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Journal articles on the topic 'School Library Association'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Race, Tammera. "2011 Kentucky Library Association/Kentucky School Media Association joint conference: Information…The Library Superpower!" Serials Review 38, no. 1 (March 2012): 57–59. http://dx.doi.org/10.1080/00987913.2012.10765422.

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2

Medaille, Ann. "Flexible Scheduling May Have a Positive Impact on School Library Circulation." Evidence Based Library and Information Practice 6, no. 1 (March 16, 2011): 64. http://dx.doi.org/10.18438/b8mg86.

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A Review of: Gavigan, K., Pribesh, S., & Dickinson, G. (2010). Fixed or flexible schedule? Schedule impacts and school library circulation. Library and Information Science Research, 32(2), 131-37. Objective – To determine whether a significant, positive relationship exists between flexible scheduling in elementary school library media centers and per-pupil circulation statistics. Design – Online survey. Setting – Library media centers in public elementary schools in two states of the United States. Subjects – A total of 88 elementary school library media specialists completed the survey. Methods – A 22-question online survey was created using Inquisite software. A link to the survey was sent via e-mail to a 600-person random sample of public school library media specialists whose names were drawn from the memberships of the North Carolina School Library Media Association and the Virginia Educational Media Association, with combined memberships totalling approximately 2,000. A random sample of 600 was chosen to provide a 95% confidence level with a confidence interval of plus or minus three points. The survey included questions about school schedules (flexible, partially flexible, or fixed), collection size, circulation statistics, total student enrolment, school type (elementary, middle, or high), school location (urban, rural, or suburban), percentage of students eligible for free and reduced price lunch, numbers of full-time professional library media specialists employed at the school, access procedures, and library closure information. The survey response rate was 29.3% (176 respondents). Because fixed versus flexible scheduling is an issue that primarily affects elementary schools, the authors further narrowed their subject pool to 88 elementary school respondents. Data were analyzed using SPSS 16.0 statistical software. Correlation analysis, including the analysis of covariance (ANCOVA), was used to compare differences in the three scheduling types and to control for other variables (such as location, socioeconomic status, collection size, staffing, days closed, and others) that may affect circulation. Main Results – Of the 88 elementary school responses, 33 (38%) had fixed schedules, 44 (50%) had partially flexible schedules, and 11 (13%) had totally flexible schedules. Fifty-three schools supplied data regarding per-pupil check-out, and the average number of books checked out per student per year was 52, across all types of schools. The number of book check-outs per pupil differed according to schedule type. Students in schools with fixed schedules checked out an average of 51 books per year, those in schools with partially flexible schedules checked out 46 books per year, and those in schools with totally flexible schedules checked out 71 books per year. When the authors adjusted the data for other factors affecting circulation (such as location, socioeconomic status, collection size, staffing, and others), they found that students in schools with fixed schedules checked out 57 books per year, those in schools with partially flexible schedules checked out 68 books per year, and those in schools with totally flexible schedules checked out 102 books per year. The authors concluded that schedule accounts for 21% of variation in the rate of book check-out per pupil. Conclusion – These results suggest that the type of schedule used in elementary school library media centers does have a significant relation to circulation statistics. Specifically, when library media centres employ flexible scheduling, students are likely to check out more books per year on average. Although these results are not generalizable, this study provides much-needed research into the relationship between scheduling and circulation, and establishes a basis for further studies in this area.

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Harrison, K. C. "Library Association Guidelines for Secondary School Libraries19996Anthony Tilke (Ed.). Library Association Guidelines for Secondary School Libraries. London: Library Association Publishing 1998. x + 84 pp., ISBN: 1 85604 278 2 £15.95 (£12.76 LA members)." Library Review 48, no. 2 (March 1999): 95–111. http://dx.doi.org/10.1108/lr.1999.48.2.95.6.

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김성준. "A Study on the Strategic Plan of Korea School Library Association." Journal of Korean Library and Information Science Society 43, no. 2 (June 2012): 203–25. http://dx.doi.org/10.16981/kliss.43.2.201206.203.

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Laplante, Isabelle, and Paulette Bernhard. "Australian School Library Association. Teaching Information skills. Perth : ASLA, 1997. (cédérom)." Documentation et bibliothèques 46, no. 1 (2000): 52. http://dx.doi.org/10.7202/1032689ar.

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6

Burns, Elizabeth. "School librarians online: integrated learning beyond the school walls." Information and Learning Sciences 121, no. 7/8 (July 27, 2020): 631–44. http://dx.doi.org/10.1108/ils-04-2020-0107.

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Purpose This study aims to explore preservice school librarians’ ability to develop and deliver integrated library lessons under remote teaching and learning conditions. This study will help school library educators identify the preparation required in coursework to effectively implement blended learning practices as well as identify perceived barriers and opportunities for implementing effective remote school library practice. Design/methodology/approach A participatory action research approach was used to explore online teaching strategies in coursework then implement them in K-12 practice. Findings The findings include six criteria selected, developed lessons and the analyzed reflections of the preservice candidates. These discussed findings identify trends in developed online inquiry lessons and suggest considerations for school library educators when scaffolding instruction in preparation coursework. Future planning also explores considerations of access and technology instruction prior to practice. Research limitations/implications The COVID-19 crisis presented a unique challenge ideal for exploration by an educator and candidates in a school librarian preparation program. Using a revised assignment to facilitate a deliberate, authentic experience designed to blend theory and practice (Grossman, 2011), the evidence presented in the sample lessons and participant reflections documents that candidates are able to develop online learning and articulate the American Association of School Librarians Learner Competencies through work samples. According to this brief exploration, this preparation program was able to adapt the requirements of the assignment and prepare candidates to develop quality instructional lessons when online teaching pedagogy was embedded along with scaffolded instruction on collaborative teaching and instructional design. The limitation to this study is that the COVID crisis was accepted as the problem in the participatory action research model. Practical implications When provided instruction on embedded librarianship models and pedagogy practices of online instruction and scaffolded instruction, school library candidates successfully integrated online K-12 instruction. These instructional supports provided the integration of theory and practice necessary for effective preparation. Additional challenges remain to include considerations of access and student motivation which should be addressed in preparation coursework. Originality/value Never before have we seen all schools closed and instruction moved online without warning. School library preparation programs must look anew at how well they are preparing school librarians for practice across a variety of circumstances. This study looks at the preparation for online instruction K-12 schools were faced with in Spring 2020.

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Jones, Jr., Plummer Alston. "From the Editor: A Call to Lead, A Call to Serve." North Carolina Libraries 62, no. 2 (January 19, 2009): 78. http://dx.doi.org/10.3776/ncl.v62i2.138.

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As Past-Past President of the North Carolina Library Association, I amserving as Nominating Committee chair for the 2003-2005 biennium. To assist me in putting together a slate of officers for the 2005-2007 biennium, I appointed Carol G. Walters, Director of Libraries, Sandhill Regional Library System, and graduate of the NCLA Leadership Institute, and Deb Schultz-Fidali, School Media Specialist in the Forsyth County Schools.

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Sukiasyan, Eduard. "60 years in the profession." Scientific and Technical Libraries, no. 6 (June 1, 2017): 72–91. http://dx.doi.org/10.33186/1027-3689-2017-6-72-91.

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The author chose librarianship as a profession during his school years, and has worked in libraries before admission to Institute. After studying at the Moscow State Libray Institute author served in the army, he taught at the Krasnodar Institute of Culture, worked at the Lenin State Library of the USSR (Russian State Library), was head of department and deputy director, continues the chief editor of Library Bibliographical Classification. We talked about interesting trips abroad, about the activities of the Russian Library Association, in international organizations, on the pedagogical work for almost a lifetime. On the paper attached a list of the author's publications for the years 2012-2016.

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Neyer, Linda. "Two Pennsylvania Librarians Selected for American Library Association Leadership Institute." Pennsylvania Libraries: Research & Practice 1, no. 2 (September 28, 2013): 183–84. http://dx.doi.org/10.5195/palrap.2013.31.

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Two Pennsylvania librarians, Allison Mackley, Teacher-Librarian at Hershey High School, and Aaron Dobbs, Systems & Electronic Resources Librarian at Shippensburg University of Pennsylvania, were two of only forty librarians selected nationwide to participate in “Leading to the Future” (http://www.ala.org/transforminglibraries/ala-leadership-institute), a new four-day immersive leadership development program for future library leaders offered from August 12 to 15, 2013 in Itasca, IL, by the American Library Association (ALA).

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Todd, Kate. "Beyond assistive technology: presentation at Texas library association conference." Library Hi Tech News 31, no. 7 (August 26, 2014): 1–5. http://dx.doi.org/10.1108/lhtn-07-2014-0052.

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Purpose – The purpose of this article was to summarize the author's presentation about improving library services to people with disabilities made at the 2014 Texas Library Association annual conference. Design/methodology/approach – She uses expertise developed teaching face-to-face and online course about assistive technologies and library services for patrons with disabilities. Findings – Topics covered include early approaches to library accessibility, sample assistive technology applications for iPad, iPhone or Android and suggestions for developing a plan for improving services. Practical implications – Readers are encourages to evaluate the current level of services and develop plans for improvement. Social implications – An increasing number of patrons with disabilities are visiting public, school, college and university libraries. Librarians want to provide the best possible service. Information and recommendations from this article will provide assistance. Original/value – This conference provided a wonderful opportunity for sharing and planning with other librarians.

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Zverevich, V. V., Yu V. Sokolova, and Ya L. Shrayberg. "The First Scientific and Practical Conference “Letter and Digit: Libraries on the way to Digitalization” (“BiblioPiter–2020”). Review of Events." Scientific and Technical Libraries, no. 7 (September 4, 2020): 141–62. http://dx.doi.org/10.33186/1027-3689-2020-7-141-162.

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The analytic report on the First Scientific and Practical Conference “Letter and Digit: Libraries on the way to Digitalization” (“BiblioPiter–2020”) is presented. The Conference took place in St. Petersburg on February 17–19, 2020. The Conference was organized by: Russian National Public Library for Science & Technology, Russian State Library, National Library Association “Libraries of the Future” (NALF), and International Association of Users and Developers of Electronic Libraries and New Information Technologies (ELNIT). The goal of the Conference was to join to get her the efforts by libraries and other academic, information and research institutions in developing new concepts, methods and technologies of the library and information sector in contemporary digital environment. The NALF School and IRBIS School “Digital Technologies and Services at Libraries” took place within the Conference program. The papers by known scientists and professionals in library science, information science, bibliography and cultural studies were delivered. The Conference also comprised the round tables “Special Patron at the Library” and “Intellects and Library Logos”, master class on patent search, special event on the Open Science issues, as well as the presentation of the monograph “Copyright at Libraries, Research and Academic Institutions” by Andrey I. Zemskov and Yakov L. Shrayberg. Totally over 30 papers were presented and over 100 participants attended the Conference. Over 600 users watched live Internet broad casts of the Conference events. The video records of every Conference event, as well as that of IRBIS School and NALF Schools are available in full on the YouTube channel of the Russian National Public Library for Science & Technology. Power point presentations are available on NALF website. The decision was made to organize the Conference annually. It will be hold every year in St. Petersburg in mid-February.

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McClary, Tiffany, and Sharon Rawlins. "Libraries = Success: NJ Libraries and Schools Conquer Library Card Sign-Up Month." Children and Libraries 18, no. 2 (June 19, 2020): 19. http://dx.doi.org/10.5860/cal.18.2.19.

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Each September, the American Library Association (ALA) and libraries nationwide partner to promote Library Card Sign-Up Month. The goal is to remind community members, parents, students, teachers, and librarians about the importance of owning a library card, which is like a passport to vast book collections, digital resources, hands-on support, and much more.In 2019, staff at New Jersey State Library (NJSL) brainstormed ways to make the event extra special. We decided to create new partnerships and strengthen existing ones, so we collaborated with the New Jersey Department of Education (NJDOE), the New Jersey Library Association (NJLA), and the New Jersey Association of School Librarians (NJASL) to launch the Libraries = Success marketing campaign.

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Atmodiwirjo, Paramita, and Yandi Andri Yatmo. "Children’s Participation in Library Space Improvement Programme." Asian Journal of Environment-Behaviour Studies 2, no. 4 (July 1, 2017): 21–31. http://dx.doi.org/10.21834/aje-bs.v2i4.207.

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This paper illustrates a physical improvement programme in a primary school library through a participatory process involving children in designing and renovating the space. The improvement of library space has contributed positively in promoting children’s active use of the library space. The involvement of children in the process has also promoted their positive attitude and sense of belonging toward the space. Commitment building of the whole school community becomes a challenge during the process and beyond. Promoting children’s active role in the development, management and maintenance of the space becomes important to ensure sustainability after the programme. Keywords: Children, participation, library, space. eISSN 2514-751X © 2017 The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

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Moeller, Robin A., and Kim E. Becnel. "Recommended Reading: Comparing Elementary/Middle School Graphic Novel Collections to Recommended Reading Lists." Children and Libraries 19, no. 2 (June 4, 2021): 6. http://dx.doi.org/10.5860/cal.19.2.6.

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Booklists created by library and education professionals can be valuable tools for librarians as they develop collections. Based upon the perceived discomfort felt by many school librarians in selecting graphic novels, this research analyzes the extent to which a population of elementary and middle school libraries’ collections in the Southeastern United States reflects the lists of recommended graphic novels annually produced by the Association for Library Service to Children (ALSC).

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Scott, Elspeth S. "The Whole School Library Handbook20067The Whole School Library Handbook. Chicago, IL: American Library Association 2005. xiv+399 pp., ISBN: 0‐8389‐0883‐7 paperback $45.00 ($40.50 for ALA members)." Library Review 55, no. 6 (July 2006): 382–83. http://dx.doi.org/10.1108/00242530610674857.

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Gee, David. "SLS/BIALL Academic Law Library Survey 2010/2011." Legal Information Management 12, no. 3 (September 2012): 218–32. http://dx.doi.org/10.1017/s1472669612000503.

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AbstractThis is the latest report analysing the results of the Academic Law Library Survey conducted on behalf of the Society of Legal Scholars (SLS) and the British and Irish Association of Law Librarians (BIALL). It has been written by David Gee, Deputy Librarian at the Institute of Advanced Legal Studies, School of Advanced Study, University of London.

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Batool, Syeda Hina, and Khalid Mahmood. "Teachers’ conceptions about information literacy skills of school children." Pakistan Journal of Information Management and Libraries 13 (October 1, 2012): 54–59. http://dx.doi.org/10.47657/201213779.

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The paper presents results of a study conducted to measure perceptions of teachers about their 3rd grade students' information literacy (IL) skills. The IL standards given by the California School Library Association for 2nd graders were provided to 54 teachers from three private schools of Lahore city of Pakistan to get their opinion. Selected through purposive sampling methods, the respondents perceived their students to be good or adequate in various IL skills. The students were qualified in each of the eight standards of information literacy. The study concludes that information literacy activities can be practiced by schools by providing proper learning resources and infrastructure.

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Allen, Frank R., and Mark Dickie. "Toward a Formula-Based Model for Academic Library Funding: Statistical Significance and Implications of a Model Based upon Institutional Characteristics." College & Research Libraries 68, no. 2 (March 1, 2007): 170–82. http://dx.doi.org/10.5860/crl.68.2.170.

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This study tests the hypothesis that a positive relationship exists between academic library funding (dependent variable) and selected institutional variables taken as indicators of the demand for library services at the university (enrollment, number of doctoral programs, doctoral degrees awarded, number of faculty, select other institutional characteristics). The research employs 11 years of longitudinal data from 113 members of the Association of Research Libraries to create a multiple regression model. Empirical results indicate that operational indicators of the demand for library services are positively associated with funding, and most of the associations are statistically significant at the five percent level or less in two tail tests. In a corollary finding, libraries associated with private universities in the United States spend 21 percent more than their public counterparts, while Canadian university libraries spend 21 percent less than U.S. public university libraries. The presence of a medical school is associated with an 8.6 percent greater expenditure, and the presence of a law school is associated with a 12.3 percent greater expenditure. The study suggests that this formula may be useful as a tool for library funding and assessment of adequacy of library budgets.

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Winterton, Jules. "A library for the modern law school: a statement of standards for university law library provision in the United Kingdom - 2003 revision." Legal Studies 23, no. 4 (November 2003): 690–710. http://dx.doi.org/10.1111/j.1748-121x.2003.tb00233.x.

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The Statement of Standards for University Law Library Provision is a comprehensive and flexible set of Standards providing authoritative guidance, representing a broad consensus of views, for Law Schools and law librarians. The Standards were drawn up by a consultative group established by the Libraries Committee of the Society, and approved by the Society after extensive consultation with academic, professional and governmental bodies. The Standards cover the whole range of issues relating to the operation of a Law Library including its relationship with the Law School, its management, collections, space, and equipment. It is supported by an annual survey of university Law Library provision conducted in collaboration with the British and Irish Association of Law Librarians. The accumulated research data from these surveys provides the basis not only for realistic benchmarks and targets in the Statement but also for a series of analytical research reports which monitor trends in university Law Library provision. (The published Statements and research reports are listed below.)

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Gee, David. "SLS/BIALL Academic Law Library Survey 2017/2018." Legal Information Management 19, no. 3 (September 2019): 142–60. http://dx.doi.org/10.1017/s1472669619000392.

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AbstractThis is the latest report analysing the results of the annual Academic Law Library Survey that is jointly sponsored by the Society of Legal Scholars (SLS) and the British and Irish Association of Law Librarians (BIALL). It has been compiled and written by David Gee, Librarian at the Institute of Advanced Legal Studies, a part of the School of Advanced Study at the University of London.

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Bogel, Gayle. "School Libraries Play an Active, Transformational Role in Student Learning and Achievement." Evidence Based Library and Information Practice 1, no. 4 (December 8, 2006): 49. http://dx.doi.org/10.18438/b8hs3g.

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A review of: Todd, Ross J. “Student Learning Through Ohio School Libraries: A Summary of the Ohio Research Study.” Ohio Educational Library Media Association 15 Dec. 2003. Ohio Educational Library Media Association (OELMA), 2004. 15 Nov. 2006 http://www.oelma.org/StudentLearning/documents/OELMAResearchStudy8page.pdf. Objective – This study explored links between school libraries and student learning outcomes that were defined in a multidimensional context, using data provided by the students themselves. The researchers examined learning outcomes that reached beyond the existing correlations of school library services and standardized test scores. Insight was provided into the interactions between students and school libraries that affect student learning. An overarching goal of the study was to establish ongoing dialogue to focus on evidence based practices that may lead to continuous improvement in school library services and to provide the basis for further research. Design – Web based survey. Subjects – Participants were 13,123 students in grades 3-12 and 879 faculty at 39 schools across the state. Setting – Ohio Public school libraries. Methods – Thirty-nine effective school libraries, staffed by credentialed school librarians, were chosen through a judgment sampling process, using criteria based on Ohio Guidelines for Effective School Library Media Programs. The guidelines are aligned to academic content standards, assessments, resources, and professional development. Two web based surveys were used to collect quantitative and qualitative data from students and faculty: The Impacts on Learning Survey, composed of Likert scale responses to 48 statements and an open-ended critical incident question for students. The Perceptions of Learning Impacts Survey was a similar survey for faculty. Survey questions were based on Dervin’s theory of information seeking that advances the idea of ‘helps’ as the constructive process of bridging gaps in information use that lead to new knowledge or making sense (sense-making) in relation to a perceived information need (Todd and Kuhlthau). The term ‘helps’ includes both inputs (help that the school library provides in engaging students in learning) and outputs (learning outcomes of academic achievement and active agency in the learning process). The survey statements included a combination of conclusions based on selections from school library research studies, and the Information Literacy Standards for Student Learning from the American Association of School Librarians’ Information Power: Building Partnerships for Learning. The two surveys were used to triangulate multiple sources of data to illustrate the “helps” provided by the school library to student learning. Students were also given the opportunity to describe “helps” in their own words in an open-ended critical incident question. Main results – The data showed that the selected effective school libraries were perceived as providing ‘helps’ in dynamic ways that appeared to have a transformative effect on student learning. School libraries and librarians were viewed as having an active role in the learning process. Of the students surveyed, 99.4 % believed that school libraries helped them become better learners. The results were grouped into seven blocks of ‘help’ concepts that frame the contributions of the school library and the school librarian to student learning (Table 1). The study noted that perceptions of the effect of school libraries are strongest for elementary students, and perceptions of the effect decrease as students move through middle and high school. Comments from students indicate that mastery of information skills that lead to independent learning may contribute to the perception that the library is not as strong a ‘help’ in later school years. In ranking the mean scores of the block concepts, the effective school library ranked strongest as a resource agent and technical agent, to support student research and projects with both print and non-print resources. The qualitative data further clarified student perceptions that the library contributed to individualized learning, knowledge construction, and academic achievement. Instructional interventions that benefited from contributions by the librarian included conducting research effectively; identifying key ideas; analyzing, synthesizing, and evaluating information; and developing personal conclusions. In comparing student and faculty data, there was consistency in the perception of value in the top three conceptual groups of “helps”: libraries as resource agents, as agents for information literacy development, and as agents for knowledge construction. Conclusion – The data analysis illustrated that school libraries were actively involved in student learning and were perceived as important factors in student learning and achievement by both students and faculty. Consistency throughout the sample showed perceptions of multiple effects of school libraries in facilitating student learning for building knowledge. Student comments and survey results showed that students perceived the library as providing strong support for reading for curriculum and informational needs and as less helpful with regard to individual reading for pleasure or personal pursuits. The study speculates that perhaps the emphasis on academics and test-oriented schooling may leave students little time to pursue independent reading interests during school hours. The study identified factors for effective school libraries: informational, transformational, and formational elements. These factors may be used as building blocks for shaping practices that help effective school libraries bring about student achievement. Informational: Resources, technological infrastructure, and reading resources. Transformational: Information literacy, technological literacy, and reading engagement. Formational: Knowledge creation, use, production, dissemination, values, and reading literacy. The visual model of the factors for effective practice and their relationship to student outcomes will be of particular help to practitioners. (Todd and Kuhlthau 23)

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Grau, Ma Antonia, and Conxita Sangenís. "Architecture libraries in Catalonia." Art Libraries Journal 26, no. 2 (2001): 13–17. http://dx.doi.org/10.1017/s030747220001213x.

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Two of the largest architecture libraries in Spain are in institutions in Catalonia. One of these is the UPC (the Technical University of Catalonia), the home of the library of the ETSAB (the School of Architecture of Barcelona), which is one of the oldest architecture schools in Spain. The other is COAC (the Architects’ Association of Catalonia), which boasts one of the biggest architecture libraries in a professional association in the country. While these two libraries were built up in the 19th century, other architecture libraries have been created in Catalonia in the 20th century, both in schools of architecture and in the branches of COAC.

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Tsay, Ming‐yueh. "The influence of the American Library Association on modern Chinese librarianship, 1924 to 1949." Asian Libraries 8, no. 8 (August 1, 1999): 275–88. http://dx.doi.org/10.1108/10176749910290194.

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The purpose of this study is to describe the causes, nature, extent and effect of the influence of the American Library Association (ALA) on the development of modern Chinese librarianship from 1924 to 1949. This study was based primarily on documents located in the ALA archives, which houses the documents of the International Relations Committee of ALA. It was found that library development changed in China during the period by borrowing from American librarianship as conveyed by the ALA, largely as a consequence of the following: American library advisors or educators, such as Arthur E. Bostwick, Charles H. Brown and Charles B. Shaw, conducting surveys of libraries in China; an American library and/or a library school in China; projects for the encouragement of public libraries; fellowships granted to Chinese librarians for study in the USA; the establishment and operation of the CLA; and the Book Program to strengthen library collections during the time of the China‐Japan War.

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Tearle, Barbara. "In Memoriam: Elizabeth Mary Moys 1928 to 2002." Legal Information Management 2, no. 1 (2002): 4–7. http://dx.doi.org/10.1017/s147266960000092x.

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Elizabeth Mary Moys, known to all her colleagues as Betty, was born on 26 June 1928 at Wickford, Essex. She was brought up in Kent where she spent most of her life when in the UK. She attended Chislehurst County Grammar School then went on to Queen Mary College, London, to read English and took a BA (Hons) degree in 1949. Her first job was in Crayford Branch of Kent County Library Service from 1949–50. After library school in 1950–51 (Northwestern Polytechnic School of Librarianship, where she was one of the leading spirits in starting a School of Librarian-ship Students' Association), Betty became reference librarian at the Royal Institute of International Affairs in 1951.

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Turner, Richard. "The Whole School Library Handbook20061Edited by Blanche Woolls and David V. Loertscher. The Whole School Library Handbook. Chicago, IL: American Library Association 2005. 400 pp., ISBN: 0‐8389‐0883‐7 £32.95; $45.00 (paperback)." New Library World 107, no. 5/6 (May 2006): 263–65. http://dx.doi.org/10.1108/03074800610665266.

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Young, Kristen. "Perceptions from Library School Faculty on Meaningful Matters to Academic Librarians: Additional Degrees, Sabbaticals, Evaluation, and Governance." Evidence Based Library and Information Practice 6, no. 2 (June 24, 2011): 42. http://dx.doi.org/10.18438/b8n90r.

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Objective – To survey the faculty members of American Library Association (ALA)-accredited library schools to gain insight into their perceptions on academic librarians obtaining faculty status and how the library school curricula prepare academic librarians for faculty roles. Design – Survey questionnaire. Setting – An e-survey was distributed online to 57 ALA-accredited library schools during April 2007, using Zoomerang. Subjects – The population consisted of 906 tenure-track or tenured faculty members. Methods – The 24 item survey was designed to answer eight specific research questions and evoke responses scored on a five-point Likert scale that corresponded to (1) Strongly Disagree, (2) Disagree, (3) Neutral, (4) Agree, and (5) Strongly Agree. For the analysis of data in questions 1 and 3 through 8, the perceptions of faculty members of ALA-accredited library schools were determined by calculating the mean and standard deviation. For the analysis of question 2 a t test was used to determine differences in faculty members’ perceptions based on gender and tenure. A one-way analysis of variance, or ANOVA, was used to determine library school faculty members’ perceptions based on academic rank. Main Results – A total of 906 individuals were sent the link to the survey, and 187 individuals completed the survey, making the response rate 20.6%. Of the respondents, 38.5% were professors, 25.7% were associate professors, 33.7% were assistant professors, and 2.1% were lecturers. The majority of respondents were female (60.0%) and tenured (65.0%). Faculty members of the ALA-accredited library schools agreed that courses in statistical concepts, procedures, and research (both experimental and non-experimental) should be required of those seeking a master’s or doctoral degree. They agreed that the Master of Library Science (MLS) degree is insufficient in preparing librarians for faculty status, and that additional graduate degrees improve performance of academic librarians in discipline-specific positions. Conclusion – It is clear that library school faculty have a strong interest in the curriculum and the future directions of librarianship. It is also clear that faculty status for academic librarians, equivalent to that of teaching faculty, will remain a contentious issue for some time. The author had five recommendations for practice: Librarians who want a faculty-status position should earn another graduate degree, in addition to the MLS; ALA-accredited library schools should require that PhD and masters students have courses in experimental and non-experimental research; ALA-accredited library schools should require that PhD and masters students have courses introducing statistics; Librarians with faculty status should be involved in university governance as well as library governance; and, Librarians with faculty status should be eligible for the same sabbatical and research leaves as other faculty. There are three recommendations for further study identified by the author. First is a qualitative study to identify the reasons behind the perceptions that faculty members have of the issues that surround faculty status for academic librarians. Second is a qualitative study to assess how faculty status affects the lives of academic librarians, both personally and professionally. Lastly, additional research should be conducted to gain a greater understanding of how faculty status impacts academic librarians within the institutions they are a part of.

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Daintith, Terence. "A library for the modern law school: a statement of standards for university law library provision in the United Kingdom—1997 revision." Legal Studies 17, no. 3 (November 1997): 363–414. http://dx.doi.org/10.1111/j.1748-121x.1997.tb00413.x.

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This is a first revision of the Statement of Standards for University Law Library Provision, first published in A Library for the Modem Law School (see Legal Studies, Special Edition 1995). As promised in the introduction to the Statement (ibid, pp 10-11), this revision updates the comments to the standards in the light of a further survey of library provision again undertaken, on behalf of the Society, by Dr Peter Clinch, Legal Specialist in the Library of the University of Wales, Cardiff. This further survey has been jointly organised with the British and Irish Association of Law Librarians (BIALL), and the Society is most grateful to BIALL for its collaboration. The updatings reflect, in particular, changes in the key library statistics contained in the comments and offered as measures by which individual libraries might assess their performance. A full report on the survey may be obtained from the Convener, Professor Daintith, at the School of Advanced Study, University of London. The Libraries Committee is much indebted to Dr Clinch and to his institution for this essential input to its work.

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Diamant-Cohen, Betsy, and Annette Goldsmith. "Research Roundup: Learning about Library Research." Children and Libraries 16, no. 3 (September 24, 2018): 37. http://dx.doi.org/10.5860/cal.16.3.37.

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Since this column seeks to highlight all aspects of research, in this issue we are going on a field trip to a place where researchers gather to share their findings, collaborate, learn, and celebrate—the most recent ALISE (Association for Library and Information Science Education) conference. According to its website, ALISE “is the global voice of library and information science education. ALISE leads innovative and high-quality research, teaching, and service for educators and scholars in library and information science and cognate disciplines internationally through engagement, advocacy, and knowledge creation and dissemination.” ALISE’s membership consists mostly of library school professors and doctoral students and has a few practicing librarians with their doctorates. This column will share current research by LIS faculty and doctoral students relevant to children’s librarians and showcased at the ALISE conference in Denver.

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Fisher, Heather. "A Primary School Information Skills Toolkit BY GEOFF DUBBERSLA Guidelines Extra. Wanborough: School Library Association, 2008. 80 pp. soft cover ISBN 9781903446447." Australian Library Journal 59, no. 1-2 (February 2010): 54. http://dx.doi.org/10.1080/00049670.2010.10735970.

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McLain, Matt. "Of Course, We Already Knew This . . . Babies Need Words Every Day." Children and Libraries 14, no. 1 (March 22, 2016): 10. http://dx.doi.org/10.5860/cal.14n1.10.

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Shortly before the 2014 Annual Conference, the Association for Library Service to Children (ALSC) was invited to contribute to the Obama Administration’s Thirty-Million Word Gap initiative. The word “gap” relates to the vast difference in the number of words that children from different backgrounds hear before they enter school.

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Dimitrijevic, Brana, Aleksandar Nedok, Gordana Lazarevic, and Dragan Mihailovic. "Dental condition of schoolchildren in Serbia over a century ago." Archive of Oncology 18, no. 4 (2010): 123–24. http://dx.doi.org/10.2298/aoo1004123d.

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The exhibition of the legacy of Dr. Svetozar Markovic (1860-1916) held at the end of 2009 at the University library Svetozar Markovic in Belgrade, drew attention to this significant creator, school doctor, public worker, and the founder of school hygiene in Serbia. He was the founder of The Association for School Hygiene and National Enlightenment (1906), the founder and the editor of the magazine Svetlost (1908-1914). This work refers only to his findings regarding oral and dental condition of schoolchildren, gathered during the systematic examination of the pupils of the Third Belgrade (Pancic's) Grammar School (classes from I to VIII), during the school years 1903/1904, 1904/05, and 1907/08.

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Dimitrijevic, Brana, Aleksandar Nedok, Gordana Lazarevic, and Dragan Mihailovic. "Dental condition of the schoolchildren in Serbia over a century ago." Serbian Dental Journal 57, no. 2 (2010): 98–102. http://dx.doi.org/10.2298/sgs1002098d.

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The exhibition of the legacy of Dr. Svetozar Markovic (1860-1916) held at the end of 2009 in the University library 'Svetozar Markovic' in Belgrade, drew attention to this significant creator, school doctor, public worker and the founder of school hygiene in Serbia. He was the founder of The Association for School Hygiene and National Enlightenment (1906), the founder and the editor of the magazine Light (Svetlost) (1908-1914). This work is refferning only to his findings regarding oral and dental condition of schoolchildren, gathered during systematic examinations the students of the Third Belgrade (Pancic's) High School (from I to VIII), in the school years 1903/1904, 1904/05 and 1907/08.

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Prendergast, Tess, Betsy Diamant-Cohen, and Annette Y. Goldsmith. "Research Roundup: Advocating for Children’s Rights." Children and Libraries 16, no. 2 (June 1, 2018): 37. http://dx.doi.org/10.5860/cal.16.2.37.

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Although the American Library Association and the Association for Library Service to Children are international organizations, meaning they welcome members from around the world, our scope tends to be North American in practice. While communities and funding structures in North American libraries are different (rural vs. urban for example), children’s librarians often share similar outlooks on children and childhood in general.However, while most ALSC members work within the cultural context of North American society, it is also important to understand the state of childhood on a more global scale. One way this can be accomplished is by taking a children’s rights approach. The following annotated links (many shortened through TinyUrl.com) and print resources are meant as an introduction to children’s rights for those working in public and school libraries around the world.

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Agee, Ann. "Book Review: Financial Management for Libraries." Reference & User Services Quarterly 58, no. 2 (January 18, 2019): 121. http://dx.doi.org/10.5860/rusq.58.2.6935.

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Function benchmarking, NPV, GASB—the vocabulary of budgets and finance can often seem like another language. Financial Management for Libraries clarifies these concepts by putting them in the context of real-life public and academic library management. For many years, the author, William Sannwald, presented budgeting workshops for the Library Leadership and Management Association (LLAMA), and he based this book on his teaching experience. Written for library science students and the accidental administrator faced with creating a budget, the book can serve as a primer to the entire process of financial management or as a reference resource to consult for guidance. As an aid to library school instructors, each chapter opens with learning objectives and closes with suggested exercises. Chapters also include helpful lists of references for more in-depth information on the topics covered.

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Karanikola, Maria N. K., Anne Lyberg, Anne-Lise Holm, and Elisabeth Severinsson. "The Association between Deliberate Self-Harm and School Bullying Victimization and the Mediating Effect of Depressive Symptoms and Self-Stigma: A Systematic Review." BioMed Research International 2018 (October 11, 2018): 1–36. http://dx.doi.org/10.1155/2018/4745791.

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Background. Identifying deliberate self-harm in the young and its relationship with bullying victimization is an important public health issue. Methods. A systematic review was performed to explore evidence of the association between deliberate self-harm and school bullying victimization in young people, as well as the mediating effect of depressive symptoms and self-stigma on this association. An advanced search in the following electronic databases was conducted in January 2018: PubMed/Medline; CINAHL; PsycINFO; PsycARTICLES; Science Direct; Scopus, and Cochrane Library. Studies that fulfilled the inclusion criteria were further assessed for their methodological integrity. The Norwegian Knowledge Centre for Health Services tool was applied for cross-sectional studies and the Critical Appraisal Skills Programme instrument for the cohort studies. Only empirical quantitative studies published in the English language in peer reviewed journals during the last decade (2007-2018) aimed at exploring the association between deliberate self-harm and school bullying victimization in community-based schoolchildren with a mean age of under 20 years were included. Results. The reviewed cross-sectional and cohort studies (22) revealed a positive association between school bullying victimization and deliberate self-harm, including nonsuicidal self-injury, which remained statistically significant when controlled for the main confounders. The mediating role of depressive symptoms in the association between deliberate self-harm and school bullying victimization was confirmed. A dose-response effect was shown in the association between nonsuicidal self-injury and school bullying victimization, whilst the mediating effect of depressive symptoms needs to be further explored. No studies were found directly exploring the mediating effect of self-stigma in the association between deliberate self-harm and bullying victimization. Conclusion. Targeted interventions aimed at eliminating victimization behaviours within the school context are therefore proposed, as well as interventions to promote healthy parenting styles for the parents of schoolchildren. Moreover, school healthcare professionals should screen students involved in bullying for self-injury, and vice versa.

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Aharony, Noa, Judit Bar-Ilan, Heidi Julien, Michal Benyamin-Kahana, and Tzipi Cooper. "Acceptance of altmetrics by LIS scholars: An exploratory study." Journal of Librarianship and Information Science 51, no. 3 (December 6, 2017): 843–51. http://dx.doi.org/10.1177/0961000617742461.

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A survey of iSchool and Library and Information Science American Library Association accredited school heads explored their use and opinions about academic social media platforms. Results show that ResearchGate is the venue of choice, although respondents do not believe maintaining a profile on academic social media platforms influences academic careers. Respondents do see the value of academic social media sites to enhance visibility and reputation. These data are complemented with an analysis of the visibility on academic/professional social media platforms of this group. The altmetric indicators derived from the data were compared to traditional bibliometric indicators.

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Kuyper-Rushing, Lois. "Music Libraries: Centralization versus Decentralization." College & Research Libraries 63, no. 2 (March 1, 2002): 139–49. http://dx.doi.org/10.5860/crl.63.2.139.

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Branch libraries, in general, and music libraries, in particular, have struggled with the decision concerning centralization for more than a hundred years. Decentralized collections, those located in the music school or department, are favored by some because of their proximity to the classroom and the private lesson studio. However, proponents of a centralized location (where the collection is held in the main library facility) point out that the collection can be cared for more effectively if it is located in the main library. For this study, the Association of Research Libraries was surveyed concerning the location of their music libraries. Possible motivations for choosing one location or the other were explored, including degrees offered, size of the music collection, and overall budget of the music library.

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Nepal, Bijaya, and Ramkrishna Maharjan. "Researcher Observational Analysis of the Role of Educational Facilities on Students' Achievement." Journal of Advanced Academic Research 2, no. 1 (February 11, 2017): 26–39. http://dx.doi.org/10.3126/jaar.v2i1.16595.

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This study was undertaken to analyse the researcher's observation on different five variables: school’s library, e-library, science laboratory, availability of computer laboratory and its management. These educational facilities effect on the learning process and the achievement of the students’. The main objective of this study was to analyse the role of schools' educational facilities on students' achievement on community-based school and institutional schools of Central Development Region of Nepal. The data presented in this paper were collected to know the measurement of availability of educational facilities and students' achievement from the selected schools for the research. This study was conducted from January to July 2014. During this time, observation checklist was designed to obtain descriptive results using cross tabulation and percentage; and multi-stage sampling methods were applied. The sample size was taken proportionately from 3,125 numbers of Secondary and Higher Secondary schools. The selected districts were Sindhupalchok, Kavre, Makwanpur, Kathmandu and Chitwan. From the universe, 32(1.02 percent) schools were taken by using proportionate stratified random sampling. The value of data Cronbach's Alpha is 0.86 within 36 variables. Analysis of data was done by using the SPSS version 20. Chi-square test was applied to analyze the data. There was significance association (p=.000) between community and institutional schools students' achievement test min score of science and computer subjects and significance association (p=.010) among ecological region (Mountain, Hill, Valley and Terai) students achievement test min score of five core subjects has been found which means that the availability and management of educational facilities and achievement in most of the private schools are better than governmental one.

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Nurwati, Tri. "PENGUATAN KEPEMIMPINAN KEPALA SEKOLAH DALAM LINGKUP INTRA DAN EKSTRA SEKOLAH." CENDEKIA: Journal of Education and Teaching 9, no. 1 (April 10, 2015): 37. http://dx.doi.org/10.30957/cendekia.v9i1.51.

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The objective of this study is to describe strategies in selecting school principal as school community figure and model. This study uses library analysis and observation to collect data. The observation took place on January to March 2015 at SMKN 8 Purworejo, Central Java. Focus Group Discussion was also used complimentary to observation as well as seminar involving Association of Principal of SMK (MKKS SMK) in Purworejo County. This study reveals six steps to identify such the principal: (1) to increase principal competenecy, (2) to increase capacity of human resources management, (3) to increase strategies to motivate teachers and students, (4) to increase leadership capacity, (5) to increase networking with DUDI, and (6) to increase development of school productivities.

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Fisher, Heather. "Research foundations:A primary school information skills toolkit. By Geoff Dubber. SLA Guidelines Extra. Wanborough, Swindon: School Library Association, 2008. 80 pp. £12.00 soft cover ISBN 9781903446447." Australian Library Journal 58, no. 3 (August 2009): 326–27. http://dx.doi.org/10.1080/00049670.2009.10735909.

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McLean, Michelle. "School librarians tackle technology:Blogs and Bytes: ICT and the Secondary School Library.By Marianne Bradnock. SLA Guidelines Plus. Wanborough, Swindon: School Library Association, 2007. 70 pp. £12.00 (£9.00 SLA members) soft cover ISBN 13: 9781903446416." Australian Library Journal 57, no. 3 (August 2008): 313–14. http://dx.doi.org/10.1080/00049670.2008.10722484.

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Hackenberg, Jill M. "Who Chooses Sci-Tech Librarianship?" College & Research Libraries 61, no. 5 (September 1, 2000): 441–50. http://dx.doi.org/10.5860/crl.61.5.441.

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Why and how do librarians and graduate students decide to enter the field of sci-tech librarianship? A survey was created and distributed using e-mail discussion groups to answer this question. Factors relevant in this decision were solicited from both practicing sci-tech librarians and library school students. The three hundred eleven respondents included personal opinions and anecdotes in their replies. Topics discussed included the influence of a sci-tech background on job performance and professional association membership. In addition, some questions dealt with perceived expectations about sci-tech librarianship and their outcomes. Most of the respondents had come into sci-tech library positions with some type of background.

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Nitschke, Helen. "Essential skills: Dubber, GeoffInformation matters: developing information literacy skills through the secondary school LRC.SLA guidelines plus. Wanborough: School Library Association, 2005. 64p £8.50/€12.75 soft ISBN 1903446279." Australian Library Journal 55, no. 1 (February 2006): 79. http://dx.doi.org/10.1080/00049670.2006.10721819.

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Horn, Marguerite E., Betty Landesman, and Sarah D. Tusa. "What They Don’t Teach You in Library School, by Elisabeth Doucett. Chicago, Illinois: American Library Association, 2011. 149 p. $50.00. ISBN 978-0-8389-3592-7." Serials Review 38, no. 1 (March 2012): 68–69. http://dx.doi.org/10.1016/j.serrev.2011.12.006.

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Neville, Kay. "Going Digital: Developing ICT in the Primary School Library.By Sarah Pavey. SLA Guidelines. Wanborough: school Library Association, 2011. 46 pp. £7.50 (£6.00 SLA members) soft cover ISBN 9781903446584." Australian Library Journal 61, no. 3 (August 2012): 238–39. http://dx.doi.org/10.1080/00049670.2012.10739044.

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Murdoch, Sally. "Short guide for school library space planning:Visionary Spaces: Designing and Planning a Secondary School Library.By Geoff Dubber and Kathy Lemaire. SLA Guidelines Plus. Wanborough, Swindon: School Library Association, 2007. 62 pp. £12.00 (£9.00 SLA members) soft cover ISBN 13: 9781903446386." Australian Library Journal 57, no. 3 (August 2008): 317–18. http://dx.doi.org/10.1080/00049670.2008.10722487.

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Meshcheryakova, Victoria V., and Irina A. Trushina. "Discussion on the Ways of Librarianship Development in Russia at the All-Russian Library Congress — 2019." Bibliotekovedenie [Library and Information Science (Russia)] 68, no. 3 (July 27, 2019): 321–29. http://dx.doi.org/10.25281/0869-608x-2019-68-3-321-329.

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The article presents an overview of the activities of the All-Russian Library Congress — the 24th Annual Conference of the Russian Library Association (RLA), which was held on May 11—17, 2019 in Tula, the Library Capital of Russia in 2019. The theme of the Congress is “Concept of Development and Strategic Objectives of Librarianship in Russia”. The authors note the expansion of international participation in the Congress’ 2019, the increase of the number of special and training events, the increasing integration and interaction of various sections of the RBA.The Congress approved the main provisions of the draft Concept of librarianship development in Russia, adopted the RLA Manifesto “Library is the Humanistic Stronghold of the Nation” and approved the draft revision of supplemented “Manual of Library Services for Children in Russia”.The authors consider the events of the Congress — two plenary sessions, section meetings, School of Acquisitions Librarian, School of Library Blogger, which became the place for discussions on a wide range of questions, the 20th Exhibition of publishing products, new information technologies, goods and services, as well as about 530 reports. The article emphasizes the importance of participation of libraries in the “Culture” National project and the role of the Program on modernization of municipal libraries. The Congress discussed the legal framework of library work; project activities; digital environment of libraries; social partnership with institutions of culture, education and tourism; issues of standardization, etc. The article highlights the election of Vice-presidents and Board members of the RLA, as well as presents the procedural decisions taken: on the establishment of the RBA Foundation, on the need to develop draft professional standards for the leading directions of library activities, etc.

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Eng, Sidney, and Derek Stadler. "Linking Library to Student Retention: A Statistical Analysis." Evidence Based Library and Information Practice 10, no. 3 (September 13, 2015): 50. http://dx.doi.org/10.18438/b84p4d.

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Abstract Objective - This study analyses both library expenditure and student retention. It seeks to determine if positive correlations found in a former study endure using more recent data or if alternative interpretations can be made. It includes the associate degree-granting colleges and examines whether library instruction has a greater significance on student retention over expenditure and if library instruction at the two-year college correlates to retention. Methods - The colleges and universities included in the study grant associate, bachelor, masters, and doctoral degrees, based on Carnegie Foundation classification. Data was analysed to determine if a correlation exists between the library and student persistence. Library statistics were drawn from the Association of College and Research Libraries (ACRL) Metrics database which provides reports collected from academic institutions. When aggregated, the ACRL report yielded total library expenditures, total salaries of professional staff, the professional staff full-time equivalent (FTE), fall semester student enrolment and data from a library instruction category of ACRL surveys for associate degree-granting institutions. Results - After replicating the same mathematical approach, the single category that has remained constant for all institutions is professional staff. While the former study’s analysis suggested that a relationship between library expenditure and retention existed in every Carnegie category, this study asserts that the same argument cannot be made for master’s degree-granting institutions. The findings here indicate that total library and professional salary expenditure had a negative correlation. Also, while an analysis of instruction at the two-year school level cannot make the case that expenditure and staffing significantly influence retention, they can justify that instruction plays a factor in whether a student persists with their education. Conclusion - The current research posits that there is no longer a relationship between library expenditure per se and student retention. Further research is needed to resolve the differences in the results of the study. Since there is a correlation between library instruction and retention at the two-year college, high-impact information literacy activities can form a bond between the student and the institution. Considering the low retention rates at the two-year school, a customised library instruction approach may be a solution to improving retention.

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Turner, Richard. "On‐the‐Job Sourcebook for School Librarians19992A. Tilke. On‐the‐Job Sourcebook for School Librarians. London: Library Association Publishing 1998. 172 pp., ISBN: ISBN 1856042707 £19.95." New Library World 100, no. 6 (November 1999): 289–92. http://dx.doi.org/10.1108/nlw.1999.100.6.289.2.

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Mardis, Marcia A. "Evidence or Evidence Based Practice? An Analysis of IASL Research Forum Papers, 1998-2009." Evidence Based Library and Information Practice 6, no. 1 (March 16, 2011): 4. http://dx.doi.org/10.18438/b8w04b.

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

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