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Journal articles on the topic 'DE. School libraries'
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1
Emad Ahmad Zedan Abu- Smhadaneh, Emad Ahmad Zedan Abu Smhadaneh. "The extent to which internet school students are used in school libraries within karak Education schools: مدى استخدام طلاب المدارس للإنترنت في المكتبات المدرسية ضمن مدارس تربية الكرك." مجلة العلوم التربوية و النفسية 5, no. 30 (August 29, 2021): 27–39. http://dx.doi.org/10.26389/ajsrp.d280221.
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The study aims to explore the current reality of internet service in school libraries affiliated with the education of Karak by identifying the advantages and disadvantages of the service and identifying the most important problems facing the use of the Internet in school libraries. The study also aimed to knew the views and perspectives of each of the managers, secretaries and employees of school libraries on the impact of the Internet service in their libraries. The study gains its importance by addressing the issue of the Internet and its basic services in school libraries and its importance and benefits in the scientific research process. The study population consists of students of the education schools in Karak Governorate from the preparatory and secondary school levels. The study sample is represented in the Kasbah of Karak schools for males and females for the preparatory and secondary stages. The researcher used the descriptive, analytical approach and the case study approach. The researcher collected data through books and periodicals that dealt with the Internet topic and the interview with the librarian and the questionnaire. The study came out with a set of findings and recommendations for students and librarians, which will help develop the use of the Internet in school libraries.
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Sokolov, V. Y. "Valeological support of library-information activities in school libraries." Bibliosphere, no. 4 (December 30, 2017): 71–78. http://dx.doi.org/10.20913/1815-3186-2017-4-71-78.
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The article outlines general characteristics of the originality of forming valeological functions in a school library. The paper objective is to study peculiarities of the valeological support of library-information activities in school libraries, as well as the specifics analysis of their library and cultural-educational work aimed at developing the health culture of this activity subjects The author consistently reveals the peculiarities of forming the valeological function of school libraries under conditions of the information society development and dissemination of information-telecommunication technologies in libraries. The article describes cultural-educational activities of libraries directed to develop the health culture not only in readers (schoolchildren, their parents, teachers), but in librarians themselves. The author applies both general scientific methods of research (analysis, synthesis, deduction, induction, generalization, abstraction, comparative, structural-functional methods, method of system analysis, etc.) and special ones (method of analysis of analog objects, information processing, grouping). While researching the author concludes about necessity of the the following: to equip educational libraries technically; to update and strengthen the information base and book stocks of school libraries; to ensure the access of libraries to information resources, in particular the Internet; to form a unified electronic database of school library collections; to develop a form of resource integration with other educational libraries; to create a standing order on the status of libraries in basic schools; to develop a system for improving the skills of school library staff; to organize special training for school librarians to master their knowledge and skills of a healthy lifestyle. Therefore, the school librarian must be trained according to a separate professional specialization. The social life development requires librarians to know not only the valeology bases, but the ability to navigate in information technologies, school curricula and training courses diversitys. Modern problems of information education and forming a high level of valeological culture can be solved only by combining the efforts of general education institutions and school libraries, teachers and librarians. Pedagogical experience shows that knowledge on the health formation and preservation is a necessary and insufficient factor in students' personality development. To influence the behavior, informative methods should be combined with life skills of effective work and rest, physical activity, rational nutrition, an ability to analyze health issues and make appropriate decisions. Thus, forming health culture through library-information activities provides arming school readers and librarians with knowledge on social and individual health and applying certain information technologies in their activities.
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Evans, Neil Davies. "TRAINING TEACHER-LIBRARIANS TO ESTABLISH AND MANAGE SCHOOL LIBRARIES IN KWAZULU-NATAL: AN EMPIRICAL STUDY." Mousaion: South African Journal of Information Studies 32, no. 2 (October 3, 2016): 106–23. http://dx.doi.org/10.25159/0027-2639/1692.
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The present study aimed to assess the establishing, managing and sustaining of public school libraries in KwaZulu-Natal (KZN) in order to recommend ways to improve the appropriateness of training and development of teacher-librarians currently offered at the University of Zululand. Both interpretive and critical research paradigms were embraced, while a case study method and inductive reasoning were followed. The findings indicate that most public school libraries surveyed are neither fully functional nor properly resourced. They lack full-time teacher-librarians who are trained to manage and integrate their collections into the curriculum. Furthermore, the quality of library services differs markedly between rural and urban schools. It is recommended that the provincial Department of Education (DoE) school library services selectively award teacher-librarian bursaries to suitable candidates and then combine these awards with the provision of core collections of books and technologies, thereby linking the establishment of their school libraries to the practical outcomes in the two-year university-based training programme.
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Mutungi, Benjamin, Mabel Minishi-Majanja, and Nampombe Mnkeni-Saurombe. "THE STATUS OF SCHOOL LIBRARIES IN KENYA: THE CASE OF PUBLIC SECONDARY SCHOOLS IN NAIROBI COUNTY." Mousaion: South African Journal of Information Studies 32, no. 2 (October 3, 2016): 150–72. http://dx.doi.org/10.25159/0027-2639/1694.
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In order for school libraries to contribute sufficiently to better information skills development and the creation of a culture of lifelong learning among students, they require backing through well-articulated policies both at national and individual school level. This article reports on a study that investigated the prevailing status of school libraries in public secondary schools in Nairobi County, Kenya. Using a survey research design, with a response rate of 68 per cent for school principals and 66 per cent for school librarians, the study established that the majority of the schools had school libraries but these were as a result of individual schools’ efforts and not a nationwide government policy. Moreover, the school libraries lacked policies; had not embraced contemporary trends in technology; and lacked financial support. The study concluded that school libraries in Nairobi County were inadequately resourced and supported and recommended that the government of Kenya should develop national policies to entrench and support school libraries in the education system.
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Wickramanayake, Lalith. "Where to from here? Current status of school libraries in Sri Lanka: a survey." New Library World 117, no. 3/4 (March 14, 2016): 214–28. http://dx.doi.org/10.1108/nlw-10-2015-0073.
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Purpose – The purpose of this study is to determine the present status of the school libraries in Sri Lanka that were not developed under the General Education Project 2 implemented during 1997-2005. Design/methodology/approach – A questionnaire survey was used to collect data from 135 school libraries drawn at random from two educational zones in Sri Lanka. The instrument included objective-oriented close-ended questions to be answered appropriately and analysis was done accordingly. Findings – The majority of school libraries in Sri Lanka are run by less qualified school librarians with no professional librarianship qualification. Scarcity of appropriate library buildings, inadequate funding and lack of reading materials and other physical resources were common among the studied school libraries. Unavailability of dedicated timeslots within the school timetable for library and information skills sessions had significantly decreased the library usage by students. It was also found that school librarians had rather negative attitudes concerning their job. Research limitations/implications – Neglecting other stakeholders and taking samples only from school librarians for the study and selecting only government schools by excluding private/international schools and monasteries (Pirivenas) created considerable limitation for the study. Originality/value – This study derived significant findings which could be used to understand the reality of school libraries in Sri Lanka, and these findings could be used to overcome practical issues which may negatively affect school library development.
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Lo, Patrick, Bradley Allard, Kevin K. W. Ho, Joyce Chao-chen Chen, Daisuke Okada, Andrew Stark, James Henri, and Chung-chin Lai. "Librarians’ perceptions of educational values of comic books: A comparative study between Hong Kong, Taiwan, Japan, Australia and New Zealand." Journal of Librarianship and Information Science 51, no. 4 (March 29, 2018): 1103–19. http://dx.doi.org/10.1177/0961000618763979.
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Comic books are becoming increasingly popular in the field of education. In the past, comic books were excluded from school libraries and classrooms. However, with the resurgence in the popularity of comic books and students’ increased demands for them, they are now considered as recreational reading with educational value. In response to this, school libraries have begun collecting comic books and including them as part of their regular collections. This research paper reflects on the current situation of comic books in primary and middle school library collections and examines school librarians’ perceptions towards educational values of comics. The investigation was launched in Hong Kong, Taiwan, New Zealand, Australia and Japan – making comparisons amongst different levels (primary school and secondary school), and different types (public school and private school) of schools in five different countries. Questionnaire surveys were sent to selected school librarians and were the main method of data collection. A total number of 683 responses were collected for this study. Research results include librarians’ attitudes towards comic books in school libraries, adolescent readers’ use of school libraries, their reading and borrowing practices, as well as other problems encountered with the on-going maintenance of comic books as part of the school libraries’ regular collections.
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Nafisah, Syifaun. "Urgency of digitizing school libraries in Indonesia’s post-truth era: A cross-perspective review." Jurnal Kajian Informasi & Perpustakaan 10, no. 2 (December 31, 2022): 157. http://dx.doi.org/10.24198/jkip.v10i2.35702.
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The pandemic era has changed all aspects of human activity to be online-based, including the learning process. The online learning process requires digital-based learning resources and knowledge. The condition of school libraries in Indonesia, which is still in the library automation system stage, causes the library's role as a center of knowledge to be not optimal. Therefore, this study examined the urgency of digitizing school libraries to create learning centers based on various perspectives. This study used a qualitative approach with a literature review type. The validity and reliability test used used cross-reference source checks, quick recording, member checks, and extended observation. Data analysis used content analysis with the Miles and Huberman approach model. Based on legal, psychological, health, educational, economic, social, and technological perspectives, research showed the urgency of digitizing school libraries in the post-truth era. Library digitalization has created an educational space allowing the learning process in the library through the provision of collection resources in digital collections by the library. Schools face obstacles in digitizing libraries: inadequate facilities and infrastructure, lack of skills and abilities of librarians for digitization, lack of support from schools as institutions that oversee libraries, and lack of funds provided. Libraries need to consider barriers and solutions. If realized, the library can become a knowledge center as the primary source of information providing the required information, especially for school-age users.
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Sharma, Navneet Kumar, and Aditya Tripathi. "Exploring status of library management technical aspects in Indian schools." Library Management 43, no. 1/2 (December 29, 2021): 161–71. http://dx.doi.org/10.1108/lm-07-2021-0064.
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PurposeSchool library is regarded as the heart and soul of the school. It acts as learning resource centre and support the school curriculum in all possible manners. The main aim of this paper is to document the factors associated with library management in selected school libraries in Varanasi, India.Design/methodology/approachSurvey method is used to conduct this research in which close-ended questions were provided to the school librarians. Simple random sampling was used to collect samples from secondary schools of Varanasi.FindingsIt was found that 34% school libraries affiliated to Central Board of Secondary Education are managed properly and they are termed as first class library. Rest of the schools are not managed as per rules and regulations of school librarianship. Some librarians themselves are not properly aware of the significance of the library and hence the management is suffered accordingly.Practical implicationsThis research will help in exploring the existing status of library management in school libraries. The work is designed specifically for school libraries. Simple ranking system for school libraries will be helpful to make an exhaustive school ranking based on library management.Originality/valueThis research will bring on record the ground reality of school librarianship in India and the way they are managed. Simple ranking system for school library is given in this paper that will help to find out which school library is functioning properly or not.
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Gbadamosi, Belau Olatunde. "A Survey of Primary School Libraries to Determine the Availability and Adequacy of Services for Universal Basic Education (UBE) in Oyo State, Nigeria." Evidence Based Library and Information Practice 6, no. 2 (June 24, 2011): 19. http://dx.doi.org/10.18438/b8590d.
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Objective -- As a first step in gathering evidence, this study surveyed school libraries and examined the services those libraries provide in relation to the Universal Basic Education (UBE) program at a primary level. The purpose of this paper is to explore these UBE factors in relation to school libraries in Oyo State, Nigeria.
Methods -- A questionnaire was sent to the 33 schools which have a library and information centre staffed by a teacher-librarian, in order to examine library services and the views of those providing them. The questionnaire covers library space, categories of library resources, student activities during library visits, mobile library services, and the teacher-librarians’ perception of the adequacy of the collection and the challenges in the use of library.
Results -- Questionnaires were returned by 30 teacher-librarians out of 33, a response rate of 91%. Although pupils across each local government area have the chance to visit school libraries, the system of one short visit per week is inadequate for developing a universal interest in reading and in study skills. Staff responsible for the libraries consider many of the resources to be inadequate or outdated and stock is depleted as pupils borrow books, leaving fewer for those who follow.
Conclusions -- As a first step to implementing evidence based practice, this paper describes the primary school library system in Nigeria and provides evidence on how it operates in Oyo State. Teacher-librarians who staff the libraries confirm the inadequacies in the system. They perceive collections to be inadequate and confirm that some pupils in the state have only limited access to library resources. Respondents also believe that they need further training, particularly in computer and information literacy.
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Ryan, Catherine. "National School Library Standards Learners, School Librarians and School Libraries." Journal of the Australian Library and Information Association 67, no. 2 (April 3, 2018): 182–83. http://dx.doi.org/10.1080/24750158.2018.1466625.
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Safitri, Nurul, Tri Purna Widiyani, Umi Hanifah, and Ratna Hidayah. "THE USE OF THE SCHOOL LIBRARY AT THE ELEMENTARY SCHOOL SD NEGERI 2 PEJAGOAN." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 346. http://dx.doi.org/10.20961/shes.v1i2.26760.
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<em>Libraries are important facilities in schools. One of the schools that has a library is SD Negeri 2 Pejagoan. Obsviously school libraries are used by students and teachers to support learning. But not all school libraries are well untilized. The purpose of this study was to describe the use of school libraries in SD Negeri 2 Pejagoan. The method used in this study is a qualitative descriptive method with data retrieval techniques, interviews, and observations. Extracting data involves there components, they are students, to teachers, and librarians. The results of this study are that the school library in the SD Negeri 2 Pejagoan has been used well. Research indicators are based on the size of the library collection, attendance intensity, and service. The percentages of the library collection 83.2% have been well benefited, while a percentage of attendance at 66.1 percent each day, and 93% of the visitors have been greatly assisted by the service provided by the library. Implementation of this study is to get the school to use the library at maximum.</em>
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Emad Ahmed Abu Samhadana, Emad Ahmed Abu Samhadana. "Relying on the views and opinions of librarians to know the reality of the level of electronic information services provided in school libraries in the province of Karak: الاعتماد على آراء أمناء المكتبات لمعرفة واقع مستوى خدمات المعلومات الإلكترونية المقدمة في المكتبات المدرسية في محافظة الكرك." Journal of Humanities & Social Sciences 5, no. 8 (June 28, 2021): 127–07. http://dx.doi.org/10.26389/ajsrp.d071020.
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This study focused on the view and opinion of school librarians about the extent of electronic information services provided in school libraries in the Hashemite Kingdom of Jordan. And studied this problem: through the provision of school libraries' electronic information services; what level of their ability to help the success and improve the teaching process. The views and opinions of librarians were collected through a questionnaire on the reality of electronic information services provided by school libraries of the Ministry of Education in the Hashemite Kingdom of Jordan. The study included librarians in public schools in the academic year 2016-2017. The study focused on school librarians, whether male or female, in the general public education community in Karak governorate. The researcher used the descriptive, analytical approach and the opinions of the librarians in the information services. To collect the data, the researcher used a questionnaire to know the situation of officials and staff of information services in school libraries and also to identify the problems facing these services and to know future plans to improve and develop information services provided in school libraries. Due to the lack of Internet, the lack of integrated automated systems, the lack of computers for employees or beneficiaries, the lack of marketing activities, the lack of exploitation of social networks, and the lack of cooperation between school libraries in the field of information services in Jordan; Most libraries offer traditional services such as reference service, secondment, etc., as indicated in this study. Electronic information services in school libraries face many difficulties or challenges or important problems, such as lack of information network, budget, the provision of computers rarely, the lack of training programs, and therefore this achieves the desired objectives for libraries negatively affected by these difficulties and challenges. The study focused on a set of hypotheses and the results were as follows: For the response of the sample on the difficulties facing electronic information services, there are differences with statistical function, due to a set of variables such as (gender, participation in training courses), but because of these two variables (knowledge of tasks There are no statistically significant differences.
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Mccutcheon, Sevim. "School Libraries in Istanbul, Turkey." Bilgi Dünyası 11, no. 2 (October 31, 2010): 459–70. http://dx.doi.org/10.15612/bd.2010.247.
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Libraries are important in supporting the curriculum and educational mission of schools. The purpose of this study was to describe and evaluate the current status of a private primary school’s library in Istanbul, Turkey, and to formulate recommendations for improvement. This case study was accomplished through a mixed method involving questionnaires and observation. A survey with semi-structured questions was administered to students, teachers, and the librarian regarding their perceptions of the school library and their desires for the school library. Questionnaires administered to teachers and the librarian of its sister school provide a counterpoint. Observations provided information about the current functional level and nature of usage of the library. The survey was administered in 2007 with a follow-up visit in 2008. The research achieved the specific, practical purpose of identifying areas for development and potential challenges to that development in the school’s library, taking into account the input of its constituents. It also provides suggestions for those who might pursue broader research about the needs and future possibilities for school libraries in Turkey.
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Zirkel, Perry A., and Ivan B. Gluckman. "School Libraries." NASSP Bulletin 81, no. 585 (January 1997): 99–102. http://dx.doi.org/10.1177/019263659708158516.
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Ariyani, Luh Putu Sri, Anak Agung Ngurah Anom Kumbara, Nengah Bawa Atmadja, and Ida Bagus Gde Pujaastawa. "Obstacles to public elementary libraries development as learning resources in Singaraja City." Jurnal Kajian Informasi & Perpustakaan 10, no. 1 (June 30, 2022): 47. http://dx.doi.org/10.24198/jkip.v10i1.34754.
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The library is an essential learning resource center for schools. For this reason, every school or madrasa is required to have a library that meets national education standards. Although formal provisions require educational institutions to have a library, many schools do not yet have a library. The development of school libraries, especially elementary schools (SD), is still lacking compared to the middle school, high school, and college libraries, thus giving the impression that SD libraries are marginalized. This study explored the development constraints that led to the marginalization of elementary school libraries in Singaraja, Bali. This research used a qualitative approach in the form of multiple case studies. The data collection techniques were in-depth interviews with appointed informants, total and purposive samples, and snowball sampling. Data analysis in this study followed Peter Berger's model with conceptualization, proof, and objectivation steps. The results indicated that there were several obstacles to the development of elementary school libraries, namely (1) the dadi-dadi dogen ideology adopted by the principal; (2) the teaching and learning process is still teacher-centered; (3) a comprehensive education system; (4) unprofessional librarian; (5) the government is not in favor of the school library management policy; and (6) free school jargon. These findings prove that the general assumption about the constraints on developing school libraries due to limited financial capital is not entirely true. There are other more important factors, namely power relations related to ideology.
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Farmer, Lesley S. J. "School librarians in Sweden: A case study in change." IFLA Journal 45, no. 4 (May 2, 2019): 344–52. http://dx.doi.org/10.1177/0340035219845018.
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This study reveals the complexities and dynamics of law, governance, and practice that have impacted school libraries in Sweden. The Education Act of 2010 and the Swedish Library Act of 2013, which mandated school libraries, did not address staffing, and that loophole has been given recent attention, especially in light of national curriculum changes and librarian shortages. The University of Borås’s School of Library and Information Science is the largest, leading institution within Sweden for preparing professional librarians. Their school librarianship faculty is in the process of changing its curriculum. This paper explains the school librarianship situation in Sweden as a case study of a change process in the profession.
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Vuzo, Mwajuma. "The Role of School Libraries in Enhancing Extensive English Language Reading Skills." University of Dar es Salaam Library Journal 17, no. 2 (January 18, 2023): 171–87. http://dx.doi.org/10.4314/udslj.v17i2.11.
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Extensive reading enhances language ability. School libraries should expose English language learners to a range of interesting materials to promote language learning. The paper presents findings from a study on role of school libraries in enhancing extensive reading skills. It draws from the Tanzania context that represents English foreign language learning contexts. The objectives of the study included exploring the availability of school libraries and assessing how teachers and students use the school libraries to promote extensive English language reading skills. The respondents of this study were twelve English language teachers, one librarian and seventy-two students. Data were collected using interview, focus group discussions and observations. Krashen’s comprehensible input theory informed the study. Findings showed that school libraries are available in some schools. School libraries available are not used by teachers and students to enhance learning of extensive reading skills in English language. Most of the school libraries do not have authentic materials to encourage interest in reading but old books, past papers and subject specific books. School libraries should be improved and built where necessary. They should be functional and well-equipped. This will encourage students to read extensively to improve their learning of English language through exposure to various language input. English subject teachers will consequently integrate the use of the school library to teach extensive reading skills.
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Pötsönen, Ulla. "Children of Library Land – the Past, Present and Future of Finnish Library Services for Children and Young People." Читалиште 19, no. 36 (August 12, 2020): 44–51. http://dx.doi.org/10.19090/cit.2020.36.44-51.
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Finnish library services for children and young adults are an integral part of Finnish society, education and societal life. The article highlights the historical development and present day of Finnish library system as well as describes the best practices on the activities libraries provide for young clientele and their caretakers.After World War II, Finland started a rapid rise towards being a modern nation. Reading as a pastime hobby gained popularity, there were more education possibilities, the level of education was on the rise and young people spent more years in school instead of starting to work early. All this had a positive effect on library services. The changes in education and society had their effect on children’s library services as well, and today children’s and youth libraries are an essential part of Finnish society.Unlike in many other countries, Finland does not have school libraries in every school. At the moment, there are some excellent school libraries and dedicated school librarians but majority of schools are served with public libraries. The line between school library and public library is blurred, as majority of visits may be of pupils but the connection between high quality education and well-functioning library service has enabled libraries and schools to develop common goals, objectives and strategies.
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Lubetski, Edith. "Educating the Educators." Judaica Librarianship 11, no. 1 (January 1, 2003): 76–77. http://dx.doi.org/10.14263/2330-2976.1127.
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Research has confirmed that strong school libraries are linked to academic achievement. Yet, school librarians often confront significant difficulties in obtaining support from administrators. Thoughtful and informative programs to educate administrators demonstrate the vital educational role of the library and librarian in building a strong academic environment.
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Ward, Latia. "National School Library Standards for Learners, School Librarians, and School Libraries." Reference Reviews 32, no. 7/8 (September 17, 2018): 6. http://dx.doi.org/10.1108/rr-06-2018-0101.
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Centerwall, Ulrika, and Lill Langelotz. "Norm Critical Projects in Swedish School Librarian Practices." Nordic Journal of Library and Information Studies 3, no. 2 (December 30, 2022): 16–32. http://dx.doi.org/10.7146/njlis.v3i2.132277.
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In this article, we explore the practices of school librarians with a specific focus on norm critical pedagogy, a distinctively Scandinavian concept with a basis in critical pedagogies. In Sweden, norm critique is a practice, a pedagogy and a discourse. Our article offers examples of school librarian practices that deal with issues of sexuality and gender conceptualized in their work with LGBTQ+ literature from a norm critical perspective. We analysed semi-structured interviews with eight librarians in four secondary and upper secondary schools through the lens of the theory of practice architectures (Kemmis & Grootenboer, 2008). Our findings demonstrate how the norm critical practices of school librarians are enabled and constrained by arrangements within the school site, as well as by management, colleagues and professional learning practices. The projects carried out by school librarians that employ norm critical perspectives are both strengthened and challenged by collaboration with principals and other education professionals at the school site. When teachers challenge the views of librarians, they the latter have to re-think and re-negotiate normative positions. Hence, norm critical thinking is not only taught but also practiced in the everyday work in school libraries. This article argues that these norm critical perspectives and the librarians’ practices represent important contributions to the democratic assignment of Swedish schools.
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Savanur, S. K. "School Libraries and Children's Libraries:A Middle Ground." Journal of Library Development 2, no. 2 (August 1, 2016): 14. http://dx.doi.org/10.32344/jld/v2/i2/2016/14-17.
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Shandu, Lindiwe, Neil Evans, and Janneke Mostert. "CHALLENGES IN THE PROVISION OF SCHOOL LIBRARY SERVICES IN KATLEHONG SECONDARY SCHOOLS." Mousaion: South African Journal of Information Studies 32, no. 4 (September 29, 2016): 13–28. http://dx.doi.org/10.25159/0027-2639/1649.
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This article reports on a study that investigated the issues and challenges in the provision of school libraries in secondary schools in Katlehong, Gauteng province, South Africa. A qualitative research method was used to conduct the study among 14 secondary schools in Katlehong. The target population included 14 teacher-librarians, 14 principals and one Gauteng Department of Education (GDE) official, who were interviewed. Additionally, 102 teachers participated in focus group discussions (FGDs). Convenience sampling was used to select the teachers, while purposive sampling was used to select all the other participants in the study. The study revealed that teachers are not using school libraries in Katlehong because they are unable to provide relevant information services due to a lack of space; out-dated and inadequate information collections; uncatalogued and poorly organised books; inaccessible opening hours; and a lack of funds and networked computers. Only 29 per cent of the schools had qualified teacher-librarians in their employ, while the 71 per cent unqualified ‘teacher-librarians’ indicated that they were managing the school libraries without the professional skills required to guide both teachers and learners in the use of library resources. The teacher-librarians were also burdened with additional teaching loads, which negatively affected the opening hours of the libraries. It was recommended, firstly, that a specific library period be allocated to each class to allow for library orientation; secondly, that sufficient funding be allocated to each school library to enable it to function optimally; and, thirdly, that library hours be regulated and qualified library staff be employed.
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Ćurovac, Ejla. "An analysis of the state of madrassa school libraries in Bosnia and Herzegovina." Zbornik radova 19, no. 19 (December 15, 2021): 375–88. http://dx.doi.org/10.51728/issn.2637-1480.2021.19.375.
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The paper presents the way in which libraries of religious schools – madrassas operate and whether their work is satisfactory and in accordance with the standards. The results, which were obtained by administering a survey, will be presented and analyzed in detail, along with guidelines and instructions on how to change the current situation and to make the work in school libraries of the highest quality possible and as purposeful as possible. The research indicated some of the basic problems that school libraries of madrassas are facing nowadays, and the current situation in these three school libraries. Some of the issues tackled in this paper are: the state of school library stock, library space, space for independent and group work, as well as the analysis of technical equipment and library staff. Special attention is paid to information literacy, which is today one of the key competencies for every librarian, as well as for all their students and users. Keywords: school libraries, Gazi Husrev-bey’s madrassa, librarianship, Madrassa Džemaluddin ef. Čaušević, Behram-bey's madrassa.
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Smith, Elizabeth. "Retrospection: The First Hundred Years of North Carolina’s Libraries - 1905." North Carolina Libraries 63, no. 1 (May 15, 2008): 5–11. http://dx.doi.org/10.3776/ncl.v63i1.52.
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This first in a series of articles will highlight events and statistics about North Carolina’s libraries in 1905, which were collected fromvarious publications in Joyner Library’s Verona Joyner Langford North Carolina Collection. The Biennial Report of the Superintendent ofPublic Instruction of North Carolina and the Biennial Report of the State Librarian provided information about school and public libraries. Information about college and private libraries was taken from the First Biennial Report of the North Carolina Library Commission and from books about the institutions of higher education.
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Torabi, Nazi. "Public Librarians with the Highest Retention Rate are More Likely to Choose their Entire Career Path in Public Libraries." Evidence Based Library and Information Practice 6, no. 2 (June 24, 2011): 64. http://dx.doi.org/10.18438/b8mc9j.
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Abstract
Objectives – The main objectives of this study were the following:
• to analyze the career path and career movement of librarians in Korea
• to identify and compare factors influencing the career movement path of chief librarians in public libraries and other librarians
• to determine library positions’ turnover rates, average career retention, career reinstatement, proximity between careers, and proximity between different libraries
Design – Survey questionnaire.
Setting – One survey conducted in college libraries, public libraries, special libraries, school libraries, and library-related service providers in Korea, and another in public libraries in Korea, targeting chief librarians only.
Subjects – Librarians were identified from the 2008 Korean Library Yearbook published by the Korean Library Association. Also, more survey recipients in the ‘other category’ were identified through Internet search, directory search, and library ads. A total of 816 librarians participated in the survey. The breakdowns of participants based on the type of library they were working at are the following:
First survey:
• 282 Public librarians
• 268 University librarians
• 24 Special librarians
• 25 School librarians
• 15 Other librarians
Second survey:
• 202 Chief librarians at public libraries
Methods – A total of 2179 questionnaires were distributed twice in May 2009 via mail to different libraries. Postage paid envelopes were provided. A phone call reminder was made to increase the response rate. 614 copies were returned. The total response rate for the survey was 28.18%. The highest response rate was from academic libraries with a total of 37.17% (Table 2 in the article). Six hundred and forty three copies of the questionnaire were sent out to chief librarians and the response rate was 31.42%. The SAS statistical package was used for conducting statistical analysis of the data. The content areas covered in the two questionnaires are listed below in Table 1 [see Table 1 in fulltext].
In order to investigate the career movement path of librarians, participants were asked to identify their current job position plus the first three positions before the current position. Each position equals one phase in the librarians’ career path analysis. The jobs were broadly categorized into public libraries, university libraries, special libraries, schools and school libraries, database and content builders, library automation system developers, MARC companies, agencies, Internet portals, library supply companies, and others.
Main Results – The data obtained from those items italicized in Table 1 were used to compare factors influencing the career movement path of chief librarians in public libraries and librarians. The survey results on differences in gender show that most chief librarians (58.9%) were men compare to women (41.1%), while the ratio of women to men librarians is 2:5. Therefore, it is more likely that male librarians decide to become chief librarians. Analyzing the age of respondents indicates that it takes 20 years of library experience before one becomes a chief librarian. Survey results on differences in the final academic degree between librarians and chief librarians show that more librarians (96.7%) held higher graduate degree compare to chief librarians (87.6%) (results calculated form Table 7 - p. 333). Likewise, there are more librarians who studied library and information science (83.3%) compare to chief librarians (55.9%) (Table 8). Comparing the type of certificates held by two groups, it is evident that 26.7% of chief librarians do not have any library related certificates compare to 5.9% of librarians. The survey results suggest that both librarians and chief librarians make effort to increase their knowledge and skills. While librarians spend more time to improve operational aptitude and personal management, chief librarians identify themselves as hard working individuals.
The study conducted a simple analysis on factors influencing the career movement of librarians and chief librarians. Those factors differ greatly between librarians and chief librarians. While 25.5% of librarians rank compensation and working conditions as the most important factors, 19.2% of chief librarians report organizational culture as the main motivating factor. Based on the percentage of initial career selected in each job category, the most frequent career paths taken by librarians and chief librarians were identified. A total of 92.9% of public librarians reported that their whole career path was indeed in public libraries. In addition, the average length of service by career movement phase was identified to get shorter from the initial to fourth career for librarians while they intent to stay at their current position the longest (157.8 months). On the other hand, chief librarians have one main career in which they have stayed the longest (116 months). This main career is the position immediately prior to the current job position.
The main results of this article are summarized in table 21, based on numbers presented in the tables 12 to 20 in the article.
The lowest and highest turnovers were among public librarians (7.1%) and library automation system developer and information professionals at MARC companies (100%). Conversely, the retention rates for all other jobs were also determined. 6.2% of school librarians returned to school libraries after working in other types of libraries. This is the highest rate for returning to the previous job.
The proximity between different types of careers was analyzed based on combining the numbers of instances of career movement from the initial to the forth career. The highest rate of proximity is always the movement between the same types of career. The two highest (not same career type) career movements are university library and public library (2.65%) and university library and special library (2.32%).
Conclusion – It is more likely that male librarians will take on leadership responsibilities in public libraries. Usually, it takes 20 years of library experience before one becomes chief librarian. More librarians hold higher graduate degrees compared to chief librarians. This study also analyzes factors influencing the career movement of librarians and chief librarians. Those factors differ greatly between librarians and chief librarians. The lowest retention rate was 0% for library automation system developers and information professionals at MARC companies, whereas the highest retention rate was for public librarians followed by university libraries. The highest rate for return-to-first-job belongs to school libraries. It is noteworthy to mention that chief librarians have one main career in which they have stayed the longest. This main career is the position immediately before to the current job position. It usually occurs in the midcareer phase and it is when the individual has spent more time developing their skills and expertise and has been getting ready for their leadership role.
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Tepe, Ann, and Gayle Geitgey. "Student Learning Through Ohio School Libraries, Introduction: Partner-Leaders in Action." School Libraries Worldwide, April 1, 2001, 55–62. http://dx.doi.org/10.29173/slw6954.
Full textAbstract:
tudent Learning Through Ohio School Libraries: The Ohio Research Study, published in 2004, represents one of the largest studies to date that has sought to identify how school libraries affect student learning. Reflecting on the nature and scale of this study, the reader may wonder why Ohio, a state in the central United States with 3,913 public elementary, middle, and high schools, would consider conducting a statewide survey to establish how school libraries benefit learning. This question has several answers. Until 2000, schools across Ohio were required to have a licensed school librarian. However, in 2000, changes in the operating standards for school libraries introduced by the Ohio Department of Education meant that the requirement to have a licensed school librarian became subject to the interpretation of the local school superintendent, possibly allowing for school librarians to be eliminated. This change placed greater emphasis on the need for school librarians to be able to articulate their role in relation to student learning and to demonstrate more concretely the outcomes of their school library program through the provision of evidence.
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Liu, Geoffrey. "School Libraries Serving Rural Communities in China: The Evergreen Model." School Libraries Worldwide, August 1, 2001, 56–71. http://dx.doi.org/10.29173/slw6773.
Full textAbstract:
This article presents a case study of Evergreen school libraries in the northwestern region of China, with a focus on their innovative approaches to community services and strategies of reaching out to local town residents and villagers. The data gathered for the case study included patron/school librarian interviews, observation of brainstorming by school librarians and principals, and analysis of library use data gathered from project schools. In view of known issues identified from existing literature, this study attempts to identify factors that potentially contribute to a school library's success or failure in serving its local community.
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Bancel, Suzanne. "When Wife Meets Mother: Norwegian School Libraries." IASL Annual Conference Proceedings, March 20, 2021, 351–64. http://dx.doi.org/10.29173/iasl8094.
Full textAbstract:
This article explores various reasons for the lack of school library services in Norwegian primary schools. The basic thesis is that libraries and primary schools have developed differently despite sharing common origins from the European Age of Enlightenment. Libraries and library work can be seen as belonging to a masculine metaphor, primary schools and teaching can be seen as belonging to a feminine metaphor. These metaphors reflect traditions and attitudes that affect everything from basic democratic ideologies to ways in which we relate to classroom space and library space, as well as the ways in which teachers and librarians organize and advocate for working conditions. This causes conflicts in defining the role of the teacher-librarian and the school library in Norwegian primary schools.
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Drejstam, Liselott, and Martina Lundström. "The key to digitization success: making the school librarian a true pedagogical partner." IASL Annual Conference Proceedings, August 26, 2016. http://dx.doi.org/10.29173/iasl7211.
Full textAbstract:
In Linköping there is an ongoing investment to digitize schools. This means that schools are equipped with projectors, computers, iPads and Apple TV for wireless transmission to the whiteboard. The investment will hopefully lead to a pedagogical improvement in teaching and higher achievement among pupils. Many teachers need more knowledge to give pupils good opportunities for active learning with digital tools. In order to meet teachers' needs for skill development, Linköping has together technology investments also made a major investment in school libraries with employed librarians, so called focus libraries. All schools with focus libraries have educated school librarians with full-time mission integrated in the school, working together with teachers. The librarian devotes most of her time in the classroom with the teachers to plan, implement and evaluate the area of work and assess the pupils’ efforts. In this cooperation digital tools is often used.
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Sunaga, Kauyuki. "Onomatopoeia and your School Libraries." IASL Annual Conference Proceedings, February 20, 2021. http://dx.doi.org/10.29173/iasl7870.
Full textAbstract:
According to Article 5 in school library law in Japan, a teacher librarian should be posted to the school library. However most of teacher librarians are involved into the other tasks in school so much that they cannot afford to engage school library. The students, who take lesson on school librarianship at university, are less experienced in libraries in school days. Therefore at the beginning of lesson I always try to execute the activity of describing school libraries into onomatopoeias. This activity encourages them to study school librarianship. We will find out the condition, the problems and the challenges of school libraries in Japan.
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Kryzanauskiene, Irena. "Lithuanian school libraries today." IASL Annual Conference Proceedings, February 11, 2021. http://dx.doi.org/10.29173/iasl7777.
Full textAbstract:
The situation of Lithuanian school libraries and the status of librarians are ambiguous, because libraries are financed by Ministry of Education and Science, but legal acts, except the laws, are organized by Ministry of Culture. School libraries are very important among other libraries in Lithuania according to the latest statistic data of Lithuania. In 2000 the school libraries computerization started and in 2004 they were instilled with a simplified version of the Lithuanian Integrated Library Information System (LILIS) – so called Information System of School Libraries (ISSL).The questioning of school librarians was done in 2006-2007 years. Analysis of questionnaires showed that there are some problems in activity of school libraries. The Standard of Digital Literacy of School Librarians (SDLSL) has contradictory estimations. It contains extremely high requirements for school librarians in the sphere of ICT use. Lithuania school librarians do not have a professional association. Members of IASL in Lithuania are only separate school librarians. The methodical help to school libraries should be given by the Municipality public libraries but the help is given not very often. In some towns more active and experienced librarians organize methodical groups, give seminars for those, who are less experienced.School librarians take part in different state actions. Year 2008 is announced to be Reading year in Lithuania. Reading year is stage of Reading Promotion Program confirmed by the Government.
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Hiram, Miriam, and Moshe Yitzhaki. "Combined School/Public Libraries in Israel at the High School Level: Some Results of an Exploratory Field Study." IASL Annual Conference Proceedings, March 26, 2021, 103–10. http://dx.doi.org/10.29173/iasl8162.
Full textAbstract:
The issue of combined school-public libraries has long concerned researchers and practitioners in the field and is well documented in literature. A literature survey reveals opinion articles as well as empirical field studies, especially in the US, Canada, UK, Australia and Germany, which attempt to determine the advantages and disadvantages of this model, and possible factors associated with its success in practice. Despite the importance of the topic and its potential of budget savings and greater efficiency in use of resources, no large-scale empirical study of the extent and performance of combined school-public libraries in Israel has been conducted.
The study aimed to empirically investigate the combined school-public libraries on the high school level existing in Israel. The main research tools were three different written closed questionnaires sent to the school librarian, school principal and one of the school teachers. In 1996 questionnaires were mailed to all 65 schools known to have some type of combination libraries: 26 had a combined school-public library, while in the remaining 39 schools the library was a branch of a regional or municipal public library. Questionnaires were also mailed to 40 randomly-chosen schools, having a 'regular' (i.e. not combined) library, to serve as a control group. Response rate was about 50% and the final sample included 51 libraries: 18 -combined, 11-'branches', and 22-'regular' ones.
Main findings were: the number of combined libraries has risen constantly over the decades which seems to be an interesting trend, especially in view of the recent decline reported in the US and Canada. Regarding space and seats the situation in the regional libraries was much better than in the urban ones. Concerning opening hours the urban combined libraries were open longer than the regional combined ones and the control group. The combined libraries, mainly the urban ones, were open for more afternoon hours, all of them were open during school vacations, and they had a higher average number of weekly librarian hours per school. Regional combined libraries had a much larger number of books per student and periodicals and computers per library than the urban combined ones and the control group. The mean number of users of the reading-room was about the same (usually low) in all types of libraries in afternoon hours, but differed considerably in the mornings, probably due to different teaching methods.
About half the librarians, the school principals and the teachers in the combined libraries rated their combined library as 'very successful', while the rest rated it as only 'partially successful', or expressed dissatisfaction, pointing out serious problems. Regional librarians were much more satisfied with the combined model, compared to their urban colleagues. Findings indicated that the combined model is more likely to succeed in a regional library, in a rural setting, than in an urban one.
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Bastos, Glória. "Promoting Inclusion in School Libraries." IASL Annual Conference Proceedings, February 20, 2021. http://dx.doi.org/10.29173/iasl7873.
Full textAbstract:
Several international documents explicitly point out the responsibility of libraries in supporting people with special needs, actively promoting social inclusion processes. In the school context, one of the challenges lies precisely on its ability to achieve that all students, regardless their differences and their specific needs, are able to succeed in their learning. In Portugal, the integration of students with special educational needs in regular schools brought new challenges to school libraries. In this paper we present some insights from some projects held in the SL. The results of these studies show that in general both teachers librarians and special educators are little aware of the important role that the school library can play with these students and that a collaborative work with the teacher librarian have positive impacts, both in increasing the self-esteem of students and developing their reading and information literacy skills.
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Udofot, Columbus, and Joy Asibi Idachaba. "Factors retarding the development of school libraries in North Central Nigeria." Journal of Library Services and Technologies, January 2020, 51–57. http://dx.doi.org/10.47524/jlst.v2i1.5.
Full textAbstract:
This study was conducted in secondary schools librariestoascertain the factors retardingthe development ofschool libraries in North Central Nigeriaand to proffer suggestedstrategies to overcome them.The researchersused tworesearch questions to guide the study which adopted the descriptivesurvey design method.A total of10 secondary schools were used as sample with8 respondents comprising the Principal, a Teacher Librarian and 6 other teachers were used as respondentsin each school. The main instrument for data collection was questionnaire while data collected were analyzed using the simple frequency and percentage table.The findings highlight lack of accommodation,inadequate funding in school libraries in Nigeria, as well as inadequate provision of library resources and services, amongst others, as factors retardingthedevelopment of school libraries.The study recommends some measuresthat would enhance the development of school librariesto includeproper awareness creation,recruitment of qualified staffas well as sufficient funding of the libraries.
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Chadwick, Ben. "Curriculum-Engaged School Libraries and Teacher Librarians Value Curriculum-Alignment of Resources." IASL Annual Conference Proceedings, August 26, 2016. http://dx.doi.org/10.29173/iasl7228.
Full textAbstract:
Australian school libraries have an expressed need to organise resources according to Australian Curriculum (AC) outcomes. The Schools Catalogue Information Service (SCIS) at Education Services Australia creates and distributes MARC records to 93% of Australian school libraries, but has not traditionally provided curriculum-alignment data. This paper describes a SCIS survey of 586 Australian school libraries, examining the factors driving demand for curriculum alignment. Libraries with a teacher librarian and those that were already actively engaged in curriculum resourcing saw the most value in resource alignment. Curriculum-engaged libraries were more prominent in secondary schools, Catholic schools, and large schools with larger libraries and a teacher-librarian. They were also more prominent in schools where teachers actively engaged with library staff. Library engagement is discussed as a concept of potential interest for further research.
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Han, Lim. "The Leadership and Advocacy Roles of Hedwig Aroozoo and Her Sisters in Promoting School Librarianship in an Emerging Multilingual School System in Post-Colonial Singapore, 1960-1985." School Libraries Worldwide, January 1, 2016, 32–48. http://dx.doi.org/10.29173/slw6904.
Full textAbstract:
This historical essay reports the development of the first professional library association founded in Singapore in 1955. In the same year the first course librarianship was conducted for teachers. From 1960 to 1985 Eurasian Hedwig Aroozoo who was Director of the National Library provided School Library Services by offering bulk loans, advisory service, training and compilation of book lists, including chairing the publication of school library standards. Sister Eleanor Aroozoo promoted school libraries to the Ministry of Education and was School Library Advisor. Teacher librarian Marie Aroozoo was involved with developing school libraries and Lydia Aroozoo reporting about the National Library's mobile library visits to schools.
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Tzipi, Karelitz, and Moshe Yitzhaki. "Combined School/Public Libraries in Israel at the Elementary School Level: Some Results of an Exploratory Field Study." IASL Annual Conference Proceedings, March 26, 2021, 111–20. http://dx.doi.org/10.29173/iasl8163.
Full textAbstract:
The study aimed to empirically investigate the combined school-public libraries existing at the elementary school level in Israel, compared to regular school libraries. The main research took were three different written closed questionnaires sent to the school librarian, school principal and one of the school teachers. In 1996 questionnaires were mailed to all 130 elementary schools which, according to official government records, had some type of combination libraries. Questionnaires were also mailed to 33 randomly-chosen schools, having a 'regular' (i.e. not combined) library, to serve as a control group. Response rate was about 55% and the final sample included 86 libraries.
Main findings: The number of combined libraries has risen constantly over the decades, an interesting trend, especially in view of the recent decline reported in the US and Canada. However, it is likely that the trend has already peaked and the accelerated growth of the 1980's will not recur. Regarding space, seats and collection size, the situation in the main regional combined libraries (typical to rural areas), excluding branches, was much better than in the urban ones, whether combined or not. It is uncertain, however, whether the full potential of these larger dimensions was actually utilized and to what extent elementary school students truly benefited from them. The advantage of the combined libraries is manifested also in the professional searching tools offered to users, but the mean number of users of the reading-room was about the same in most types of libraries for the morning period, but differed considerably in the afternoons.
Regarding an overall evaluation: more than half the librarians of the combined libraries rated them as 'very sucessful' and recommended the model to other schools, while the rest (47%) rated it as only 'partially successful' or expressed dissatisfaction due to serious problems, and would recommend it 'with reservation' (36%) or not at all (11%).
Findings indicated that the combined model is more likely to succeed in a regional library than in an urban one, and that in most indicators it rates high above the regular libraries included in the control group. However, the relatively high proportion of librarians and principals who avoided rating their combined model as 'vey successful' calls for further and more detailed investigation of the reasons to this finding.
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Merga, Margaret K. "What is the literacy supportive role of the school librarian in the United Kingdom?" Journal of Librarianship and Information Science, October 27, 2020, 096100062096456. http://dx.doi.org/10.1177/0961000620964569.
Full textAbstract:
Building students’ literacy skills is a key educative purpose of contemporary schooling. While libraries can play a key role in fostering literacy and related reading engagement in schools, more needs to be known about school librarians’ role in promoting these goals. To this end, this article seeks to identify the nature and scope of the literacy supportive role required of the school librarian in the United Kingdom. It also investigates how this aspect is situated within the broader competing role requirements of the profession. Using a hybrid approach to content analysis including both qualitative and quantitative methods, this article presents in-depth analysis of 40 recent job description documents recruiting school librarians in the United Kingdom to investigate these research aims. The vast majority of documents (92.5%) included literacy supportive roles or characteristics of a school librarian, and recurring salient components included supporting literature selection, having a broad and current knowledge of literature, promoting and modelling reading for pleasure, devising and supporting reading and literature events, promoting a whole-school reading culture, working closely with students to support reading and literacy skill development, and implementing and supporting reading programmes. This literacy supportive role was found to sit within a potentially highly complex and diverse work role which may compete with the literacy supportive role for time and resourcing in school libraries. This research suggests that the role of school librarians in the United Kingdom is both complex and evolving, and that school librarians in the United Kingdom have a valuable literacy supportive role to play in their school libraries.
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Todd, Ross J. "The Shifting sands of School Libraries." IASL Annual Conference Proceedings, February 11, 2021. http://dx.doi.org/10.29173/iasl7787.
Full textAbstract:
This paper reports on selected findings from the Phase 2 New Jersey School Library research study “One Common Goal: Student Learning” completed in 2011 that provides insights into the future of school libraries, and their evolution and transformation in the digital age. The study examines a selected sample of effective school libraries in New Jersey to establish the key inputs (both library and school-wide inputs) that enable these effective school libraries to thrive, contribute richly to the learning agendas of the schools, and to continually be developed and improved in their schools. The findings are selected through the lens school effectiveness and school improvement literature, and identify dimensions of school library practice that have contributed to their sustainability and continuous improvement. Key dimensions include a substantive instructional role of the school librarians, an inquiry-centered pedagogy, a collaborative school culture of distributed leadership, a knowledge-outcomes orientation of the school library, and school librarians as professional development leaders.
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Tam, Annie, Samson Choi, Anica Tkalcevic, Zvjezdana Dukic, and Joy Xiaobing Zheng. "School Librarians in Action: A Comparative Study of School Library Programs in Croatia and Hong Kong." IASL Annual Conference Proceedings, August 8, 2017. http://dx.doi.org/10.29173/iasl7177.
Full textAbstract:
The study explores library programs in primary and secondary schools in Croatia and Hong Kong. The aim is to find what library programs the school libraries in Croatia and Hong Kong run in their schools, how these programs affect students’ learning and what are similarities and differences between school libraries in Croatia and Hong Kong. The study findings show that school libraries on both locations run programs to support students’ reading and to enhance their information literacy and research skills. School library programs in Croatia and Hong Kong include some similar components but also differ in some respects in approach and content. School librarians in Croatia involve wider community engagement while school librarians in Hong Kong apply technology for collection development and library instruction. Library programs in schools in both locations transcend the school walls and reach beyond the school curriculum as well.
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Boekhorst, Albert K., and Maarten Veen. "School libraries in the Netherlands." School Libraries Worldwide, January 1, 2001, 82–102. http://dx.doi.org/10.29173/slw6766.
Full textAbstract:
Recent developments in education in the Netherlands have emphasized the role of school libraries in the learning process. In order to assist secondary schools in updating their school libraries and preparing them for a new role in learning, research was conducted on the position of school libraries in the schools. An input-output research design was used to provide an analysis of the distinct elements that constituted the system (input) in relation to the products of the system (output). The input factors included organizational structure, library staff, financing, technical infrastructure, collection, and collaboration both in the school and with other organizations. The output included access to the collection, facilities, and instruction. The main finding was that school libraries differed greatly one from the other and that the person of the school librarian seemed to be the most important factor in the success of a school library.
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Hossain, Zakir. "The current situation of secondary school librarians in Bangladesh: A study." IASL Annual Conference Proceedings, May 11, 2018. http://dx.doi.org/10.29173/iasl7143.
Full textAbstract:
The purpose of this study is to understand the present status of the secondary school librarians in Bangladesh. In general, it is found that although librarianship is not a new concept in Bangladesh, the development of school libraries and to create qualified school library professionals has been slow due to lack of government initiative. Many schools, where there are libraries and librarians, resources and services are minimal and school librarians are not considered teaching staff.
This study derived significant findings which could be used to understand the reality of secondary school libraries and librarians in Bangladesh. The recommendations could also be used to overcome practical issues which may negatively affect school library development in Bangladesh.
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Woolls, Blanche. "School and Public Libraries." IASL Annual Conference Proceedings, February 10, 2021. http://dx.doi.org/10.29173/iasl7676.
Full textAbstract:
Schools and public libraries in the U.S. have a long history of cooperation and collaboration. These relationships are described and the present status of such collaboration is detailed. Reasons why combined libraries may or may not be successful are discussed. New relationships are detailed, and suggestions for ways school and public librarians can work together to partner in student learning are suggested.
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Castaño Muñoz, Wilson, and Sandra Patricia Bedoya. "Technology use in Government School Libraries in Medellin, Colombia." School Libraries Worldwide, April 4, 2021, 27–46. http://dx.doi.org/10.29173/slw8260.
Full textAbstract:
School libraries have been widely studied in Colombia from infrastructure capacities to their importance in educational institutions. However, these studies have failed to illustrate librarians’ perceptions of technologies, their adoption and how students use technologies within their schools. This research presents a new approach to school libraries in Colombia by identifying technology adoption, use and use of open source materials within public school libraries using a mixed-methods approach. Results reveal low technology adoption among school librarians and high use for students in social media and mobile devices.
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Chen, Joyce, and Li-jen Tseng. "Growing from Nothing." IASL Annual Conference Proceedings, February 22, 2021, 245–59. http://dx.doi.org/10.29173/iasl7474.
Full textAbstract:
Since 2009, Taiwan's Ministry of Education has begun to add the post of teacher librarians in some elementary schools. Teachers who are enthusiastic about reading education become teacher librarians to take charge of managing school libraries and promoting reading after receiving short professional training. This study aims to probe into whether the system is helpful to the management of libraries in elementary schools and to the establishment of reading environment at school.
Specifically speaking, this study aims to discuss whether there is any difference in the activities of school libraries and schools' attitudes toward reading between schools with teacher librarians and schools without ones. The study surveyed elementary schools in Taiwan with a questionnaire which was filled out by teacher librarians or general librarians at school. The questionnaire was tested with Cronbach’s α reliability, and a coefficient of 0.975 was obtained, which is considered excellent reliability.
742 copies of the questionnaire were retrieved, and 741 of them were considered valid after the elimination of one with incomplete answers. Among which, 213 copies were from schools with teacher librarians, and the rest 528 copies were from schools without teacher librarians. In addition, the fill rate of schools with teacher librarians reached 80%. The study found that schools with and without teacher librarians had significant differences in library management of their libraries and behavior and attitudes toward reading.
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Kryzanauskiene, Irena. "Lithuanian school libraries today: Problems and perspectives." IASL Annual Conference Proceedings, March 4, 2021. http://dx.doi.org/10.29173/iasl7951.
Full textAbstract:
The situation of Lithuanian school libraries and the status of librarians are ambiguous, because libraries are financed by Ministry of Education and Science, but legal acts, except the laws, are organized by Ministry of Culture. School libraries are very important among other libraries in Lithuania according to the latest statistic data of Lithuania. In 2000 the school libraries computerization started and in 2004 they were instilled with a simplified version of the Lithuanian Integrated Library Information System (LILIS) – so called Information System of School Libraries (ISSL).The questioning of school librarians was done in 2006-2007 years. Analysis of questionnaires showed that there are some problems in activity of school libraries. The Standard of Digital Literacy of School Librarians (SDLSL) has contradictory estimations. It contains extremely high requirements for school librarians in the sphere of ICT use. Lithuania school librarians do not have a professional association. Members of IASL in Lithuania are only separate school librarians. The methodical help to school libraries should be given by the Municipality public libraries but the help is given not very often. In some towns more active and experienced librarians organize methodical groups, give seminars for those, who are less experienced.School librarians take part in different state actions. Year 2008 is announced to be Reading year in Lithuania. Reading year is stage of Reading Promotion Program confirmed by the Government.
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Hughes, Sandra. "The Impact of Whole Language on Four Elementary School Libraries: Results from a Comparative Case Study." IASL Annual Conference Proceedings, March 24, 2021, 83–94. http://dx.doi.org/10.29173/iasl8137.
Full textAbstract:
This paper reports the findings of a comparative case study designed to describe how the implementation of whole language, an educational philosophy influencing many of today's elementary schools, evolved in four school libraries in Virginia. The study examines the impact of whole language in terms of its effect on the library program and its effect on the librarian. The study also seeks to understand the change agent role each librarian played during implementation of the philosophy. It provides recommendations for practicing school librarians and library school educators.
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Centerwall, Ulrika. "In plain sight: School librarian practices within infrastructures for learning." Journal of Librarianship and Information Science, December 14, 2022, 096100062211408. http://dx.doi.org/10.1177/09610006221140881.
Full textAbstract:
This study explored how school librarian practices are resources that can support teaching and learning at schools in Sweden. The empirical material was produced through 22 semi-structured interviews with ‘best practice’ awarded librarians at 14 Swedish secondary and upper-secondary schools. The theoretical framework consisted of a practice theory approach coupled with analytical concepts from information infrastructure studies. The findings highlighted how teachers and librarians collaborate closely in schools with designated best practice libraries. Members of both professions collaborated in teaching and interdisciplinary projects and were supported by management teams at the schools under study. However, the librarians expressed a disconnect between themselves and the teachers and leaders of the school. This disconnect was evidenced by a lack of planning practices and classroom teaching, impelling the librarians to advocate continuously for better awareness and visibility of their practices. The article offers insights into school librarian practices at sites that function simultaneously as both workplaces for professionals with multiple competencies and educational settings for students.
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Banerjee, Swapna, and Sudin Kr Sardar. "The Vibrant School Library." IASL Annual Conference Proceedings, February 22, 2021, 24–29. http://dx.doi.org/10.29173/iasl7481.
Full textAbstract:
The school library is the birthplace of dreams and fantasies. The stories heard from the grandmother, mother, aunts and uncles get a reality when the children touch and smell the books, and feel the color of the pictures. The pulse of the students is probably felt in the best way in a school library. In this paper, the real situations in the libraries of the Navodaya VidyalayIndia (boarding schools supported and subsidized by the central Government) have been discussed. These network of school libraries are scattered all over India, with a special purpose to reach the unreached. These libraries are always buzzing with a lot of activities—be it book exhibitions, library quiz, discussion forum etc.From the simple of the simplest of exploring a journey through a book, to searching information through e-granthalaya (the software used), the students are beaming with ocean of information. The book week program , story hour period ,library quiz are only some of the activities mentioned. The paper will also discuss the dynamic effort of the librarians of these schools in trying to cater to fulfill the dreams of the students. The special effort of the librarians in training the students to love books is stated. Taking care of books by making special book covers, environment friendly book supports and book stands etc. are also explained in this paper. Last, but not the least, the paper brings into forefront the ways to harness a cordial relation between the librarian and thestudents.