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Journal articles on the topic 'Teacher librarian'
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1
Grabowska, Dorota. "Ewolucja zadań nauczycieli bibliotekarzy w dydaktyce szkolnej." Studia o Książce i Informacji (dawniej: Bibliotekoznawstwo) 37 (June 26, 2019): 93–105. http://dx.doi.org/10.19195/2300-7729.37.7.
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Evolution of tasks of librarian teachers in school didacticsThe article presents changes in tasks faced by teacher-librarians in their pedagogical activities. The following documents were analyzed: teaching principles, reading instructions, educational paths, and core curricula. They reveal the competencies and attitudes that children are to be taught by teacher-librarians. Teacher-librarians support curricula implementation, their tasks change along with the curricula. Nowadays development of not only reading motivation, but also information competencies is being emphasized.
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Emerson, Lisa, and Senga White. "Strengthening teacher–librarian partnerships." Set: Research Information for Teachers, no. 3 (December 20, 2021): 14–20. http://dx.doi.org/10.18296/set.0207.
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This article addresses the question: What would it take for collaborative teacher–librarian partnerships to flourish in Aotearoa New Zealand secondary schools? We provide a three-part model that explores how professional expectations and local (school) conditions can influence whether the school librarian is siloed or integrated within a school. Our analysis is based on Patricia Montiel-Overall’s 2005 categorisation of teacher–librarian partnerships. The article concludes by discussing how change can be effected in the role of the library in schools, arguing that school managers and teachers can take steps now to provide the local conditions to enable teacher–librarian partnerships in the interests of student learning.
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Simmons, Howard L. "Librarian as Teacher." College & Undergraduate Libraries 6, no. 2 (April 12, 2000): 41–44. http://dx.doi.org/10.1300/j106v06n02_04.
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Fadhli, Rahmat. "Implementasi kompetensi pembelajaran sepanjang hayat melalui program literasi di perpustakaan sekolah." Jurnal Kajian Informasi & Perpustakaan 9, no. 1 (June 30, 2021): 19. http://dx.doi.org/10.24198/jkip.v9i1.27000.
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Lifelong learning can be developed through literacy programs in school libraries. This study aimed to determine the implementation of lifelong learning competence through literacy programs in school libraries. The research method used a qualitative approach through research methods a descriptive to a librarian, four teachers, and 22 students at Al Haraki Islamic Junior High School, Depok, West Java. Through observation, data collection techniques were carried out using a lifelong learning dimension checklist form, semi-structured and in-depth interviews, and literature studies. Data analysis techniques were data reduction utilizing open coding, data presentation, and concluding. Study results indicated that the librarian organized literacy programs supporting the School Literacy Movement. In practice, the librarian acted as the initiator; the teacher became the facilitator and the librarian's partner in developing literacy programs in school. The literacy program had a positive impact on students, including shaping character, increasing knowledge, developing special talents related to communication and writing, adding experience, building positive relationships between librarians and students, and intellectual recreation. Communication competence in foreign languages was one of the lifelong learning competencies that the school library program did not accommodate. The literacy program's obstacles were managing study time and the roles of parents and family at home. This study concludes that the school library literacy program has supported improving the implementation of lifelong learning competencies for students in several dimensions.
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Evans, Neil Davies. "TRAINING TEACHER-LIBRARIANS TO ESTABLISH AND MANAGE SCHOOL LIBRARIES IN KWAZULU-NATAL: AN EMPIRICAL STUDY." Mousaion: South African Journal of Information Studies 32, no. 2 (October 3, 2016): 106–23. http://dx.doi.org/10.25159/0027-2639/1692.
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The present study aimed to assess the establishing, managing and sustaining of public school libraries in KwaZulu-Natal (KZN) in order to recommend ways to improve the appropriateness of training and development of teacher-librarians currently offered at the University of Zululand. Both interpretive and critical research paradigms were embraced, while a case study method and inductive reasoning were followed. The findings indicate that most public school libraries surveyed are neither fully functional nor properly resourced. They lack full-time teacher-librarians who are trained to manage and integrate their collections into the curriculum. Furthermore, the quality of library services differs markedly between rural and urban schools. It is recommended that the provincial Department of Education (DoE) school library services selectively award teacher-librarian bursaries to suitable candidates and then combine these awards with the provision of core collections of books and technologies, thereby linking the establishment of their school libraries to the practical outcomes in the two-year university-based training programme.
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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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McKenna, Julie. "The Actions of Teacher-Librarians Minimize or Reinforce Barriers to Adolescent Information Seeking." Evidence Based Library and Information Practice 4, no. 2 (June 14, 2009): 168. http://dx.doi.org/10.18438/b84903.
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A Review of:
Meyers, Eric M., Lisa P. Nathan, and Matthew L. Saxton. “Barriers to Information Seeking in School Libraries: Conflicts in Perceptions and Practice.” Information Research 12:2 (2007): paper 295.
Objective – To study high school teacher-librarians and whether their actions and reactions are aligned with their perception of the role they play in creating an information seeking and learning environment.
Design – Triangulation qualitative research undertaken over a 16 month period (Fall 2005 – 2007).
Setting – Six high school libraries in the Puget Sound region of the state of Washington, United States.
Subjects – Six teacher-librarians, each with a minimum of ten years experience and classroom teachers and students. This sample represented the range of school sizes, the rural, urban, and suburban mix, and the range of significant socioeconomic conditions (qualification for subsidized lunch and English as an additional language) in the region.
Methods – Four interviews of one to two hours were held with each teacher-librarian during school hours. Initial interviews were recorded by hand and a set question protocol was used (and included in the appendix). Questions were asked about their professional background and training; their job duties, day to day activities and priorities; their perceptions as to how others (e.g., peers and administrators) support the library; the goals of their library’s services; how students use the library; and their critical assessment of their role. Subsequent interviews were undertaken within two days of a classroom visit to the library and also followed a set protocol of questions (Appendix D). The second set of interviews was audio recorded and transcribed.
Two classroom teachers from each school were interviewed for 30 minutes and audio recorded using a set interview protocol (Appendix C) within two days of class participation in library instruction.
Library observations ranging from two to three hours each occurred during a minimum of seven randomized times at each library. These observation sessions typically included class instructional sessions of thirty to ninety minutes. The observation protocols are described in an appendix to the study.
Consistent note-taking, varying of observation times and days of week, use of triangulated methods, comparison of emergent themes with other studies, audio-taping interviews, inter-coder checks, analyzing data for observer effect, and a number of other approaches ensured validity.
Kuhlthau’s theory of intermediation and Zone of Intervention was used as a theoretical framework to categorize the teacher-librarians’ perceptions of their roles and their observed activities. Harris and Dewdney’s principles of information seeking behaviour were used as an analytic framework to study the difference between the teacher-librarians’ perceptions of their roles and their observed practices. These five roles are organizer of information; expert in locating material; identifier and instructor of general sources; advisor of search strategy; and mediator in the process of constructing meaning (Kuhlthau).
Main Results – The findings were framed in the six principles of information seeking (Harris & Dewdney) and were presented through use of narrative captured in both the observations and interviews.
Principle 1: Information needs arise from the help-seeker’s situation.
The high school students in the library to complete assignments about which the teacher-librarians were not apprised; therefore the teacher-librarians were unable to assist the students in meeting information needs.
Principle 2: The decision to seek help or not seek help is affected by many factors.
Principle 3: People tend to seek information that is most accessible.
Issues of control were the greatest barrier to students’ successful information seeking behaviour. In the environments observed, the greatest balance of power was within the control of the teachers, including when and if the students would have access to the library, and whether the teacher-librarian would be informed of the assignment. Within the library facility, the teacher-librarians demonstrated a high need for control and power over the students’ activities and behaviour, and the
students themselves had almost no power.
Principle 4: People tend to first seek help or information from interpersonal sources, especially from people like themselves.
Principle 5: Information seekers expect emotional support.
The interpersonal style of each teacher-librarian had an affect on the nature of the students’ information seeking behaviour. The narratives demonstrated how the practices of staff, in particular, those actions that set expectations for student behaviour, had an affect on the actual information seeking activities undertaken by students.
Principle 6: People follow habitual patterns in seeking information. The narrative used to recount the unsuccessful instruction and research session demonstrates that unless students are convinced of the reasons why they should change their approach, they will not change habitual patterns in seeking information. Students use familiar sources and their familiarity is with Google and Wikipedia. In order for them to understand why these sources alone are not adequate, the students would need to experience a situation that demonstrates this and would cause them to reconsider their habitual patterns.
Conclusion – Students were not exposed to teacher-librarian behaviours and roles that would enable the development of information literacy skills. The absence of collaboration between teachers and teacher-librarians was detrimental to the support of students in their assigned tasks. Students were not able to carry out information seeking practices with any autonomy and were given no meaningful reason or evidence as to why they should consider different practices. The failure to recognize that students have information habits that must be validated in order to assist them in changing or establishing new information seeking behaviours was problematic. The adolescents’ need for affective support was negated and had consequences that affected their information seeking experience. These teacher-librarians perceive that they fulfill roles in support of information literacy learning, but their behaviours and actions contradict this perception. Teacher-librarians must be able to identify, analyze and change their behaviours and actions in order to better enable student achievement.
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Jones, Christopher P. "Grammarians and Emperors." Mnemosyne 75, no. 1 (January 7, 2022): 58–71. http://dx.doi.org/10.1163/1568525x-bja10136.
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Abstract The Greek γραµµατικός combined several functions: as editor and expounder of texts, linguist, librarian, lecturer, courtier and sometimes as ambassador for his monarch or city. In due course Latin-speaking grammatici applied philological skills developed at Alexandria to their own literature, and served as librarians in the great libraries of the imperial period. The present paper studies some Greek γραµµατικοί active in Rome, particularly Alexander of Cotiaeon, appointed by Antoninus Pius as tutor to the princes Marcus and Lucius, and also the teacher of Aelius Aristides. As Aristides’ tribute to him shows, Alexander was not only a notable critic and influential teacher, but acted as a benefactor (εὐεργέτης) of his native city, in this respect comparable to the sophists who were his contemporaries.
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Knowlton, Sean Patrick, and Becky Imamoto. "Recruiting Non-MLIS Graduate Students to Academic Librarianship." College & Research Libraries 67, no. 6 (November 1, 2006): 561–70. http://dx.doi.org/10.5860/crl.67.6.561.
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In response to declining numbers of qualified applicants nationwide for librarian positions in academic libraries, the University of Colorado at Boulder Libraries, in collaboration with the University’s Graduate Teacher Program, has developed a fellowship program that encourages graduate students with advanced subject or language expertise to consider careers in academic librarianship. In spring 2005, the libraries paired the first Provost’s Fellows with library faculty mentors. This article details the program and collaboration between the libraries and the Graduate Teacher Program and issues a call for similar programs to be established at other academic libraries.
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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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Montiel-Overall, Patricia. "Teachers' perceptions of teacher and librarian collaboration: Instrumentation development and validation." Library & Information Science Research 31, no. 3 (September 2009): 182–91. http://dx.doi.org/10.1016/j.lisr.2009.04.001.
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Montiel-Overall, Patricia. "Teacher and librarian collaboration: A qualitative study." Library & Information Science Research 30, no. 2 (June 2008): 145–55. http://dx.doi.org/10.1016/j.lisr.2007.06.008.
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Goldenstein, Cheryl. "The Electronic Resources (ER)Librarian as Teacher." Collection Management 32, no. 1-2 (February 21, 2007): 71–82. http://dx.doi.org/10.1300/j105v32n01_06.
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Kurnianingsih, Indah, Rosini Rosini, and Nita Ismayati. "Upaya Peningkatan Kemampuan Literasi Digital Bagi Tenaga Perpustakaan Sekolah dan Guru di Wilayah Jakarta Pusat Melalui Pelatihan Literasi Informasi." Jurnal Pengabdian kepada Masyarakat (Indonesian Journal of Community Engagement) 3, no. 1 (December 18, 2017): 61–76. http://dx.doi.org/10.22146/jpkm.25370.
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The enhancing of information technology and internet, resulting in digital information resources are very abundant. Now days, the students in Indonesia as a digital native has a high dependence on the internet. The lack of information literacy skill among learners has a bad impacts. One of them is many plagiarism of copyrighted work happened in the school academic . This becomes a challenge for teachers and school librarian to solve this problem. The purpose of this information literacy training program is to provide skills for teachers and school librarian in order to teach students to be able to recognize what kinds of information are needed, electronic information sources, digital information sources search strategies, and information evaluation. Thus, the engagement community entitled "Information Literacy Training In The Digital Age For Teacher and School Librarian In Central Jakarta " has a positive impact to improve information literacy skill for teachers and school librarian as well as students.
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Schulte, Stephanie J. "More Research Needed on Librarian Teaching Anxiety." Evidence Based Library and Information Practice 4, no. 4 (December 14, 2009): 74. http://dx.doi.org/10.18438/b8nw3r.
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A Review of: Davis, Kaetrena D. “The Academic Librarian as Instructor: A Study of Teacher Anxiety.” College & Undergraduate Libraries 14.2 (2007):77-101.
Objective – To identify the types of librarian teaching anxiety and the coping mechanisms that often accompany it and to compare those findings with those described by Showalter in “Teaching Literature”; also, to examine whether perceptions of librarians from both inside and outside the profession influence teaching anxiety.
Design – A 35-item online questionnaire created using Zoomerang; a link to the questionnaire was distributed through the Information Literacy Instruction Listserv (ILI-L).
Subjects – Subscribers to ILI-L. There were approximately 3,700 subscribers to ILI-L at the time of the study. This electronic mailing list is sponsored by the Instruction Section of the Association of College and Research Libraries and is moderated.
Methods – As previously mentioned, a link to the questionnaire was distributed via the ILI-L. Requests for participation were sent to the list three times during the six weeks the survey was open for responses. The questionnaire consisted primarily of multiple choice questions, several with the option to enter a free text “Other” response, as well as four Likert-type questions. After the survey closed, the collected data was analyzed using SPSS. The article did not indicate when the survey was completed.
Main Results – 687 responses were collected. Of those, 657 were completed. Surveys were assessed for accuracy, during which 305 responses were eliminated, resulting in 382 “viable” responses (84). Accuracy assessments consisted of throwing out surveys in which respondents answered questions inappropriately, however, an explanation of what constituted an inappropriate response is not included.
Nearly three quarters of respondents (74%) indicated they enjoyed teaching. This trend did not appear to be related to the number of years of experience as a librarian. The majority of respondents (58%) had never taught full semester or quarter courses, whereas “virtually all” (86) had taught one-shot instructional sessions. Sixty-three percent of respondents noted being nervous prior to teaching. Although 40% of respondents noted having no physical symptoms of anxiety, of those who did, the main symptoms included sweating and upset stomach. Sixty-five percent of respondents noted experiencing mental or emotional symptoms, mainly identified as worries about being sufficiently prepared and answering tough questions (40%) and fear of public speaking (27%). These mental and emotional symptoms were noted to occur often in the case of 29% of respondents, and at least some of the time in 41% of respondents. Nearly three quarters of the respondents reported using personal strategies for dealing with teaching anxiety, including over-preparation, joining groups where they were able to practice public speaking, and prayer. Most (84%) did not have routines or rituals that they followed prior to teaching.
Some additional findings were presented regarding librarians’ perceptions of themselves as well as perceptions of librarians by other faculty. Eighty-four percent of respondents agreed or somewhat agreed that there are many differences in the roles and duties of librarians and paraprofessionals, while 78% agreed or somewhat agreed that faculty do not understand the librarian’s teaching role. Thirty-five percent noted defending teaching roles to other librarians.
Conclusion – The role of librarians in academic institutions continues to evolve and include more teaching. As an increasing number of librarians regularly teach and move to teaching semester-long credit courses, the subject of teaching anxiety will continue to grow in importance. This small study draws attention to the need for more research in this area.
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Shin, Hyun-Seok, Dae-Yeon Cho, and Jhong Yun Kim. "A Study on the Job Analysis of Non Curriculum based Teachers: Nutrition Teacher, Health Teacher, Teacher Librarian, and Counseling Teacher in Seoul." Korea University Institute of Educational Research 33, no. 4 (November 30, 2020): 307–36. http://dx.doi.org/10.24299/kier.2020.33.4.307.
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Okada, Daisuk. "How the image drawing method can act as an alternative barometer of librarian instruction." IASL Annual Conference Proceedings, February 22, 2021, 338–45. http://dx.doi.org/10.29173/iasl7466.
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Previously, I examined changes in pictures of school libraries drawn over time by university students in a teacher training program taking a course on the importance of school libraries. The results revealed an increased tendency to depict librarians; even so, librarians featured in only 12 of 32 pictures. This study compares my results with those for similar teacher and teacher librarian courses by other teachers and (in most cases) at other universities. Besides my course, only 1 of 15 other courses revealed an increased tendency to draw a librarian, with no significant differences in proportion of students who depicted librarians among the courses, revealing that my lectures successfully communicated the importance of school librarians. Also, 4 of 11 courses that focused on information media revealed an increased to draw PC(s). These results show that the image drawing method may suffice as an alternative barometer for librarian instruction.
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Branch-Mueller, Jennifer, and Joanne De Groot. ""This role pushed me in new directions"." IASL Annual Conference Proceedings, February 20, 2021. http://dx.doi.org/10.29173/iasl7856.
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This study explores the experiences of five participants as they transition from teacher to teacher-librarian. The study examines reasons for becoming a teacher- librarian, the opportunities, barriers/challenges and successes in the first year as a teacher-librarian, and the previous experiences that informed their practice. Some these emerging included: exposure to teacher-librarians while teaching, desire for change in their professional life, sharing a love a reading and/or inquiry- based learning, desire for more of a leadership role in a school, collaborating with teachers, building a reading culture, promoting literacy initiatives, trying to have an impact on the whole school, lack of understanding of the role of the teacher- librarian, technology and connectivity challenges, library design and space issues, clerical work, time and priority management and debunking stereotypes about librarians. This study contributes to our understanding of the early experiences of teacher-librarians and brings in the framework of possible and provisional selves as a lens to examine teacher-librarian identity.
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Montiel-Overall, Patricia. "Further Understanding of Collaboration: A Case Study of How It Works with Teachers and Librarians." School Libraries Worldwide, October 1, 2007, 31–54. http://dx.doi.org/10.29173/slw6806.
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Collaboration between teachers and librarians is considered an essential element of school librarians' work. This case study examined a collaborative effort between teachers and librarians from diverse areas of expertise who collaborated in designing professional development workshops for a group of elementary school teachers and librarians. The purpose of the study was tofurther understand the process of teacher and librarian collaboration, and to evaluate the collaborative process using a proposed model of teacher and librarian collaboration.
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Doiron, Ray H. "University/School Library Collaborations to Integrate Information Technology into Resource-based Learning." IASL Annual Conference Proceedings, March 24, 2021, 145–54. http://dx.doi.org/10.29173/iasl8142.
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If the goal of teacher-librarians is to work with teachers to develop information literacy, then how do we model this collaboration for pre-service teachers during their teacher education program? This question was explored in a research study involving university researchers, teachers, and teacher-librarians in six elementary schools in Canada. Learning projects arose from collaborations among the pre-service teachers, classroom teachers, and teacherlibrarian as they developed IT projects that were integrated into the pre-service practicum. Data were collected on the learning strategies children used and on the collaborative relationship established between the pre-service teachers and the teacher-librarian. This study tracked how pre-service teachers reacted to working with teacher-librarians. Results indicated these projects created authentic environments where pre-service teachers learned the role of the teacher-librarian and how the curriculum development process associated with resource-based learning develops through school library programs.
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Johan, Riche Cynthia. "ANALISIS KEBUTUHAN PELATIHAN UNTUK MEMENUHI KOMPETENSI LITERASI INFORMASI PENGELOLA PERPUSTAKAAN SEKOLAH." Edulib 2, no. 2 (February 14, 2018). http://dx.doi.org/10.17509/edulib.v2i2.10048.
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Libraries have never escaped from the service provider or business that is often called a librarian or library administrator. For schools, the librarian must be skilled and dedicated in searching, organizing and interpreting information needed by teachers and students. Without a competent librarian, the library can not be operated properly and effectively.Development of information and communication technologies are also pushing the world into a library for technological literacy activities. One school librarian competency standard is competence in using ICT in the library and information science.Competence is defined as a measure to determine the level of librarians in using the knowledge and skills. Competency requirements are constantly changing, so librarians should keep them updated.This study is a preliminary study conducted to determine the training needs of librarians in secondary education. In general, the problems posed in this study is how the competence of the teacher librarian or school library staff? The research question is described as follows: whether the competence of the librarians have been in accordance with government regulations No. 25 of 2008? Furthermore, this study also identify particular type of training that can enhance information literacy competency?The method in this study is survey research methods. A survey research is an approach that is generally used for extensive data collection and more. Through this method are expected to answer the problem by describing the actual number of teachers and librarians that describes the instrumentation to analyze the information literacy competencies already held by the teacher librarians in managing the school library.
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Ash-Argyle, Ruth, and Snunith Shoham. "Librarians' Leadership Efficacy, Training, and School Involvement: Collaboration between Teachers and School Librarians in Israel." School Libraries Worldwide, December 1, 2001, 1–17. http://dx.doi.org/10.29173/slw6825.
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This paper analyzes the correlation between the type of training received by librarians, their leadership efficacy and their involvement in the life of the school, and patterns of teacher-librarian collaboration (TLC) in Israel. The study was based on 291 questionnaires answered by school librarians, teachers, and principals of public schools in Israel. The research findings indicate that leadership ability is predictive of an advanced pattern of teacher-librarian collaboration (TLC).
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Henri, James, and Wah-Hing Betty Chu. "Teacher Librarians a Tour de Force for Information Literacy in Hong Kong Schools." IASL Annual Conference Proceedings, February 6, 2021. http://dx.doi.org/10.29173/iasl7586.
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The process of curriculum reform in Hong Kong schools has been an ongoing process since 1998. This reform has been largely driven by the catch phrase ‘learning to learn’ and has demanded a more student centered curriculum and pedagogy. Essential ingredients in this reform have been the demand for better qualified teachers, for IT savvy teachers, and for teachers and students who are able to effectively use information to solve problems. Perhaps not surprisingly, the teacher librarian and information services to schools were identified as key ingredients in the change process. Indeed, whereas a decade ago very few schools were equipped with a central library, today almost all schools have one. Likewise a decade ago few schools employed a teacher librarian where as today the post of teacher librarian is one of only two mandated positions in schools; the other being the principal. In addition, all newly appointed teacher librarians are required to complete a two year part time Diploma in Teacher Librarianship that is paid for by the employing authority (although participating teacher librarians face a modest course fee). Participating teachers are allocated time release to support their participation in the program.
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Asselin, Marlene. "Poised for Change: Effects of a Teacher Education Project on Preservice Teachers' Knowledge of the School Library Program and the Role of the Teacher-Librarian." School Libraries Worldwide, January 7, 2000, 72–87. http://dx.doi.org/10.29173/slw7089.
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Preservice teachers are a greatly overlooked group of instructional partners. This article describes a one phase of an ongoing project in a teacher education program that aims to enhance pre-service teachers' personal and practical knowledge of school library programs and of the role of the teacher-librarian. In the second year of the project, reported here, qualitative analysis was conducted on students' pre- and post-writings about three focal concepts. Results showed that preservice teachers expanded their understandings of information literacy, critical thinking, and resource-based learning. Their additional unsolicited post-writings about the role of the teacher-librarian indicated formation of new insights about teacher-librarians' responsibilities as teacher, instructional partner, and information specialist.
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Farmer, Lesley. "The roles of professional organizations in school library education: Case studies from around the world." School Libraries Worldwide, December 1, 2007, 1–11. http://dx.doi.org/10.29173/slw6838.
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International guidelines for school libraries and teacher librarians exist. However, the role of professional library associations in teacher librarian education has been largely overlooked. This exploratory study examines the role of professional library associations in Brazil, Honduras, Nepal, and the United States (specifically California) relative to teacher librarian pre-service education and in-service professional development. The associations are analyzed in light of communities of practice and the contingency theory of socialization. The findings demonstrate how professional library associations provide culturally relevant professional development that melds professional expertise and socialization.
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Henri, James, and Suzette Boyd. "Teacher Librarian Influence: Principal and Teacher Librarian Perspectives." School Libraries Worldwide, February 1, 2007, 1–17. http://dx.doi.org/10.29173/slw7107.
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As a professional group, teacher librarians (TLs) are often regarded as innovative and proactive, even influential. This case study of six Australian TLs analyzed the level of influence of teacher librarians as perceived by themselves and by their principals. Although the study demonstrated that TLs are regarded as influential by their principals and that the teacher librarians employed a number of influence-building strategies, the TLs did not themselves appear to take full advantage of their potential for influence. Indeed, teacher librarians were generally less enthusiastic about their influence than were their principals.
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Montiel-Overall, Patricia. "Assessing Teacher and Librarian Collaboration: A Preliminary Report." IASL Annual Conference Proceedings, March 4, 2021. http://dx.doi.org/10.29173/iasl7983.
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Exploratory factor analysis was used to examine the structure of a 32-item teacher and librarian collaboration survey (TLC-II). The survey consisted of two scales with 16 items in each scale, Frequency and Importance to Student Learning. Scores from teacher surveys (N=194) were examined using principal axis factoring and oblique rotation to identify underlying constructs. A four factor interpretable structure of teacher and librarian collaboration emerged providing support for a proposed model of teacher and librarian collaboration. Internal consistency was high for the overall scale and for each of the factors. The results of this study provide a basis for further refinement of the instrument in preparation for broad distribution among teachers and librarians.
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Sakr, Rola, Mona Nabhani, and Iman Osta. "Description and Evaluation of the Information Literacy Program in a Private School in Lebanon: A Case Study." School Libraries Worldwide, September 1, 2001, 28–44. http://dx.doi.org/10.29173/slw6787.
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The purpose of this study was to describe the information literacy program offered through the library of a private elementary school in Beirut, to evaluate its effectiveness, and to formulate recommendations for improving library programs in similar schools. This was done through examining the components of the school library and the perceptions of librarians, teachers, students and parents related to the role of the school library. Study participants consisted of all students and teachers of second and fourth grades, 18 parents, and the librarian and assistant librarian. Data was collected through teacher questionnaires, semi-structured interviews with the librarian and assistant librarian, phone interviews with parents, and observations of student to librarian and teacher to librarian interactions during library class sessions. Results of the study showed the role of the school library in developing students' information literacy skills and in motivating students to read.
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Morscheck, Monica. "The school library and e-learning platforms." IASL Annual Conference Proceedings, February 10, 2021. http://dx.doi.org/10.29173/iasl7732.
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The teacher-librarian should be the most effective weapon for collaborative teaching and learning within a school. Teacher-librarians do struggle to find time to effectively plan for the cooperative teaching and learning activities. Often school libraries run their own website as they struggle to offer a digital 24/7 library service for its users. The school library website makes it easier for the teacher-librarian to manage the information delivery but isolates the content. The teacher-librarian managed website is often not an effective tool for cooperative planning and teaching. This paper will look at how the teacher-librarian can use e-learning platforms to deliver a digital 24/7 library service, and in addition, offer a great collaborative space for effective cooperative planning and teaching. This paper will focus on examples of practice in two schools. The first school is a New South Wales government high school and uses Moodle as the e-learning platform. The second school is an international K-12 private school and uses StudyWiz as the e-learning platform.
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Everhart, Nancy, and Melissa Johnston. "School Librarian Leadership: Research and Practice." IASL Annual Conference Proceedings, February 22, 2021, 386–405. http://dx.doi.org/10.29173/iasl7455.
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A core body of research concerning teacher librarian leadership has been generated by faculty and doctoral graduates from Florida State University. Substantive studies have been conducted on leadership in technology integration by National Board Certified teacher librarians, enablers and barriers to technology leadership by teacher librarians, leadership in state initiatives related to digital textbooks, leadership with e-books and electronic devices, one-to-one computing, and school librarian leadership education. This paper provides an overview of that research and presents implications for teacher librarian education.
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Gillespie, Ann. "Valuing the impact of the teacher librarian from an evidence base." IASL Annual Conference Proceedings, February 10, 2021. http://dx.doi.org/10.29173/iasl7722.
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Evidence-based practice as it applies to the Library and Information (LIS) sector and in particular teacher librarians is the focus of this research investigation. The context for this research is Australian school libraries and teacher librarians. This is a research in progress and the report here will include some very early findings and lessons learned from the initial pilot study. The contributions of this research will be in developing a framework for the library and information sector with a particular application for teacher librarians. Providing meaningful evidence of work practices that demonstrate contributions to the schools goals and mission statements in conjunction with contributions to student academic, social and cultural achievements are crucial for the future of the teacher librarian.
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VanTuyle, Vicki, and Sandra Watkins. "Teacher Librarians as Connectors to the School CEO." School Libraries Worldwide, December 1, 2001, 111–22. http://dx.doi.org/10.29173/slw6833.
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Forty-nine rural superintendents in two Midwestern states in the USA participated in a qualitative study to investigate how they utilized research and information expertise of teacher librarians to solve district challenges and opportunities. Researchers partnered with six Midwestern regional offices of education who helped facilitate the study's focus groups. Resulting data indicated that a majority of superintendents were not accessing the expertise of the teacher librarian. They were not familiar with the role of teacher librarians, nor were they familiar with the current research on the importance of school libraries and librarians in advancing student learning and student achievement.
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Johnston, Melissa. "Investigating an International Exchange of Best Practices Between German and American Teacher Librarians." School Libraries Worldwide, January 1, 2013, 59–71. http://dx.doi.org/10.29173/slw6853.
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In efforts to enhance school library programs in Germany, two teacher librarians from Germany visited the United States in the fall of 2010 through the Goethe Institute's Librarian in Residence program to learn from U.S. teacher librarians. The German teacher librarians spent three weeks observing best practices in school libraries in the state of Florida in conjunction with researchers from the Florida State University. The purpose of this research was to investigate this international exchange of best practices, through documenting and analyzing the German teacher librarians' learning experiences, and observing, documenting, and analyzing the resulting implementation of the best practices in multiple school situations in Germany.
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Asselin, Marlene, and Jo-Anne Naslund. "A Case Study of Partners in Educational Change: Teacher-Librarians and Pre-service Teachers." IASL Annual Conference Proceedings, March 23, 2021, 89–109. http://dx.doi.org/10.29173/iasl8118.
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This case study aimed to clarify the role of the teacher-librarian and the nature of the school library program to pre-service teachers. Nineteen pre-service teachers collaboratively planned curriculum with teacher-librarians in their practicum schools. Data consisted of pre- and post-experience concept maps and interviews with all participants. Results showed pre-service teachers (a) significantly increased their knowledge of collaboration, resource-based learning, and information literacy, and (b) learned that collaboration helps refine and extend their teaching ideas. Teacher-librarians identified flexible scheduling and collaborative culture as conditions for curriculum-based library programs. Authentic experiences with teacher-librarians appear to be a promising means of preparing new teachers as partners.
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Branch-Mueller, Jennifer, and Joanne Rodger. ""Single threads woven together in a tapestry": Dispositions of Teacher-Librarian Leaders." IASL Annual Conference Proceedings, September 24, 2021. http://dx.doi.org/10.29173/iasl8274.
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This generic qualitative research study examined if and how the dispositions of six exemplary teacher-librarians evolve after a move into a formal leadership role. All of the participants were classroom teachers and teacher-librarians prior to moving into leadership roles in their schools/university or districts. Findings from this study are organized and presented based on the leadership dispositions identified by Kimmel, Dickinson and Doll (2012) in their Dispositional Continua and include descriptors used by teacher-librarian leaders that help clarify each disposition. Further research is needed to create a valid and reliable disposition assessment tool for pre-service and in-service teacher librarians and TL leaders.
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Henri, James. "Thinking and Informing: A Reality Check on Class Teachers and Teacher Librarians." IASL Annual Conference Proceedings, March 22, 2021, 119–28. http://dx.doi.org/10.29173/iasl8104.
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The literature suggests that twenty first century schools must pay as much attention to how students learn as they do to what students learn. Part of the `how students learn' encompasses attempts to address student mastery of the processes of becoming informed. At one time it was considered the role of the teacher librarian to teach students information skills or an information process. At one time it was assumed that class teachers could teach these skills and this process. In more recent times it has been suggested that teacher librarians and class teachers must form partnerships to enable the building of a school culture that facilitates an emphasis on ways of learning rather than on what is learned.
A number of writers have suggested that the key agent in the fight for information literate schools is the teacher. The teacher is at the front line working with students on a day to day basis and influencing student expectation and behaviour. As teaching practice changes from teacher focused quantitative approaches to student centred and more qualitative approaches the importance of the teacher as role model and mentor becomes paramount.
A common thread to these approaches is the assumption that class teachers and /or teacher librarians are themselves information literate. That is, it is assumed that teachers (and especially teacher librarians) have mastered the processes of becoming informed. It is assumed that they work with an information-processing model (whether that entails a formal model or a systematic approach) and that they themselves employ higher order thinking skills when undertaking complex information tasks.
This paper reports on a project that tested the validity of these assumptions. It seeks in part to identify whether or not teachers understand the information process and whether they are able to use a process to undertake a complex information task. Are teachers equipped to act as role model and mentor to their students? Does being employed as a teacher librarian (as distinct from being a qualified teacher librarian) make a difference to understanding, and use of, an information process?
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Tallman, Julie. "Editorial: School Library Education." School Libraries Worldwide, January 7, 2000, i—iv. http://dx.doi.org/10.29173/slw7090.
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The articles in this issue represent a microcosm of the issues confronting teacher-librarian education for developing countries and developed countries. At first glance, the professional literature appears divided between two camps. Authors from westernized cultures have offered articles on contemporary school library issues such as leadership, information literacy skills, collaborative partnership with classroom teachers, and the use of the Internet for seeking information and online courses. In this issue, we also hear from authors in the developing country of Botswana about its basic need for skilled teacher-librarians who can effectively establish and manage libraries and run library programs that encourage information-seeking behaviors among students and teachers unaccustomed to a written literacy and reading culture.
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Farmer, Lesley. "Librarians: Bridges to College Readiness." IASL Annual Conference Proceedings, September 24, 2021. http://dx.doi.org/10.29173/iasl8280.
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Teacher librarians often have to show their value in order to continue to provide their services, so being able to demonstrate how they help prepare students to be college-ready would reinforce the importance of professionally-led school libraries. This situation led to the research question: what relationship exists between the presence of a high school teacher librarian and freshmen college students’ academic success? To answer this question, this study examined five years of a large comprehensive university’s freshmen data about their course load, their first semester GPA, and characteristics of the high school from which they graduated. Findings revealed the impact of the high school librarian and students’ economic status.
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Henri, James. "Teacher-Librarian? What's in a Name? Making Meaning from Metaphor." IASL Annual Conference Proceedings, March 27, 2021, 323–28. http://dx.doi.org/10.29173/iasl8209.
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Under what title should teacher-librarians be known? What is in a name? This paper provides an Australian background to the questions about the name that should be given to those who work as information specialists in schools. The authors review metaphorical analysis as a research tool and outline a qualitative research project employing the metaphor technique in an attempt to discover the conceptions that stakeholders (teacher-librarians, principals, classroom teachers, others) hold about three alternative titles that could be employed by the teacher-librarian profession. This research was undertaken with a number of groups in New South Wales, Australia.
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Johnston, Melissa. "Enabling Teacher Librarian Leadership for Technology Integration." IASL Annual Conference Proceedings, February 22, 2021, 227–44. http://dx.doi.org/10.29173/iasl7460.
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The highly technological environment of 21st century schools has significantly redefined the role of the teacher librarian by presenting the opportunity to assume leadership roles through technology integration. The teacher librarian must evolve as a leader in order to address the needs of today’s learners and ensure that they are equipped with the knowledge and skills they need to use technology as an important tool for learning. This research, based on distributed leadership theory investigates practices of teacher librarians in order to identify what is enabling some to thrive as technology integration leaders and what is hindering others. This paper presents the findings from the replication research identifying what is enabling some teacher librarians to thrive as technology integration leaders and serve as a foundation on which to build research- based strategies to support practicing teacher librarians in understanding how to enact this vital role and on how to better prepare future teacher librarians for a leadership role in the integration of technology.
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Chadwick, Ben. "Curriculum-Engaged School Libraries and Teacher Librarians Value Curriculum-Alignment of Resources." IASL Annual Conference Proceedings, August 26, 2016. http://dx.doi.org/10.29173/iasl7228.
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Australian school libraries have an expressed need to organise resources according to Australian Curriculum (AC) outcomes. The Schools Catalogue Information Service (SCIS) at Education Services Australia creates and distributes MARC records to 93% of Australian school libraries, but has not traditionally provided curriculum-alignment data. This paper describes a SCIS survey of 586 Australian school libraries, examining the factors driving demand for curriculum alignment. Libraries with a teacher librarian and those that were already actively engaged in curriculum resourcing saw the most value in resource alignment. Curriculum-engaged libraries were more prominent in secondary schools, Catholic schools, and large schools with larger libraries and a teacher-librarian. They were also more prominent in schools where teachers actively engaged with library staff. Library engagement is discussed as a concept of potential interest for further research.
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Drejstam, Liselott. "A librarian in the Classroom." IASL Annual Conference Proceedings, February 22, 2021, 118–26. http://dx.doi.org/10.29173/iasl7491.
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In Linköping there is an ongoing investment in staffed school libraries, so-called focus libraries. Focus libraries has three aims: to be an integrated part of the school, to promote reading and develop students' information literacy. At Hjulsbroskolan the librarian cooperates with teachers in the classroom to implement these aims. The work to develop student’s information literacy starts in preschool class. The development continues the coming years in close collaboration with teachers. The librarian devotes most of her time in the classroom with the teachers to plan, implement and evaluate the area of work and assess the students' efforts. This way, there has been an increased student learning. This is shown in the results of the national tests, regarding the issues of source criticism. A dedicated and structured teaching in information retrieval and source evaluation, implemented by teacher and librarian in cooperation, leads to increased achievement for students.
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Min, Zhao. "Learning, Changing and Affecting." IASL Annual Conference Proceedings, February 22, 2021, 512–20. http://dx.doi.org/10.29173/iasl7511.
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“Stone soup” is a reading association formed by over ten primary schools of Baohe District, Hefei, China. Sponsored by Chen Yixin Family Foundation, reading promotion activities of these schools got great effects and attracted wide attention in the recent ten years. The foundation suggested local government to set up the position of “librarian teacher” in the association schools and organized a series of professional trainings for the librarian teachers in order to develop library education in these schools. After the 18- month session training, the librarian teachers gained new understanding in school libraries and kept practicing their knowledge in building pleasant environment as well as item circulation process. They also established “Association of Librarian Teachers of schools in Hefei ” which aims at promoting communication between schools and facilitate development of school libraries. The association has accomplished the textbooks of “Stone soup” reading association and made efforts on setting up the curriculum of the course “Library” in schools. They also developed a program called “Basic Training of Librarian Teachers” to help more schools and teachers to rebuild their understanding in school libraries and make the libraries better with their knowledge, thus giving hope to the future library education in mainland China.
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McPherson, Marisa. "The Influence of Teacher Librarians' Personal Attributes and Relationship with the School Community in Developing a School Library Programme." School Libraries Worldwide, April 6, 2021. http://dx.doi.org/10.29173/slw8254.
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The ability of teacher librarians worldwide to develop and maintain school library programmes has been severely constrained by a number of factors ranging from inadequate budgetary allocations, lack of support from principals and other key stakeholders such as Ministry of Education personnel. However, even with limited funding and support, some teacher librarians have used ingenious strategies to develop and maintain their library programmes. This literature review synthesizes international research obtained from peer-reviewed journals, theses and professional papers on the personal attributes that a teacher librarian should possess in order to influence the development of a school library programme and the types of relationships the teacher librarian need to have with key stakeholders to be successful. The literature examined spanned a time period mostly from 2000-2018. The literature review found that leadership, collaboration, communication and interpersonal skills were the dominant skills a teacher librarian should possess in order to develop and maintain a school library programme alongside a good relationship with the school community.
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Imai, Fukuji, Anne McKnight, Kuniharu Tabata, and Shinji Iwamasa. "Making and Implementing an Environmental Studies Database for Teacher Librarians: Metadata Education for Teacher Librarians." IASL Annual Conference Proceedings, August 26, 2016. http://dx.doi.org/10.29173/iasl7230.
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Metadata encodes important knowledge for school library education. This study framed two questions: 1. How are metadata treated in teacher librarian textbooks? 2. What teaching materials are best for teacher librarians’ metadata education? To answer question one, we investigated the regulation of subject and content by Ministry of Education in Japan and we reviewed teacher librarian textbooks. To answer question two, we created an environmental studies database that included geographical metadata, and then surveyed undergraduate students to learn how the database was utilized. In conclusion, we recommend that future studies of metadata examine both how metadata are defined and how metadata are used in particular situations.
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Montiel-Overall, Patricia. "A Theoretical Understanding of Teacher and Librarian Collaboration (TLC)." School Libraries Worldwide, May 1, 2007, 24–48. http://dx.doi.org/10.29173/slw6962.
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Teacher and librarian collaboration (TLC) is considered essential to support the changing population of students, complexity of educational issues, and increased information. However, collaboration has yet to be clearly defined for teachers and librarians. This article discusses four models of teacher and librarian collaboration (TLC) previously proposed by the author (Model A: Coordination, Model B: Cooperation, Model C: Integrated Instruction and Model D: Integrated Curriculum) and identifies five constructs in the models that can be used to evaluate the effect of each model on students' academic achievement. This article argues that high levels of the five constructs (a) interest, (b) level of involvement, (c) improved learning, (d) innovation, and (e) integration in TLC may have the most effect on students' academic achievement.
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Brooks Kirkland, Anita Mary. "Becoming Teacher-Librarian 2.0." Partnership: The Canadian Journal of Library and Information Practice and Research 2, no. 1 (May 19, 2007). http://dx.doi.org/10.21083/partnership.v2i1.280.
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Masuda, Kasuko. "The Introduction of School Library Coordinators to Assist Teacher Librarians: A Grass-roots Challenge for Local Government in Japan." IASL Annual Conference Proceedings, March 7, 2021. http://dx.doi.org/10.29173/iasl8009.
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This paper discusses the role of the School Library Coordinator, a post created by Kawasaki City, Japan local government, in accordance with the legislated introduction of teacher librarians into all Japanese schools. It is difficult for teacher librarians to play the roles of both teacher and librarian simultaneously. They are expected to play the central role in school libraries, to support pupils’ spontaneous learning activities as well as to foster pupils’ imaginative minds.Teacher librarians are also expected to coordinate schools, families and communities to promote pupils’ reading activity by the Basic Plan to Promote Children’s Reading Activity. Kawasaki City local government introduced School Library Coordinators to assist teacher librarians and to complement their onerous duties in schools and society. Although this paper’s research and analysis indicates that Kawasaki City’s innovation of School Library Coordinators has been successful, it is noted that there is potential for more efficient performance by library coordinators in collaboration with teacher librarians.
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Hunt, Rebecca, and Lara Luetkehans. "The Insider: School Librarians as Part of a Blended Professional Learning Community for Student Teacher Development in Technology Integration." School Libraries Worldwide, January 1, 2013, 13–27. http://dx.doi.org/10.29173/slw6850.
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In the last decade, state professional teaching standards and federal mandates have required teachers to enter the field proficient with technology integration skills. Concurrently, the American Association of School Librarians urges collaboration between teachers and school librarians. Based on previous research recommending teacher-school librarian collaboration begin as early as student teaching, this study looks at the contributions of school librarians as members of a blended professional learning community established to mentor student teachers as they prepare for a technology integrated lesson.
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Branch, Jennifer L., and Lesley S. J. Farmer. "Teacher-Librarian Preparation Programs' Curriculum." IASL Annual Conference Proceedings, February 10, 2021. http://dx.doi.org/10.29173/iasl7681.
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This paper provides an introduction to a presentation that will explore the standards and academic preparation of teacher-librarians in North America and selected countries (e.g., Brazil, Denmark, Portugal, India) to ascertain both the core competencies required for 21st century work in school libraries and the factors that predict high-quality teacherlibrarianship preparation programs. In the process, the presentation will discuss ways that professional school library associations can advocate for standards that insure high-quality school library programs. The presentation will also uncover possible universal and culturally-determined curriculum.