearly on the minds of many. Four decades later, it is fair to say that the most meaningful moments of my legal career have been spent considering the very same topic—menstruation—in a quest to ensure its political centrality to issues of social justice, democratic participation, and gender equality. For my own part, commitment to menstrual equity has entailed examining our current laws and systems to see where discrimination and bias exist and persist—from public benefits to tax codes to education—and then forging the arguments to reverse that. And then, importantly, reimagining, crafting, and advancing new and more equitable policies in their place.


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