Relevant bibliographies by topics / Primary school libraries

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Primary school libraries'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Primary school libraries"

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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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Nwachukwu V. N., Nwachukwu V. N., ESKAY, M. Eskay, M., and Ifeanyichukwu, J. N. Ifeanyichukwu, J.N. "Meeting the Information Literacy Skills of Diverse Primary School Pupils Through the School Libraries." Indian Journal of Applied Research 4, no. 3 (October 1, 2011): 117–22. http://dx.doi.org/10.15373/2249555x/mar2014/35.

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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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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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Santos Díaz, Inmaculada Clotilde. "Desarrollo curricular y recursos educativos en las bibliotecas escolares." Investigaciones Sobre Lectura, no. 7 (May 3, 2017): 36–54. http://dx.doi.org/10.37132/isl.v0i7.196.

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The aim of this study is to evaluate the curricular development and educational resources of the school libraries in Málaga. The provincial coordination of the Educational Local Office has carried out- since the academic course 2008/2009- an annual evaluation focused on five dimensions related to the actions of the Provincial Network of School Libraries. This Network is formed by the public schools of Primary and Secondary Education of the province.This article presents the most relevant results of the evaluation questionnaire for the 2014/2015 academic year in which 430 educational centres participated, offering a comparison according to the educational centre (pre-school, primary school or secondary school) and the school year. In general, there is progress in school libraries due to its normative regulation, the involvement of teachers in charge of libraries in collegiate bodies, the use of digital tools and social networks. However, there is a need to expand the opening hours of the library, to reinforce the collaboration of teachers who coordinate educational projects and to improve the sections and links of the web portals of libraries.On the one hand, these conclusions are intended to serve as a self-assessment to help school librarians to reflect and identify their strengths and weaknesses. On the other hand, they show the development of the key actions of school libraries, both their progress and their deficiencies, in relation to the standards established at national and international level.
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Santos Díaz, Inmaculada. "Desarrollo curricular y recursos educativos en las bibliotecas escolares." Investigaciones Sobre Lectura, no. 7 (May 3, 2017): 36–54. http://dx.doi.org/10.24310/revistaisl.vi7.10980.

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The aim of this study is to evaluate the curricular development and educational resources of the school libraries in Málaga. The provincial coordination of the Educational Local Office has carried out- since the academic course 2008/2009- an annual evaluation focused on five dimensions related to the actions of the Provincial Network of School Libraries. This Network is formed by the public schools of Primary and Secondary Education of the province.This article presents the most relevant results of the evaluation questionnaire for the 2014/2015 academic year in which 430 educational centres participated, offering a comparison according to the educational centre (pre-school, primary school or secondary school) and the school year. In general, there is progress in school libraries due to its normative regulation, the involvement of teachers in charge of libraries in collegiate bodies, the use of digital tools and social networks. However, there is a need to expand the opening hours of the library, to reinforce the collaboration of teachers who coordinate educational projects and to improve the sections and links of the web portals of libraries.On the one hand, these conclusions are intended to serve as a self-assessment to help school librarians to reflect and identify their strengths and weaknesses. On the other hand, they show the development of the key actions of school libraries, both their progress and their deficiencies, in relation to the standards established at national and international level.
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Greenwood, Helen, Claire Creaser, and Sally Maynard. "Successful Primary School Libraries in Challenging Circumstances." New Review of Children's Literature and Librarianship 15, no. 2 (February 5, 2010): 89–113. http://dx.doi.org/10.1080/13614540903498877.

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James Afebuameh, Aiyebelehin, and Iboi Catherine (CLN). "School Library Services for Educational Rebirth: The Case of Lumen Christi International High School, Uromi, Edo State, Nigeria." Indian Journal of Information Sources and Services 10, no. 1 (May 5, 2020): 36–39. http://dx.doi.org/10.51983/ijiss.2020.10.1.480.

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The paper explores the roles of school libraries in the rebirth of Nigerian Education system with particular focus on Edo state. The strategies employed at Lumen Christi International High School were carefully examined. The paper employed the document analysis and exploratory approach to gather facts for making conclusions. Very prominent among facts gathered from literature were that: there is a decay in the Nigerian Education system; and that school libraries have crucial roles to play in the rebirth of the education system. The paper concluded that for there to be meaningful development in the education system, the school library must be positioned to contribute to the process, and the school librarian must devise strategies to effect a change in the orientation of the students in the primary and secondary schools.
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Mose, Peter. "Public libraries and public primary school literacy: a Kenyan case study." Library Management 41, no. 8/9 (August 12, 2020): 689–701. http://dx.doi.org/10.1108/lm-04-2020-0068.

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PurposeThe purpose of this paper is to explain how public libraries have been instrumental in early child school literacy teaching and learning. Most African public schools do not usually afford enough core textbooks and supplementary readers.Design/methodology/approachThis was a qualitative case study in Western Kenya amongst public library staff members, public primary school teachers and parents of library children clients. The following questions were addressed: What is the book situation in public primary schools in the study site? What school-type literacy-related services are offered by the sampled public library? and What are library staff members’, teachers’ and parents’ feelings about the public library services offered? Observations, interviews and document studies were used to collect data. Data were analysed thematically.FindingsPublic schools do not have enough core textbooks and the situation is worse for supplementary readers; the public library branch studied offers critical school-type literacies to school children both at the library building as well as at public schools registered with it; and library staff members, teachers, and parents express positive feelings about the services offered.Research limitations/implicationsThis was a case study whose findings might not apply to the larger situation and the study did not confirm actual literacy benefits of the library services amongst school children by, for instance, conducting literacy tests. The findings are, however, an index to the possible situation in the macro context.Practical implicationsThe relevant stakeholders should find ways of co-opting public libraries as associates of public schools in literacy teaching. This relationship is not straight forward in Kenya.Originality/valueThe findings reported are from original research.
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Rugaiyah, Rugaiyah. "PENGEMBANGAN PERPUSTAKAAN SEKOLAH DASAR DI DKI JAKARTA." Jurnal Manajemen Pendidikan 2, no. 1 (July 1, 2011): 1. http://dx.doi.org/10.21009/jmp.02101.

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Development of libraries in this case focused on elementary school library. The purpose of this study is to determine the condition of the management of primary school libraries in East Jakarta and to obtain information about the strategic development plan for elementary school library in accordance with the standard of school facilities and infrastructure. This study is a survey research using exploratory and descriptive methods. Descriptive method used to analyze the results of questionnaires from respondents about the real conditions of primary school libraries in DKI Jakarta Province in terms of availability of facilities and utilization of library materials and library management. Exploratory method used to analyze the results of interviews from respondents about the development of elementary school library to National Standard of Education. Results of this study are : First, elementary School Library in DKI Jakarta Province has not been managed well. Second, not all state primary school in the provinces of DKI Jakarta has a school library standards. Third, Schools that have a library was not supported by adequate facilities.
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Dissertations / Theses on the topic "Primary school libraries"

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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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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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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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Leung, Wai-shing Raymond, and 梁偉城. "The development of a computerized library in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B40039845.

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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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Cabral, Ana Margarida Telo de Sousa. "Prática de ensino supervisionada em educação pré-escolar e em 1º ciclo do ensino básico: dinamização das bibliotecas escolares." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/11853.

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Este relatório de estágio desenvolveu-se no âmbito da unidade curricular de prática de ensino supervisionada, tendo por finalidade a obtenção de grau de mestre em educação pré-escolar e 1º ciclo do ensino básico e é o resultado da observação/intervenção em pré-escolar e em 1º CEB ao longo de 6 meses e meio. A prática de pré-escolar desenvolveu-se com crianças entre os 5 e os 7 anos. A prática de 1º ciclo desenvolveu-se com crianças ente os 8 e os 10 anos. O tema do presente relatório foi escolhido pela importância que as bibliotecas escolares têm no contato das crianças com os livros e no incentivo que estes trazem para a leitura e a escrita. Durante o percurso na PES pude observar o prazer que as crianças demonstravam no contato e exploração dos livros. Deste modo fui direcionando a minha intervenção para o incentivo à leitura e salientando a importância das bibliotecas para este incentivo; ### Report of Supervised Teaching Practice in Pre-school and Primary School: Dynamic Development of School Libraries Abstract: The goal of this report on the Supervised Teaching Practice is to obtain a master's degree in teaching practice of kindergarten and primary school and is the result of observation / training in kindergarten and primary school during 6 and a half months . The teaching practice in kindergarten was done with children between 5 and 7 years old and in primary school with children from 8 to 10 years old. I have chosen this subject because of the important role played by school libraries in the contact of children with books and the help these can give to the development of reading and writing. During the time I trained in the STP I noticed how pleased children were in holding and exploring books. So my role consisted in encouraging children to read stressing the importance school libraries can have.
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Valente, Paula Cristina. "A promoção da leitura em contexto educacional: Estudo de caso sobre a aplicação do Plano Nacional de Leitura e sobre as práticas de leitura numa turma do 4º ano do 1º Ciclo do Ensino Básico de um Agrupamento Vertical de Escolas do Norte de Portugal." Master's thesis, Universidade Portucalense, 2013. http://hdl.handle.net/11328/1530.

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Dissertação de Mestrado em Educação e Bibliotecas.
A leitura ocupa um papel central em toda a atividade educativa e é um bem essencial no desenvolvimento cognitivo do ser humano e no progresso da sociedade. Compete aos professores, encarregados de educação (EE), famílias e bibliotecas assegurar uma eficaz disponibilização e utilização dos livros e outros recursos de informação. O Plano Nacional de Leitura (PNL) destina-se a reforçar esse papel, através dos vários programas que lança nas escolas, bibliotecas e outras entidades. Este trabalho tem como objetivo geral refletir e investigar sobre a promoção da leitura em contexto educacional. Trata-se de um estudo de caso sobre a aplicação do PNL e sobre as práticas de leitura em uma turma do 4º ano do 1º Ciclo do Ensino Básico de um Agrupamento Vertical de Escolas do Norte de Portugal. No que respeita aos objetivos específicos, pretendemos aferir sobre os hábitos e práticas de leitura de alunos, na escola e no contexto familiar; averiguar se os objetivos do PNL são cumpridos por parte da professora titular e das bibliotecas (escolar e municipal) e verificar se a aplicação do Plano favorece a promoção de hábitos de leitura dos alunos em estudo. No âmbito metodológico, o estudo assenta, primeiramente, numa pesquisa bibliográfica e documental, que permite estabelecer os principais fundamentos teóricos e os aspetos relevantes do tema-problema e, em segundo lugar, sobre uma investigação empírica realizada a uma turma de 4º ano do 1º Ciclo, a partir da qual obtivemos informações sobre práticas de promoção e motivação para a leitura. A investigação realizada é de natureza qualitativa, descritiva e interpretativa. Os instrumentos utilizados na recolha de dados são: observação direta não participativa, inquéritos por questionário e entrevistas semiestruturadas. Através dos dados, somos levados a concluir que a leitura orientada na sala de aula é executada pela professora titular da turma analisada, mas aferimos que as orientações do PNL para este nível de ensino ficam aquém do recomendável. As famílias envolvidas mostram-se pouco informadas sobre o Plano e na sua maioria não participam das atividades que a escola e as bibliotecas (escolar e municipal) desenvolvem nesta área. As bibliotecas (escolar e municipal) cumprem diversas das orientações do Plano, mas, no caso analisado, torna-se claro que estas podem planear e desenvolver atividades mais eficazes neste sentido.
Reading does not only play a main role in all the educational activity but it is also essential as far as the human beings’ cognitive development and the society’s progress are concerned. It is up to teachers, parents, families and librarians to guarantee effective access to books and other information, as well as their effectual usage. The National Reading Plan aims to reinforce that role, by means of several programs launched in schools, libraries and other entities. This work’s main goal is to reflect upon and research about the promotion of reading in educational contexts. It is a study case on the implementation of the National Reading Plan and on the reading practices of a 4th form class in a primary school of a group of schools in northern Portugal. As far as the specific goals are regarded, we aim at assessing the students’ reading habits and practices both at school and at home; checking if the objectives of the National Reading Plan are accomplished by both the form teacher and the libraries (school library and town library) and verifying if the Plan implementation both enhances the creation of reading habits and strengthens the ones that already existed. In the methodological realm, the study is primarily based upon research made through reading books and documents, which allows to establish the first theoretical fundamentals as well as the relevant aspects of the theme-problem and, secondly, it is based upon and empirical research conducted with a 4th form class in primary school, which allowed us to gather information on the practices used to promote and motivate reading habits. The research we have conducted is qualitative, descriptive and interpretative. The instruments used for collecting data are: direct and non-participative observation, enquiries through questionnaire and semi-structured interviews. The analysis of the data allows us to conclude that the practice of guided reading in the classroom is promoted by the form teacher; however, it is believed that the National Reading Plan guidelines for this school level are far from what is desirable. The families of the children involved in the study seem to be poorly informed about the Plan and most of them do not participate in the activities that both the school and the libraries (school library and town library) promote in this realm. The libraries (school library and town library) obey many of the Plan guidelines, but, in the case analyzed, it is clear that they can plan and promote different activities that can be more effective.
Orientação: Prof. Doutora Maria Cristina Vieira de Freitas.
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Palmer, Gillian. "Recreational reading : a case study of recreational reading habits of some primary school pupils and the role of the teacher-librarian in intervention strategies." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/13398.

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Bibliography: leaves 101-107.
An interest in the topic of recreational reading was prompted by the observations and experience of the researcher. The study that followed was intended to confirm or refute the theory of the decline of reading. A perceived decline in reading has concerned teachers and librarians and strategies have been devised to reverse this trend. The strategies used by the researcher were adopted and adapted to meet the pupils' recreational reading needs. Methods that were likely to reverse the trend in the decline of reading were used with the expectation that the reading programme would affect reading behaviour and that pupils would be encouraged to read for pleasure. The case study method which included both a questionnaire and discussion with the pupils was used. Studies of this kind are scarce and out-dated, but this investigation has been of value to the pupils, teachers and the researcher as teacher-librarian, for all have benefitted from the stimulating and interesting input from the interventive strategies. A number of the results proved to be unforeseen, such as a decline in recreational reading generally throughout the group, and also the children's perception of the short amount of time they spend viewing television. These were contrary to the findings of all previous studies and should be treated with circumspection. The role of the school library and the teacher-librarian are essential in schools today as they are of great benefit to the whole school community. The study has proved without a doubt that availability of reading resources and guidance to the pupils in making stimulating and interesting choices should be the aim of all concerned with children's reading so that their needs can be met and the reading habit fostered.
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Duarte, Hermine Colette Bach. "A Biblioteca Escolar como complemento ao ensino do Inglês no 1º Ciclo do Ensino Básico em um centro escolar do município de Seia." Master's thesis, Universidade Portucalense, 2015. http://hdl.handle.net/11328/1282.

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Dissertação de Mestrado em Educação e Bibliotecas.
Com este projeto pretendemos demonstrar a importância da biblioteca escolar na aprendizagem de uma nova língua estrangeira, nomeadamente o inglês. O trabalho foi dividido em duas grandes partes em que a pesquisa bibliográfica nos permitiu desenvolver os conteúdos fundamentais para a nossa temática, nomeadamente relacionado com a biblioteca escolar, as atividades lúdico- pedagógicas e o ensino do inglês no 1º CEB. Numa parte mais prática, valendo-nos da metodologia de investigação-ação, elaboramos um conjunto de atividades lúdico-pedagógicas realizadas em contexto de sala de aula e na biblioteca com alunos do 1º Ciclo do Ensino Básico, no Centro Escolar de Seia. Para além das atividades analisámos a influência do papel do professor- bibliotecário e professor de inglês para implementação desse género de atividades. Também foi solicitado a opinião de vários intervenientes que foram importantes para o estudo. Com o projeto conseguimos verificar a importância da biblioteca na aprendizagem de uma língua estrangeira no 1º ciclo do ensino básico.
With this project we intend to demonstrate the importance of the school library in learning a new foreign language as English. This project was mostly divided into two major parts: the literature allowed us to develop the fundamental contents of our theme, in particular related to the school library, the playful activities and teaching English in the primary school. In a more practical part drawing upon the action research methodology, we developed a set of playful activities performed in the classroom context and in the library with primary school students in the primary school of Seia. In addition to the activities we examined the influence of the teacher-librarian's role and English teacher’s role for implementation about this kind of activities. It was also requested the opinion of several participants that were important to this study. With the project we can verify the importance of the library in learning a foreign language in the primary school.
Orientação: Prof. Doutora Maria Cristina Vieira de Freitas.
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Wessels, Nicoline. "School libraries as a literacy intervention tool in primary schools : action research in Atteridgeville." Diss., 2010. http://hdl.handle.net/10500/3597.

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1 online resource (xii, 184 leaves) : illustrations
A high level of literacy is essential if a child is to be employable and determines the role a person will play in the globalised information age. In South Africa the literacy levels, including reading levels, of school children is extremely low. The study forms part of a longitudinal reading and literacy intervention project undertaken over a five year period in two disadvantaged primary schools in an urban township. The project focused on capacity building and resource building of the school community including the teachers, learners, school librarians and parents. This dissertation describes an action research study that focused specifically on setting up school libraries in each of these schools and the professional development of the teachers in order to contribute to the teaching and learning practices in the schools. It offers critical reflections on the process and findings and contributes to research on school libraries in South Africa.
Information Science
M. Inf. (Information Science)
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Books on the topic "Primary school libraries"

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Dunne, John. Establishing a primary school library policy. 2nd ed. Swindon: School Library Association, 1994.

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Lemaire, Kathy. Issue systems for the primary school library. Liden, Swindon [England]: School Library Association, 1998.

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Gawith, Gwen. Managing the school library: A practical guide for New Zealand primary and secondary schools. Newmarket, Auckland: Kohia Teachers Centre, 1991.

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Library skills learning centers for the primary grades. West Nyack, N.Y: Center for Applied Research in Education, 1991.

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Gordon, Cecilia. Resource organization in primary schools. 2nd ed. London: Council for Educational Technology, 1986.

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A, Messner Patricia, ed. Collaborative library lessons for the primary grades: Linking research skills to curriculum standards. Westport, Conn: Libraries Unlimited, 2004.

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Kay, Montgomery Paula, ed. Library media skills: Strategies for instructing primary students. 2nd ed. Englewood, Colo: Libraries Unlimited, 1991.

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Ogunṣhẹyẹ, F. Adetowun. Effect of library use education programme on academic achievement and social development of the primary school child. Ibadan: Abadina Media Resource Centre, University of Ibadan, 1987.

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Hackett, Joanne. Providing library services in primary school libraries: An examination of the roles of the librarians and the library coordinator in three primary schools in the West Midlands. Birmingham: University of Central England in Birmingham, 2002.

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Narangoda, Nanda. Improvement of reading habits and information skills among primary school children. Colombo: National Library and Documentation Centre, 2000.

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Book chapters on the topic "Primary school libraries"

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Kovářová, Pavla. "Information Safety Education of Primary School Children in Libraries." In Communications in Computer and Information Science, 693–702. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74334-9_71.

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Baffour-Awuah, Margaret. "Botswana’s Book Box Service to Primary Schools." In Global Perspectives on School Libraries, edited by Luisa Marquardt and Dianne Oberg. Berlin, New York: DE GRUYTER SAUR, 2011. http://dx.doi.org/10.1515/9783110232219.168.

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Dike, Virginia W., Margaret N. Ngwuchukwu, and Grace U. Onyebuchi. "Developing Information Literacy through Primary School Libraries in Nigeria." In Global Perspectives on School Libraries, edited by Luisa Marquardt and Dianne Oberg. Berlin, New York: DE GRUYTER SAUR, 2011. http://dx.doi.org/10.1515/9783110232219.108.

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Ngulube, Beatrice. "School Libraries Are a Must in Every Learning Environment." In Advances in Public Policy and Administration, 297–312. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7429-3.ch016.

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Despite the fact that South Africa has been a democracy for 23 years and the efforts made to improve the education landscape, there is still a crisis in the high school library system. This affects the school careers of learners and their lifelong-learning opportunities. The lack and loss of school libraries, as resources for education, deprive learners of their right to a school library and a place to grow mentally and academically. This chapter advocates for libraries in high schools. The study adopted a qualitative approach where primary data was collected through a multiple case study, using in-depth interviews at three schools in the Gauteng Province. School A was a rural high school; school B was a former model-C high school; and school C a township high school. The key findings underscore the importance of libraries in the academic success of learners. Recommendations are made on how advocacy for libraries in high schools could be re-directed.
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"SUPPORT FROM PARENTS, CLASSROOM ASSISTANTS, LIBRARIANS." In Improving Literacy in the Primary School, 164–81. Routledge, 2005. http://dx.doi.org/10.4324/9780203978290-14.

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Hobbs, Renee, Liz Deslauriers, and Pam Steager. "Past." In The Library Screen Scene, 221–60. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190854317.003.0007.

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The use of film in public libraries has a long history nearly as old as the medium itself—a past we must consider in order to help us better imagine the future of film and media in school, public, and academic libraries. Libraries constantly reinvent themselves to align with the times. Amid ever-rapid changes in media and technology, looking to the past offers steadying perspective. During the 20th century, as television and film rose in popularity and significance, librarians and educators gradually adapted to society’s shift from a print to a visual culture and recognized that audiovisual media, including radio, film, and television, could promote learning. In the early 1900s, film programs were already being used to promote the library as well as generate interest in books. Public libraries were also experiencing reform as they shifted from primarily serving academics to catering to the needs and interests of the general public. During the same time, debate over the positive and negative influence of the moving image and effects of screens was already underway. Gradually over decades, movies have found their place in library collections, from the documentary-style educational film to blockbusters on VHS tape. And as the popular format for film and media shifts to digital, librarians are faced with the tasks of preservation and digitization of physical collections.
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Nthogo Lekoko, Rebecca. "Community Learning Centres as Podia for Technology Enhanced Ubiquitous Learning: A Botswana Case." In Education at the Intersection of Globalization and Technology [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.94045.

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This chapter explores ways in which technology can complement quality foundational education in Botswana. Quality here implies acquiring good foundation for future learning and appropriate lifeskills. Indicators of good foundation are monitored performance as pr the national policy including learners’ positive attitude towards learning. Learning is systematically organized with clear requirements for progression from foundational to upper levels of education. Botswana’s foundational education is the first 10 years of schooling. Currently, poor performance at the national Primary School Leaving Examination (PSLE) examination persists, amplifying unsatisfactory performance in foundation education. In the current inclusive practices, parents as co-players can be actively involved to strengthen and complement foundational years of education. Community Learning Centres (CLCs) can be used to facilitate involvement of community members like parents. CLCs are present in almost each village and readily available as platforms for community participation hence their potential to be podia for ubiquitous learning platforms. Ubiquitous means provision of continuous learning in and outside the school environment. For CLCs to truly function as podia for ubiquitous learning, they should be equipped to provide digital learning (must have computers, necessary software and reliable internet connection); they must be accessed for free and using flexible times; they must give credit to community members as custodians of cultural learning needed to promote the principle of ‘balance’, that is, accommodate principles of formal and one’s cultural learning. Existing centres such as Kitsong Centres, Lifelong Learning Centres, Community Libraries and Community Halls can provide a diversified system of Community Learning Centres (CLCs) to serve as podia for ubiquitous learning. With direct investment and recognition, CLCs can complement or strengthen foundational years and indeed serve as centres for ubiquitous and lifelong learning.
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Kowalsky, Michelle. "Envisioning Change and Extending Library Reach for Impact in Underserved School Communities." In Advances in Educational Marketing, Administration, and Leadership, 202–19. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch011.

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This project aimed to improve and promote the school libraries in a K-12 district which serves primarily African American and Latino students. Surveys about the libraries were distributed to each teacher, student, and parents. Students independently and overwhelmingly reported that they enjoyed the author visits, the new books, and the library research projects which utilized them. Reactions to this district-wide library initiative contributed to the students' positive reviews of these aspects of their school libraries in roughly equal parts; in other words, students don't only appreciate the ability to surf the internet. Students in this underserved population mentioned that their class research projects turned out better, that they were able to find more information in books and online via new library computers, and that they found exciting new materials to read. Students, teachers, and parents consistently reported that they felt more interested and more successful in library research after their school library was updated and its resources were promoted.
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Bettez, David J. "Army Camps." In Kentucky and the Great War. University Press of Kentucky, 2016. http://dx.doi.org/10.5810/kentucky/9780813168012.003.0007.

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Kentucky had four military camps during the war: Fort Thomas in northern Kentucky, Camp Stanley in Lexington, Camp Taylor in Louisville, and Camp Knox between Louisville and Elizabethtown. Camps Thomas and Stanley dealt primarily with the Kentucky National Guard, while Camps Taylor and Knox became facilities to train draftees. US entry into the war prompted the federal government to establish new cantonments to train millions of men for the military. A rivalry to get one of these camps developed between Louisville and Lexington, exacerbated by newspaper coverage in the Louisville Courier-Journal and Lexington Herald. Louisville received the new cantonment: Camp Zachary Taylor. The camp processed men primarily from Kentucky, Indiana, and Illinois, many of whom were formed into the Eighty-Fourth Division, known as the “Lincoln Division.” Other training consisted of a Field Artillery Central Officers Training School (FACOTS) and a school for chaplains. Segregated divisions comprised of African Americans were created and officered by white men. At times, the number of men in the camp reached nearly 60,000. Several organizations provided services, including the YMCA, Red Cross, Knights of Columbus, and Young Men’s Hebrew Association. Libraries and “Moonlight Schools” helped combat soldier illiteracy. Toward the end of the war, Camp Knox was developed to provide better artillery range facilities. The new camps vastly boosted the local economies.
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Black, Robert. "Between Grammar and Rhetoric." In Filologie medievali e moderne. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-137-9/003.

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This paper examines the context of Geoffrey of Vinsauf’s Poetria nova and of its manuscripts and commentaries in medieval and Renaissance Italy. It is well known that, in Italy, grammar (Latin language and literature) was the concern of elementary and mainly secondary schools, whereas rhetoric was primarily a university subject (although basic introductory rhetoric also figured at the end of the secondary-school curriculum). There is little direct (and scant indirect) indication that Poetria nova was taught in Italian universities, but abundant evidence that it was used in schools. Such a school (as opposed to university) context suggests that Poetria nova was primarily used in teaching grammar, not rhetoric, in medieval and Renaissance Italy. The most important use of the text was teaching prose composition: how to vary sentences beyond the simplest wording and structure of subject-verb-predicate (suppositum-appositum) initially learned by grammar pupils, i.e. moving from ordo naturalis to ordo artificialis. Marjorie Curry Woods has written, «although there is growing evidence that the Poetria nova was used to teach the composition of prose, and especially, letters, throughout Europe, it is almost always copied with verse texts, often classical works, in Italian manuscripts, which suggests that it was also used there to teach the interpretation of literary texts». But there is little sign that Geoffrey of Vinsauf was cited in Italian literary manuscripts during the fourteenth and fifteenth centuries: in my study of manuscript schoolbooks preserved in Florentine libraries, there are 98 in which authorities are explicitly cited. Vergil tops the list, cited in 35 manuscripts, followed by Cicero (and ps. Cicero) in 32, Ovid in 29, Seneca (and ps. Seneca) in 27, Lucan in 16, Valerius Maximus in 15, Aristotle (and ps. Aristotle) in 14, Horace in 13, and so on. In contrast Geoffrey of Vinsauf was cited by name in only one manuscript.
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Conference papers on the topic "Primary school libraries"

1

Albelda, Beatriz, and Marta De la Mano. "Libraries Contribution to the Acquisition of Reading Literacy at Primary and Secondary School in Spain." In TEEM 2017: 5th International Conference Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3144826.3145449.

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Rachmawati, Rachmawati, and Ali Mustadi. "Model of Information Literacy-Based Collaboration of Teacher and Librarian in Integrative Thematic Learning for Primary School." In Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccie-18.2019.70.

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