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1
Vrabel, Terri Boucher. "Texas school librarians' perceptions on censorship and intellectual freedom." Thesis, University of North Texas, 1997. http://catalog.hathitrust.org/api/volumes/oclc/39258858.html.
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Copeland, Michele Rzewski. "Parent involvement in elementary school libraries." Thesis, Shenandoah University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3569346.
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In the 21st century, school libraries are under pressure to innovate. Library budgets are frequently slashed as districts struggle with limited fiscal resources, while library personnel are increasingly expected to provide students with resources they need to help them pass high stakes tests. In an effort to meet student needs with limited resources, many school librarians are using parent volunteers in different capacities. This dissertation explores how three school librarians in different school settings recruited, trained, and used their parent volunteers through the use of an exploratory case study. The researcher conducted observations and semi structured interviews to gain the perspectives of volunteers and librarians regarding the use of volunteers in school libraries. The collection of schedules, photographs, newsletters, and other artifacts enabled the researcher to create a description of three different library volunteer programs. This dissertation explores the motivations of volunteers who participate in volunteer programs, and describes the challenges of operating and maintaining library volunteer programs. Key findings emerged regarding the wishes of parent volunteers to develop authentic partnerships with school staff to engage students in meaningful student learning. Stakeholders interested in establishing or modifying their own volunteer programs could use this data to inform them as they structure school library volunteer programs.
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Al-Kaabi, M. "Towards activating school libraries in Qatar." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/1463372/.
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This thesis examines school libraries in Qatar between 2002-2012, assessing purpose, operation and evaluation and mapping provision against policy during this critical period of evolution of educational and digital development. It also considers research practice and communication in the school library sector in Qatar. The research is unique in providing a comprehensive study of school libraries at national and local levels, involving librarians, academics, students and parents through a mixed method approach combining interviews, surveys and library visits, supported by exceptional access to internal government reports enabling a systematic analysis of research and policy documentation in Qatar. Key findings identify a lack of coherent research culture at all levels shared across education and library communities in Qatar. There are also wider difficulties with systematic publication and retrieval of research and best practice literature across Arab nations. Current national reform recognizes the importance of literate, independent Qatari learners in a global digital environment, but there is limited understanding of the contribution school libraries and librarians can make to this, at strategic level, amongst teachers and students and even amongst some library practitioners. The research found that school librarians can offer much to literacies and cultural heritage. Recommenations are made for development of: research culture, curriculum mapping, evaluation, recognition of school librarians as education professionals working in equal partnership with teaching colleagues, and training and development. Also recommended are: the creation of a professional body and support network for librarians, an advocacy campaign and the development of practical models and toolkit resources. A key role is proposed for the Qatar National Library to lead evidence-based research and practical action in the field of (school) libraries in the Middle East. It is anticipated that the findings and recommendations can usefully inform strategy and practice at national and individual school levels in Qatar.
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Sigman, Kimberly Ann Bickel. "A study of West Virginia secondary public school library media centers and library media specialists and their use of 21st century technology tools." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=898.
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Spring-Gifford, C. M. "The development of school libraries in Alberta." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/NQ49539.pdf.
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Hell, Maud. "School Libraries in a Democratic South Africa." Thesis, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23187.
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Giorgis, Cynthia Ann. "Librarian as teacher: Exploring elementary teachers' perceptions of the role of the school librarian and the implementation of flexible scheduling and collaborative planning." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186740.
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This qualitative case study explored elementary teachers' perceptions of the role of the school librarian and the implementation of flexible scheduling and collaborative planning. Data collected consisted of field notes, audiotaping of formal interviews and planning sessions, weekly plan books, monthly calendars, questionnaires and the collection of student work. During formal data analysis, new questions began to emerge. These three questions then guided the process of data analysis. These questions were: (1) What are teachers' perceptions of the role of the school librarian as indicated through responses and actions? (2) What changes occurred in teachers' perceptions during the school year? and (3) What are teachers' issues and concerns about the implementation of flexible scheduling and collaborative planning? Four roles of the school librarian emerged from data analysis. These were: the resource role of the school librarian; the cooperative role of the school librarian; the transition from a cooperative to a collaborative role; and the collaborative role of the school librarian. In addition, seven categories were developed through the analysis of interviews and questionnaires. One category developed as several teachers expressed their concern in not having a regularly scheduled library time for students to check-out books. A few teachers also indicated the need for students to learn library skills. Within each of the seven categories, several issues also emerged. The findings of the study indicate there were numerous changes during the school year in teachers' perceptions related to the role of the school librarian. There were also ten implications which resulted from the study. One of these implications focused on professional development within schools and school districts. Professional development assists in the role of ownership and as Fullan (1991) states, ownership of something new is tantamount to real change. Through professional development, teachers and librarians can learn about the process of cooperative and collaborative planning together.
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Levitov, Deborah Detenbeck Budd John. "Perspectives of school administrators related to school library media programs after participating in an online course, "School library advocacy for administrators"." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6173.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. John M. Budd. Vita. Includes bibliographical references.
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Mnkeni, Nampombe Pearson. "The effectiveness of teacher librarians in primary schools : the experience of the Melani school libraries in the Eastern Cape." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/11065.
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Includes bibliographical references (leaves 100-108)In 2002, a pilot project established school libraries in eleven primary schools in Melani, Fort Beaufort District. The role players in this initiative were South African Partners (an American Non Governmental Organization), the Eastern Cape Department of Education, the University of Fort Hare and the Library and Information Science Association of South Africa (LlASA). Each school nominated one teacher to receive teacher librarianship training to manage and sustain the school libraries. The aim of the project was to develop a model that would lead to the establishment and development of school libraries in other areas of the Eastern Cape. This research project sought to investigate the effectiveness of teacher librarians in primary schools reflecting on the experience of the Melani cluster of schools. The aim was to assess the effects the school libraries have had on teaching and learning. The qualitative and quantitative study involved 110 primary learners, 39 educators, 11 teacher librarians, and an official from the Provincial Department of Education.
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Jamison, Jennifer Tabasso Terri Lee. "Public and school library collaboration in Atlantic and Cape May counties /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.
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Kaplan, Allison G. "Benign neglect principals' knowledge of and attitudes towards school library media specialists /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.52 Mb., 126 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220729.
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Nsingwane, Greatness Thulisile. "Budgeting constrains for school libraries : a study of selected schools in the Nkangala Region, Mpumalanga." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/1022.
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Thesis (M.Inf.) --University of Limpopo, 2011The key aim of the study was to investigate whether school libraries in the rural schools of Nkangala region, Mpumalanga do implement budgeting policies due to funding constraints and poor service delivery. The library-computer centre can enhance teaching and learning. Some 188 school libraries were selected to explore their budgeting procedures and only 81 responded. The survey data collection method was used through a self-administered questionnaire which was distributed to teacher-librarians. The results of the study were analyzed according to frequencies and graphically displayed in table form. The results of the study show that almost all rural school libraries in the area have neither budgeting policies nor adequate budget to spend for effective service delivery. This shows that not only do school libraries experience budgetary constraints, but there might be other factors contributing to their poor library service delivery. It is important to empower school principals, SGBs and top managers in library budgeting procedures and for all to work cooperatively to achieve the expected educational goals.
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Olivier, Charleine. "School libraries in former model c high schools – the case of the Framesby high school media centre." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/19795.
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The study explored the changing role of libraries/media centres at ex-Model C (now Section 21) high schools in the Nelson Mandela Metropole (NMM), focussing on a case study of the Framesby High School (FHS) media centre in Port Elizabeth. Model C schools originated in the 1990s, just before the transition to democratic rule in 1994, when White, or House of Assembly schools were given a choice of three school governing models, namely, fully-private Model A schools, Model B state schools and semi-private Model C schools. Model C schools would receive state subsidies of about 50%, with the balance raised through school fees. A major research purpose was to present a comprehensive description of the current ex- Model C school library context and how these influenced the service orientation and intended core functions of school librarians, such as teaching information literacy, providing academic support and promoting general literacy and reading. The FHS media centre service was further described with an aim of providing functional library/media centre management guidelines, applicable to high school libraries/media centres in similar ex-Model C school situations, or any libraries that could find such guidelines useful. This qualitative FHS media centre case study was based on the FHS media centre manager’s personal observation as participative action researcher and further supported by literature, an interview and questionnaire feedback from FHS educators and respondents from selected NMM ex-Model C high school libraries. By comparing historical and existing national and provincial school library issues, conclusions were reached regarding macro- and micro-school library contexts, for example, the effect of having no national policy, the support roles of school management and governing bodies, the influence of digital media and the position of school librarians. School librarian concerns, including their roles, qualifications, service conditions and professional status, especially within Section 21 schools, were considered with the high school library and librarian’s contribution towards curriculum outcomes and life-long learning. With specific reference to ex-Model C schools, the absence of a library policy also resulted in diverse levels of school management and school governing body recognition of the school library/media centre. This impacted on the school librarian’s role in curriculum support and information literacy teaching as well as the availability of funds, infrastructure and resources. It is recommended that government should address the supply of library facilities, services and posts for school librarians and assistants. Lack of governmental action is maintaining the growing divide between ex-Model C schools and disadvantaged schools, while the lack of school library services also has a negative influence on literacy and pass rates, especially in poorer regions, like the Eastern Cape. In the light of the vast difference between the results of ex-Model C schools and other schools in the Eastern Cape, these schools and their library services could provide a benchmark towards improving educational contexts in the province.
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Victorin, Sara. "Att starta skolbibliotek : En studie av två fristående skolor." Thesis, Uppsala universitet, Institutionen för ABM, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-200990.
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The purpose of this master's thesis is to examine and compare the process of starting a school library at schools which haven't had a school library before, and to examine and compare the experience of this process according to the principals and the persons responsible for the school library. I have examined two Swedish independent primary schools (age 6-15 years). I have made qualitative interviews with the principals and the persons responsible for the new school library. In all, I have made seven interviews. As requested by the new Swedish Educational Act, both schools had recently started creating school libraries. One of the schools had recruited a half-time teacher-librarian and the other had no staffing at all. In the interviews, I have examined the attitudes of the informants towards school libraries, if this attitude has changed during the process of starting the school library, the informants' experiences during this process and the informants' views on the school library as an agent for student achievement. I have used David V. Loertscher's taxonomies for the principal, the school librarian and the student, to analyze the statements of the informants. The result of the study shows that at the school without library staff, the person responsible for the library had a hard time starting it as there were no time allocated. The work was easier and quicker done at the school with the part-time teacher-librarian. The views of the school library and of its possibilities for student achievement, that the informants expressed, were positive at the school with the staffed library,as well as their experiences. At the other school, the attitudes and experiences were more negative. The conclusion of the study is that staffing is an important factor for a successful school library, and that starting a school library requires a great amount of planning, knowledge, time and resources. This is a two years master's thesis in Archive, Library and Museum studies.
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Leung, Wai-shing Raymond. "The development of a computerized library in a primary school." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40039845.
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Wimolsittichai, Nilobon. "School libraries and their roles in rural Thailand: Perceptions of public primary school principals." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/116146/1/Nilobon%20Wimolsittichai%20Thesis.pdf.
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Background:
Thailand continues to face a serious long-term problem developing effective school libraries, particularly in rural small public primary schools. Even though the Thai government has developed school library standards and supports many projects to help all schools establish effective libraries, most rural small public primary schools still struggle to improve their libraries enough to reach even the minimum criteria of the standards (Thailand Knowledge park 2011). Thai government and policy makers appear to overlook the special management, guidelines and standards challenges for libraries in rural small public primary schools. The lack of expenditure in Thailand on research and development of rural small public primary school libraries has led to a minimum of related primary data and studies, giving very little indication of ways to improve the quality of those libraries effectively.
Objectives and Methods:
This research, which aims to explore principals' perceptions of public primary school libraries, library characteristics and effectiveness, employs a research method using questionnaires to survey 375 school principals in 6 regions in Thailand. Survey part 1 requested basic information about principals, their schools and their school libraries. Survey part 2 asked principals to illustrate the strengths, weaknesses, opportunities and limitations of their school libraries. Survey part 3 was a semantic scale for principals to rate their perceptions about the impact of the school library on students' academic achievement. Both quantitative and qualitative data are used in this research: quantitative data were analysed through 3 analysis techniques including descriptive, cluster and multiple regression; qualitative data were analysed through thematic analysis.
Findings:
This research found that in general small public primary school libraries lack resources for their collections, physical facilities, and staff. Of the 6 regions surveyed, libraries located in the North and Northeast regions face the greatest lack of resources. Principals participating in this study perceive the necessity for an effective administration, sufficient staff and sufficient library physical facilities to overcome the limitations of their libraries. Most principals understood very well the impact that school libraries have on students' academic achievement, particularly in enhancing students' literacy levels. The research also found that principals aged younger than 51 years tended to have more positive perceptions about this impact of libraries on students' academic achievement.
Recommendations:
At a policy level, the Thai government should urgently equip the small schools in rural areas with Information and Communications Technology (ITC). It needs to reauthorise and modernise the National Education Act 1999 to mandate the importance of the pedagogical role of school libraries and school librarians. Clear library policies are required for both school libraries in general and for the provision of library services in rural small public primary schools. Moreover, the Thai government should assign the Thai Library Association to develop new national school library standards. The Thai government should also acknowledge the role of parents and local community participation in education development. The Thai government should conduct and support research on existing barriers to developing effective education and learning resources in rural small public primary schools.
At a practitioner level, principals, teacher librarians and school library stakeholders are crucial for developing effective libraries. Principals need to know and understand the school library standards and the policy related to learning resources development; they also need to be prepared to convert traditional school libraries into modern libraries by integrating ICT in library administration, collections, services, activities and staff. Importantly, principals need to support teacher librarians and staff, enhancing their knowledge and skills in library and information fields; equally, they need to collaborate with school library stakeholders, in both internal and external school communities, to develop effective libraries and to promote and enhance their capacity.
Conclusion:
This research identified a much-needed foundation for developing an effective library in rural Thailand. Although principals have an important role in directing and managing change in libraries, collaboration among library stakeholders is also a significant factor leading to the development and enhancement of effective school libraries. In the light of this research, the researcher recommends for the Thai government and school library stakeholders pay more attention to and to prioritise dealing with school library issues. The researcher also expects that this research will help build international cross-cultural understanding beyond the school libraries of small public primary schools in rural Thailand, to developing countries more widely. Such knowledge would be beneficial to the Thai government, and to school library communities and stakeholders, both in Thailand and internationally, to establish and develop effective school libraries that lead to educational success.
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Jones, Rebecca. "The management implications of multimedia applications in secondary school libraries." Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/7553.
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Bruns, Loretta A. (Loretta Ann). "Texas Public School Library Media Specialists' Perceptions of the Use of the Internet in their Schools." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277650/.
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With the advent of the 21st century, technological innovations are transforming the face of education and the school library media center. One of these significant developments is the ability to communicate through the Internet. The purpose of this study is to examine the perceptions of Texas public school library media specialists who are active Internet users about their utilization of the Internet, and how their efforts in implementing and supervising Internet access in their school library media centers impact the Texas public schools that they serve. A survey instrument of Likert items was developed that queried these public school library media specialists for their perceptions of Internet use in their schools. MANOVA was the chosen statistical measure for this study. An initial electronic mail-out to 1,232 Texas public school library media specialists (K-12) with Internet addresses were contacted to participate in this study. After a time frame of one month, 196 Texas school library media specialists e-mailed the researcher, confirming their willingness to be a survey participant. All respondents to this e-mail request participated in this study, and a second U.S. mail-out was sent containing the actual survey instrument. The researcher found that the use of the Internet by school library media specialists in Texas did not increase global collegiality from the viewpoint of the survey respondents. Survey respondents felt that an Internet acceptable use policy did not ensure student access to the Internet in Texas public school library media centers. The study examined the relationship between acceptable use policies and Internet censorship, and the researcher found no connection between these two elements from the perspective of the school library media specialist. The study found that school library media specialists believe that their training did improve their students' library research skills. Furthermore, the survey respondents believed that their Internet training improved student learning. Finally, the study found no connection between school size, based on the Texas Education Agency's school classification system, and student access to the Internet.
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Paton-Ash, Margaret Sanderson. "Issues and challenges facing school libraries: a case study of selected primary schools in Gauteng Province, South Africa." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003543.
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Fewer than 8% of schools in South Africa have functioning libraries. There is no national policy for school libraries which compels School Governing Bodies and principals to have a library in their schools. This qualitative study, based on grounded theory, investigated ten primary schools in Gauteng that had libraries, or were in the process of setting up a library with the intention of providing a rich description of the issues and challenges facing these schools. The schools were chosen on the basis of location (Soweto and Johannesburg), and the school fees that were paid in a continuum from low/no fee paying schools to the fee paying ex Model-C schools. The resourcing of the school library, the operation of the school library and the role of the library were examined. The findings highlight the lack of a national policy, of school library posts, the theft of computers as a result of the lack of security, as well as the lack of understanding by teachers of the role the library in teaching and learning. Furthermore, there appears to be a disjuncture between the trends evident in the international literature on school libraries and what is actually happening in the primary school libraries in my study. Most significantly low/no fee paying schools with libraries were the exception and those that did have libraries were as a result of the enthusiasm and efforts of one or two individuals with the backing of the principal. Ex-Model C schools had the advantage in terms of the provision and staffing of school libraries as they had the funds to support them and, in some cases, a school librarian, provided that the principal supported the idea of a school library. In all the schools, the belief in the importance of the library regarding reading and literacy was the main motivating factor in establishing or maintaining the school library. A growing public awareness of the value of school libraries was an encouraging trend that emerged from my study.
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Meredith, Galley Kristin C. "The contribution of England's primary school libraries to the development of students' information literacy." Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/24038.
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This study sets out to determine whether or not a primary school library, managed by a school librarian, makes a contribution to the information literacy development of year 6 students (ages 10-11 years old). The methodological approach to this research was interpretivist, ethnographic case studies. This is a shift from other studies on school library impact because it employs direct observation of students, and studies each school as a whole, where prior studies have relied on assessment data. This study relied on data collected in the natural environment where children were working to develop rich descriptions of the schools chosen, to be written into detailed case studies. In order to determine the contribution of the school library to information literacy development, the researcher spent time in three different schools, which had differing levels of library provision. The researcher spent time with a Year 6 (age 10-11 years) class in each school, and observed their information behaviour during a research task assigned by their classroom teacher. In order to streamline the observations, an observation framework was developed. This also ensured that each class in the three schools was observed in the same way. The researcher was immersed in each class for the duration of the class assignment, and walked around during the research lessons and spoke to the children about their research process. Semi structured interviews were conducted with members of teaching staff and head teachers to gain information about the school, and to determine their attitudes about school library provision, employing a librarian and the instruction of information literacy. Each school was then written into a case study to provide a rich picture of the school, and of the specific events during the observation sessions with the students. From the case studies, themes about the ways that the students experienced information emerged, and the findings from each school was the basis for the creation of an information literacy framework and recommendations of best practice found in each of the three schools. The investigation highlighted the important contribution that a well-managed school library made to the development of students information literacy.
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Murray, Janet Rosalind 1950. "The response of school libraries to the inclusion of students with disabilities in mainstream schools." Monash University, School of Information Management and Systems, 2000. http://arrow.monash.edu.au/hdl/1959.1/8079.
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Arif, Bokhari Ibrahim K. "School library media centres : developing boys' secondary school libraries in the Kingdom of Saudi Arabia." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/10213.
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This descriptive study concerns the development of boys' secondary school libraries in Saudi Arabia into centres for learning in the light of school library media centres in developed countries. Saudi Arabia recognises the importance of developing the learning environment and adopting modern concepts of learning. Teaching the `Library and Research' instruction, the Schools' Net Project and the Learning Resource Centres Project are evidence of concern with facilitating learning through resource-based school libraries. In order to obtain information about the current situation of school libraries, questionnaires were distributed to schools and to administrative area managers. The overall response rate was 41.6 and 69.2% respectively. The survey results showed that school libraries generally are poor and school librarians neither skilled nor trained. School libraries generally have poor collections, an absence of full-time qualified librarians, a lack of IT, inadequate educational activities and insufficient funding. They therefore cannot be expected to play a significant role in the educational process. In contrast, the majority of school librarians, school managers and administrative area managers reported encouraging attitudes towards modern concepts of learning and school library media centres. Recommendations for development focus on three areas: the learning environment; the physical infrastructure of the school library and its resources; and the status and position of school librarians. The necessity of changing the traditional learning approach into a student-centred approach is stressed. To support such an approach, information skills should be introduced and IT should be considered an important method of accessing information. The role of the school library in the learning process also needs to be recognised and school librarians should be seen as an important part of the educational team. They should have appropriate qualifications in Library and Information Science and be able to access in-service training. Finally, school librarians should be involved in formal collaboration with teachers to develop an effective learning environment.
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Roberts, Elizabeth Ann. "A survey of censorship practices in public school libraries in Saskatchewan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30546.pdf.
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Tapia, Paez Maria Luisa. "School Libraries : An Analysis of the Socio-Economical Differences in Lima." Thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-19401.
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The aim of the thesis is to analyze the situation of school libraries in areas of different socio-economical characteristics within Metropolitan Lima, Peru. I will study how the ScL(s), are affected with regard to organization, resources and services. In this study, I have chosen ten school libraries from different socio-economical conditions. Three of these school libraries are elite private schools and the rest represent the public schools. The empirical study consisted of interviews with persons in charge of the school libraries in each school, interviews with the school principals, interviews with the public officials of the NLP (National Library of Peru) and questionnaires answered by the students. The thesis is also based on observations I have made. The empirical material has been theoretically analysed based on Loertscher’s taxonomies of the school library media program. Loertscher’s taxonomy is used to analyze the ScL’s standard. A major finding of this thesis is that the school libraries of the elite private schools have a high standard, taking an active role in their own operation; with library staffs which are autonomous and well trained, having the ability to make their own decisions. In contrast, the libraries from the public schools have an inferior standard when compared to the private schools. In the ScL(s) from the public schools the students do not have access to computers and the staffs do not have autonomy or access to training.
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Valenza, Joyce Kasman. "Discovering a Descriptive Taxonomy of Attributes of Exemplary School Library Websites." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3911/.
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This descriptive study examines effective online school library practice. A Delphi panel selected a sample of 10 exemplary sites and helped to create two research tools--taxonomies designed to analyze the features and characteristics of school library Websites. Using the expert-identified sites as a sample, a content analysis was conducted to systematically identify site features and characteristics. Anne Clyde's longitudinal content analysis of school library Websites was used as a baseline to examine trends in practice; in addition, the national guidelines document, Information Power: Building Partnerships for Learning, was examined to explore ways in which the traditional mission and roles of school library programs are currently translated online. Results indicated great variation in depth and coverage even among Websites considered exemplary. Sites in the sample are growing more interactive and student-centered, using blogs as supplemental communication strategies. Nevertheless, even these exemplary sites were slow to adopt the advances in technology to meet the learning needs and interests of young adult users. Ideally the study's findings will contribute to understanding of state-of-the-art and will serve to identify trends, as well as serving as a guide to practitioners in planning, developing, and maintaining school library Websites.
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Feldman, Michele Gold. "An investigative study of the library information skills taught by elementary school library media specialists in Camden City public schools /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.
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Achterman, Douglas L. "Haves, Halves, and Have-Nots: School Libraries and Student Achievement in California." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9800/.
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This descriptive, non-experimental study examines the strength of the relationship between California school library media programs and student achievement, using data from California criterion-referenced state-wide tests, publically available school and community demographic data, and a state survey of school library programs. Results indicate a substantial discrepancy in library staffing levels from the elementary grades through the high schools. Nevertheless, statistically significant correlations were found between certificated staffing levels and student achievement at each grade. Significant correlations persisted at the elementary and middle school when controlling for five of six school and community variables, and at the high school when controlling for all six of those variables. Bivariate correlations between total staffing and student achievement were significant at both the middle school and high school level when controlling for all school and community variables. Generally, the strength of the correlations between both certificated and total staffing tended to increase with grade level; at the high school level, correlations were among the strongest reported in any statewide study to date. There was a significant positive relationship between a majority of the 21 library services regularly provided and student achievement at all levels. Total library services were significantly related to student achievement at all levels when controlling for all school and community variables. In multiple regression analyses, there was an increasingly stronger relationship between total library programs and student achievement by grade level when controlling for all school and community variables. At every level, certificated and total staffing levels were associated with the strength of library program elements. The findings from this study confirm a host of prior research on the relationship between school libraries and student achievement and point to inequitable access to school library services in California. Results from this study might also provide a baseline of data for qualitative research that more deeply explores ways school library programs contribute to student achievement beyond ways measured by current standardized tests.
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Johansson, Cecilia. "School Libraries and Outcomes Based Education : A study of factors impacting on the development of school libraries with focus on disadvantaged areas in the Western Cape Province." Thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-18413.
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The purpose of this Master’s thesis was to examine different factors influencing the process of establishing and developing school libraries in relation to the implementation of a new outcome based curriculum, Curriculum 2005. The main focus was on under resourced areas and a field study was conducted in 1998 in the Western Cape Province during the first year of implementation. As a frame a Swedish – South African school library project, that lasted between 1997- 2002, was used. The findings from the field study were analysed according to a model identifying different factors influencing the process of implementation ofeducational change in underdeveloped countries. Four evaluations of the project were incorporated in the analysis with the aim to enhance the findings from the field study but also to question them. The aim was not to evaluate the project itself. The conclusions reached were that several ofthe factors found to affect the implementation process were not specificfor under resourced areas, but could also be found in the research regarding developed countries. Some factors were however found to be specific for many of the under resourced areas, such as shortage ofadequate learning resources, especially in the indigenous languages, dependence on external support such as voluntary workers and donations, infrastructural problems, absence of possible co-operating public libraries, locked libraries due to security problems etc. Many of these factors couldbe referred back to inherited inequalities.Uppsatsnivå: D
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Achterman, Douglas Martin Barbara Stein. "Haves, halves, and have-nots school libraries and student achievement in California /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9800.
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Abbas, June M. "Smoothing the information seeking path: Removing representational obstacles in the middle-school digital library." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3165/.
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Middle school student's interaction within a digital library is explored. Issues of interface features used, obstacles encountered, search strategies and search techniques used, and representation obstacles are examined. A mechanism for evaluating user's descriptors is tested and effects of augmenting the system's resource descriptions with these descriptors on retrieval is explored. Transaction log data analysis (TLA) was used, with external corroborating achievement data provided by teachers. Analysis was conducted using quantitative and qualitative methods. Coding schemes for the failure analysis, search strategies and techniques analysis, as well as extent of match analysis between terms in student's questions and their search terms, and extent of match analysis between search terms and controlled vocabulary were developed. There are five chapters with twelve supporting appendixes. Chapter One presents an introduction to the problem and reviews the pilot study. Chapter Two presents the literature review and theoretical basis for the study. Chapter Three describes the research questions, hypotheses and methods. Chapter Four presents findings. Chapter Five presents a summary of the findings and their support of the hypotheses. Unanticipated findings, limitations, speculations, and areas of further research are indicated. Findings indicate that middle school users interact with the system in various sequences of patterns. User groups' interactions and scaffold use are influenced by the teacher's objectives for using the ADL. Users preferred to use single word searches over Boolean, phrase or natural language searches. Users tended to use a strategy of repeating the same exact search, instead of using the advanced scaffolds. A high percent of users attempted at least one search that included spelling or typographical errors, punctuation, or sequentially repeated searches. Search terms matched the DQ's in some instantiation 54% of all searches. Terms used by the system to represent the resources do not adequately represent the user groups' information needs, however, using student generated keywords to augment resource descriptions can have a positive effect on retrieval.
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Sandberg, Tova. "Avstånd och användning : en jämförande studie av lärares använding av skolbibliotek i undervisningen." Thesis, Uppsala universitet, Institutionen för ABM, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-225646.
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The purpose of this Master thesis is to examine whether there is a connection between distance to the schoollibrary and the extent to which teachers are using it as an integral part of their teaching. The study aims to answerif the physical distance to the school library is affecting teachers' ways of working with the library, if it affects thecollaboration between teachers and librarians and finally if teachers that are using a school library outside theschool premises are doing so less as an integral part of their teaching compared to teachers that have access to aschool library within the schools premises.The study is based on qualitative interviews with six teachers in the intermediate stage of the nine-yearcompulsory school, of which three have access to a school library within the school premises and three haveaccess to a school library outside the school premises. The two groups of teachers are compared in order to findout if there is a connection between distance to the school library and the usage of it. Loertscher's school librarymedia program and teacher taxonomy have been used as a theoretical framework.The study shows that the teachers who use a school library within the school premises have a bettercollaboration with the librarians than the ones who use a school library outside the school premises. The studyalso show that theese libraries are an integral part of the teaching to a higher degree. However, it is not shownbeyond doubt that the physical distance to the library is the determining factor for the teacher's results. Otherfactors, such as the fact that the school libraries outside the school premises at the same time are functioning aspublic libraries, may also have influenced the result.This is a two years master's thesis in Archive, Library and Museum studies.
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Thomas, Rebecca Lynne. "The influence of a poetry-enriched environment on the poetry preferences and responses of sixth-grade children : a librarian-teacher collaboration /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487265555438211.
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Shove, Claire. "More than just a room full of books: Swedish school libraries during distance education." Thesis, Uppsala universitet, Institutionen för ABM, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447174.
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Thus far the research on how schools have managed the sudden transition to distance education due to the COVID-19 pandemic has mainly focused on the experiences of teachers, and the voices of school librarians have gone unexplored. This study aims to explore the transition to distance education from the perspectives of secondary school librarians in Sweden. The study focuses on how this transition affected school librarians’ working practices and the factors that impacted their abilities to rebuild their usual activities and services in new formats. This study uses an infrastructural perspective to analyse the school library as a part of the wider school infrastructure, and considers the enforced transition to distance education as a kind of infrastructural ‘breakdown’. School libraries are treated as multifaceted infrastructures with material, structural and relational/cultural factors which all may contribute to their success. Through a thematic analysis of semi-structured interviews with 14 librarians at 12 secondary schools in Sweden, I identified four themes in the ways informants talked about the transition process: 1. Most well-established practices, relationships and collaborations could be adapted. 2. The library room had social functions that could not be fully rebuilt online. 3. Systematic integration, strong relationships and a culture of library use contributed to successful transitions. 4. Work to make libraries more accessible and visible became more important. This is a two years master's thesis in Library and Information Science.Hittills har forskningen om hur skolor har hanterat den plötsliga övergången till distansundervisning på grund av COVID-19-pandemin fokuserat till största delen på lärares erfarenheter, och skolbibliotekariers röster har inte utforskats. Denna studie syftar till att utforska övergången till distansundervisning utifrån svenska skolbibliotekariers perspektiv. Studien fokuserar på hur denna process påverkade skolbibliotekariers arbetspraktiker, och de faktorer som påverkade deras förmåga att återskapa sina vanliga verksamheter i nya format. Studien använder ett infrastrukturellt perspektiv för att analysera skolbiblioteket som en del av en bredare skolinfrastruktur, och betraktar den påtvingade övergången till distansundervisning som ett slags “infrastrukturellt sammanbrott”. Skolbibliotek behandlas som mångfasetterade infrastrukturer, med materiella, strukturella och relationella/kulturella faktorer som alla kan bidra till deras framgång. Genom tematisk analys av semi-strukturerade intervjuer med 14 bibliotekarier på 12 gymnasieskolor i Sverige identifierade jag fyra teman i hur informanterna pratade om övergångsprocessen: 1. De mest väletablerade praktikerna, relationerna och samarbetena kunde anpassas. 2. Biblioteksrummet hade sociala funktioner som inte helt kunde återskapas på nätet. 3. Systematisk integrering, starka relationer och en kultur av biblioteksanvändning bidrog till framgångsrika övergångar. 4. Arbetet för att göra biblioteken mer tillgängliga och synliga blev viktigare.
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Elliott, Burns Raylee Ann. "Voices of experience : opportunities to influence creatively the designing of school libraries." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/48974/1/Raylee_Elliott_Burns_Thesis.pdf.
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Using a critical ethnographic approach this study investigates the potential for multiple voices of experience, of educators, designers/architects, education facility planners and students/learners, to influence creatively the designing of school libraries. School libraries are considered as social and cultural entities within the contexts of school life and of wider society. It is proposed that school library designing is a social interaction of concern to those influenced by its practices and outcomes. School library designing is therefore of significance to educators and students as well as to those with professionally accredited involvement in school library designing, such as designers/architects and education facility planners. The study contends that current approaches to educational space designing, including school libraries, amplify the voices of accredited designers and diminish or silence the voices of the user participants.
The study is conceptualised as creative processes of discovery, through which attention is paid to the voices of experience of user and designer participants, and is concerned with their understandings and experiences of school libraries and their understandings and experiences of designing. Grounded theory coding (Charmaz) is used for initial categorising of interview data. Critical discourse analysis (CDA, Fairclough) is used as analytical tool for reflection on the literature and for analysis of the small stories gathered through semi-structured interviews, field observations and documents. The critical interpretive stance taken through CDA, enables discussions of aspects of power associated with the understandings and experiences of participants, and for recognition of creative possibilities and creative influence within and beyond current conditions. Through an emphasis on prospects for educators and students as makers of the spaces and places of learning, in particular in school libraries, the study has the potential to inform education facility designing practices and design participant relationships, and to contribute more broadly to knowledge in the fields of education, design, architecture, and education facility planning.
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Lundin, Karin. "Sex i skolbiblioteket : Kunskap, makt och konstruktionen av sexualitet på svenska skolbibliotek." Thesis, Uppsala universitet, Institutionen för ABM, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-253296.
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The purpose of this essay is to investigate the construction of sexuality in Swedish school libraries through the lens of Foucault’s concept of power/knowledge. Five libraries were investigated, using two kinds of method: discourse analysis of titles, classification codes and subject headings of sex education materials, and qualitative interviews with librarians working at each of the libraries. Most sex education materials were classified within the medicine section, illustrating the continued authority of medical discourse in matters concerning sexuality. Books for younger audiences were often written for either boys or girls, reproducing a binary understanding of gender. Most library collections had a larger number of books written for girls, indicating that girls’ sexualities are subjected to a higher degree of discipline compared to boys’. Collections illustrated two combating discourses about female sexuality, one focusing on problematic aspects of sexuality such as rape and sexual abuse, the other constructing female sexuality as connected to lust and pleasure. Sex and love were constructed as intrinsically linked though the frequent use of the word “love” in titles and the concurrence of the subject heading “love” with “sex” or “sexuality”. Indexation patterns made LGBTQ-people stand out as exceptions to the heterosexual norm. Informants had differing views on what they thought should be part of their libraries’ sex education materials. Some mentioned a range of different subjects; others emphasized the need for “basic” books. When asked what materials they would not purchase informants mentioned pornographic, racist, violent and otherwise “offensive” materials. Most informants did not actively promote the libraries’ collections of sex education materials apart from signposting certain books. Regardless of the level of cooperation between teachers and librarians none of the informants had ever participated in the schools’ sex education classes. This is a two years master’s thesis in Archive, Library and Museum Studies.
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Mueller, Nylander Elisabeth. "Books on Shelves, Bytes on Hold : Bibliotekslagstiftning och informationsaktiviteter på två fristående gymnasieskolor i Sverige." Thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17827.
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Recent legislation in Sweden mandates that all students beprovided access to a school library. In addition, schools areexpected to help students become independent and life-longlearners. Various national organizations stress theimportance of a school library in this process; however,reportedly independent schools use public libraries and theInternet for information activities instead. This studyexplores: 1) how independent schools in Sweden can meetboth government requirements to provide library accessand the information literacy demands of their students, and2) the function of digital libraries in this context. After acomparison of previous research, a qualitative method waschosen based on socio-cultural theoretical assumptions.Semi-structured interviews were conducted with aprincipal, a teacher, and a focus group of students from twoindependent schools. Through a process of open coding,important themes emerged concerning how libraries andinformation literacy are conceptualized. There is a strongtendency to see libraries in terms of a physical function(books on shelves) over social activities (e.g., integrationwith teachers, development of information literacies,collection management). Students rely first and foremoston Google during the information seeking process, but alsoconsult each other for help. There are also signs thatstudents are discouraged from asking their teachers for helpduring the information seeking process. The findingsindicate that current educator attitudes may hinder thedevelopment of digital school libraries.Program: Biblioteks- och informationsvetenskap, Digitala bibliotek och informationstjänster
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Haigh, Colleen, and n/a. "A history of the School Library Association in Canberra and District : the first decade 1971-1981." University of Canberra. Communication, 1988. http://erl.canberra.edu.au./public/adt-AUC20060714.120926.
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This study traces many of the highlights which occurred during the first decade of the
history of the School Library Association in Canberra and District (SLACAD). The
roots of this association lie deep in the history of school libraries and teacherlibrarianship
in Australia. Many SLACAD members belonged to other state school
library associations and to the Australian School Library Association (ASLA)
confederation since the establishment of these associations in the 1960's. These
teacher-librarians have been dedicated in their attempts to further the cause of school
libraries and their teacher-librarianship profession. The decade covered by this study
embraces the greatest period of expansion in the development of school libraries seen in
Australian history. During this decade the A.C.T. established an independent education
system and it took many years for the A.C.T. Schools Authority administration to
finalise its organisation. SLACAD members were anxious that school libraries in the
A.C.T. should keep pace with school libraries in other Australian states and this study
documents the constant efforts of its members to obtain improvements in school
librarianship. Teacher-librarians in the A.C.T. have continued to maintain a close
liaison with ASLA and many A.C.T. teacher-librarians have held executive office in
ASLA. SLACAD has hosted seminars and conferences and this study documents
numerous submissions and reports which were a necessary feature of the expanding
A.C.T. school library association milieu.
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Totanes, Vernon R. "Money and leadership: A study of theses on public school libraries submitted to the University of the Philippines - Institute of Library and Information Science." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105650.
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The biggest challenge facing public school librarians in the Philippines today is the thought that there is no money to pay for the improvements that need to be made. This mindset is reflected in the findings, conclusions or recommendations made by graduate and undergraduate students who focused on public school libraries in theses submitted from 1940 onward at the University of the Philippines (UP): the government should allot a regular budget for public school libraries.
After all of these years, it is time perhaps to accept that the government does not consider public school libraries a priority in the allocation of scarce resources. But why is it that despite government ne-glect, some public school libraries have flourished, while most have remained the same? Could it be that there are other factors that need to be considered aside from money?
As seen in the case of the two most developed public secondary school libraries in the Third Dis-trict of Quezon City, leadership is also very important. After all, two individuals given similar amounts of money will not necessarily achieve similar goals. The word â leadership,â however, appears in only one of the abstracts of 19 theses on public school libraries submitted from 1940-2005. This lone thesis is the basis for this paper.
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Kahler, Betty June. "Development and validation of a prototype instrument to be used in the appraisal of school library media specialists." Thesis, University of North Texas, 1990. http://catalog.hathitrust.org/api/volumes/oclc/24615821.html.
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Guenther, Johanna T. (Johanna Trammell). "A Descriptive Survey of Libraries Supporting Baccalaureate and Higher Degree Programs Accredited by the National League for Nursing and Nursing Doctoral Programs." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332456/.
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The purpose of this study is to provide base line data which does not currently exist for libraries supporting nursing education in baccalaureate, masters and doctoral nursing programs. The survey covers physical environment, clientele, resources, budget, and personnel in these libraries. A survey instrument was developed by the researcher and sent to 537 nursing programs in senior colleges and universities listed in Baccalaureate Education in Nursing 1989-90, and Graduate Education in Nursing 1989-90. Two hundred and fifty two or 47 percent of the institutions responded.
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Valenza, Joyce Kasman Simpson Carol. "Discovering a descriptive taxonomy of attributes of exemplary school library websites." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3911.
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Haines, Roberta M. "Perceptions of key stakeholders on factors affecting implementation of standards for Maryland public school library media programs." 1995. http://books.google.com/books?id=A8DgAAAAMAAJ.
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McDonald, Frances Beck. "Intellectual freedom and censorship attitudes of secondary school librarians and principled moral reasoning." 1989. http://books.google.com/books?id=KrXgAAAAMAAJ.
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Singh, Diljit. "An international comparative study of school libraries." 1993. http://books.google.com/books?id=za3gAAAAMAAJ.
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倪淑娟. "The Study of Elementary School Libraries in Taipei." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/49648182004978912750.
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碩士臺北市立教育大學
教育學系碩士班
101
153 elementary school libraries in Taipei were studied by means of “documentary analysis” and “questionnaire survey”. The main findings of the research are as follows. 1. 98.51％ of the elementary school libraries have arranged the group leader or the business assistant to handle the business of library. 96.29％ of the elementary school libraries have enlisted volunteers. 96.96％ of the elementary schools don't form the committee of library. 2. 59.70％ of the elementary school library collections are over 24,001 volumes. 27.27％ of the elementary school library budgets are between 30,001 and 50,000 NT＄ per year. 3. 71.75％ of the librarians consider their library well located. 51.11％ of the library's space can hold the students of two classes. 53.73％ of the library's seat can let the students of two classes use. 4. The relationship of cooperation between the elementary school library and the public library is higher than cooperation with other school libraries. 5. 88.14％ of the elementary schools have library-use education programs. The content of programs is mainly “the classification of books in the library”. 19.60％ of the key feature of library-use instruction is teaching developing with graders. 6. 80.59％ of the elementary schools have arranged the time for students to use library. 89.71％ of the elementary schools have arranged a period （40 minutes） per week for reading instruction. “The contest of telling stories” is the most popular activities. 10.71％ of the key feature of activities to promote reading is combining activity with book exhibition. 7. “Manpower shortage”, “lack of professional knowledge”, and “lack of the budget” are the main issues of library. “Need professional discipline” is the main demand of the library's members. “Lack of suitable teachers” is the main issue of the library-use instruction. “Lack of time” is the main issue of the activities to promote reading.
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Lewis, Carol Gaskins. "The school library media program and its role in the middle school a study of the perceptions of North Carolina middle school principals and media coordinators /." 1990. http://books.google.com/books?id=DcTgAAAAMAAJ.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 1990.eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 160-172).
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Heng, Chiu Yi, and 邱奕亨. "The Study of Elementary School Teachers’Use of School Libraries in Taoyuan County." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/68382819603571030608.
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碩士臺北市立教育大學
課程與教學研究所
95
The purpose of this study was to find the factors which have influence on elementary school teachers’ use of their own school libraries in Taoyuan County, Taiwan. The summary of results in this study was as follows: 1.Main factors affecting teachers’ attitude toward school libraries are teachers’ educational levels, positions, seniority, taking seminars or trainings on the use of libraries and the chief manager of library. 2.In order of importance, factors affecting teachers’ use of school libraries are teachers’ positions, seniority, librarians, age, seminars or trainings on the use of libraries, school sizes and educational levels. 3.Teachers’ comments and suggestions focused on requiring improvements in library collection, management, human resources, space & location and reading promotion. The study also provide further suggestions based on the study’s results for elementary school libraries and future studies.
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Richey, Jennifer Elaine Moore. "The role of high school librarians as sexual health information providers : perceptions from two social systems." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-08-3776.
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Educating adolescents about sexual health in schools has been a controversial issue for the past 40-plus years. Multiple studies conducted by academic scholars, government agencies, and private organizations have concluded that adolescents receiving sexual education in schools typically make healthier decisions than adolescents not receiving a formal sexual health education, and adolescents participating in comprehensive programs make healthier choices than adolescents participating in abstinence programs. Texas school districts are not required to teach sexual education, but if they choose to do so, adolescents receive abstinence education. Texas adolescents also consistently report making more unhealthy sexual decisions than adolescents in other states.
According to the social constructivist epistemology, learning occurs through social interactions with people, symbols, and tools. Interactions with various people, institutions, and information formats construct adolescents’ knowledge about sexual health. High school librarians who teach information literacy skills, who provide sexual health information resources in their collections, and who promote intellectual freedom improve adolescents’ knowledge about sexual health. The more informed adolescents are, the more likely they are to practice healthier sexual behaviors. Myriad factors encourage and discourage high school librarians from playing the role of sexual health information provider.
This study explores the role high school librarians play as sexual health information providers within the framework of Role Theory. According to Role Theory, individuals exhibit predictable behaviors within a specific context based on socially constructed expectations. Multiple factors, both internal and external, may inhibit individuals from playing roles. District level library coordinators and high school principals share their perspectives about high school librarians playing this role and the factors influencing librarians’ willingness to do so. Data was collected through three rounds using the Delphi technique. Library coordinators and principals disagree about the role librarians play. Together participants identified fifteen motivators and five barriers to information provision.text
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Dore, Janice C. "Implementation of Information power the experiences of state library media consultants in New England /." 1995. http://catalog.hathitrust.org/api/volumes/oclc/35179646.html.
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Thesis (Ed. D.)--University of Massachusetts at Amherst, 1995.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 312-316).
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Anaya, Toni. "Librarians Bridging the Gap: From High School to University." 2012. http://hdl.handle.net/10150/224691.
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Poster presentation from the Living the Future 8 Conference, April 23-24, 2012, University of Arizona Libraries, Tucson, AZ.Academic libraries have not typically been able to build partnerships with K-12 education in ways that could both impact our information literacy mission and the goals of our universities surrounding student achievement and academic persistence. However, these partnerships are important in the big picture, as libraries try to affect information literacy and student achievement. Partnerships with pre-university students can be accomplished in various ways, but one avenue is working through college preparation and academic outreach programs affiliated with the university. Since 2010, the University of Nebraska-Lincoln Libraries have been collaborating with the Office of Admissions on an innovative program working with high school seniors through the Nebraska College Preparatory Academy (NCPA). The UNL Libraries have been able to demonstrate a strong connection with the students as they enter college, helping impact student retention and achievement statistics. Moreover, the project has improved the information literacy skills of the cohort’s students, by starting to work with them from the high school level.