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Journal articles on the topic 'Teacher librarians'
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1
Shandu, Lindiwe, Neil Evans, and Janneke Mostert. "CHALLENGES IN THE PROVISION OF SCHOOL LIBRARY SERVICES IN KATLEHONG SECONDARY SCHOOLS." Mousaion: South African Journal of Information Studies 32, no. 4 (September 29, 2016): 13–28. http://dx.doi.org/10.25159/0027-2639/1649.
Full textAbstract:
This article reports on a study that investigated the issues and challenges in the provision of school libraries in secondary schools in Katlehong, Gauteng province, South Africa. A qualitative research method was used to conduct the study among 14 secondary schools in Katlehong. The target population included 14 teacher-librarians, 14 principals and one Gauteng Department of Education (GDE) official, who were interviewed. Additionally, 102 teachers participated in focus group discussions (FGDs). Convenience sampling was used to select the teachers, while purposive sampling was used to select all the other participants in the study. The study revealed that teachers are not using school libraries in Katlehong because they are unable to provide relevant information services due to a lack of space; out-dated and inadequate information collections; uncatalogued and poorly organised books; inaccessible opening hours; and a lack of funds and networked computers. Only 29 per cent of the schools had qualified teacher-librarians in their employ, while the 71 per cent unqualified ‘teacher-librarians’ indicated that they were managing the school libraries without the professional skills required to guide both teachers and learners in the use of library resources. The teacher-librarians were also burdened with additional teaching loads, which negatively affected the opening hours of the libraries. It was recommended, firstly, that a specific library period be allocated to each class to allow for library orientation; secondly, that sufficient funding be allocated to each school library to enable it to function optimally; and, thirdly, that library hours be regulated and qualified library staff be employed.
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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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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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Farmer, Lesley. "Programmatic Role of Education Libraries in Informatics to Support Preservice Teacher Preparation Programs." Teachers College Record: The Voice of Scholarship in Education 112, no. 10 (October 2010): 2603–22. http://dx.doi.org/10.1177/016146811011201007.
Full textAbstract:
Background/Context The management, processing, and transformation of information constitute central tasks in education. Education informatics intersects the theories and practices of both informatics and education. In particular, informatics aids in the systematic incorporation of technology as educational stakeholders represent, process, and communicate information effectively. The systematic study of those informational structures and interactions, particularly the application of technology to discovering and communicating education information—education informatics—is less prevalent. Purpose/Objective/Research Question/Focus of Study As education librarians seek to collaborate with preservice teacher preparation programs, they need to apply informatics principles to optimize the library's ultimate impact on student achievement. Specifically, education librarians need to examine several levels of information processing systems: student, faculty, program, institution, and government entities. Furthermore, education librarians need to identify the conditions or environments of these information systems because the infrastructure, available resources, and knowledge base all impact student learning. Setting The settings for this study were preservice teacher preparation programs and academic libraries. Population/Participants/Subjects The participants were preservice teachers, teacher preparation faculty, and librarians. Research Design This is a secondary analytic essay. Conclusions/Recommendations With the burden that teacher preparation faculty have in offering a well-rounded and time-efficient program, postsecondary education libraries and their staff can support efforts to address informatics, leveraging their contributions of resources and informatics expertise. Academic librarians have in-depth training in informatics in that they look at information systematically. Particularly in those institutions where librarians are assigned subjects in which to specialize, they can link their professional skill to content-area needs.
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Walter, Scott. "Librarians as Teachers: A Qualitative Inquiry into Professional Identity." College & Research Libraries 69, no. 1 (January 1, 2008): 51–71. http://dx.doi.org/10.5860/crl.69.1.51.
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This study explores the development of “teacher identity” among academic librarians through a series of semistructured interviews. Drawing both on the idea of teacher identity from the literature of teacher education and on existing studies of professional stereotypes and professional identity development among academic librarians, this study explores the degree to which academic librarians think of themselves as teachers, the ways in which teaching has become a feature of their professional identity, and the factors that may influence academic librarians to adopt a “teacher identity” as part of their personal understandings of their role on campus.
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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.
Full textAbstract:
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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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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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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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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Wilson, Virginia. "Academic Librarians Have Concerns about Their Role as Teachers." Evidence Based Library and Information Practice 3, no. 3 (September 3, 2008): 73. http://dx.doi.org/10.18438/b82k6h.
Full textAbstract:
A Review of:
Walter, Scott. “Librarians as Teachers: A Qualitative Inquiry into Professional Identity.” College and Research Libraries 69.1 (2008): 51-71.
Objective – This study explores how academic librarians are introduced to teaching, the degree to which they think of themselves as teachers, the ways in which being a teacher has become a significant feature of their professional identity, and the factors that may influence academic librarians to adopt a “teacher identity.”
Design – A literature review extended by qualitative semi-structured interviews.
Setting – The research took place at an American university with the Carnegie Foundation for the Advancement of Teaching designation of “Doctoral/Research — Extensive.”
Subjects – Six academic librarians.
Methods – The main feature of the article is an extensive literature review around the themes of LIS, teaching, and qualitative research methodologies. The literature review is supplemented by qualitative research consisting of semi-structured interviews of between 45 and 90 minutes each, which were conducted during spring 2004 with six librarians (five women and one man), whose length of professional service ranged from 2 to 32 years. All of the participants worked at the same institution. The data collected were reviewed throughout the process using field memos and a research log. The data were analyzed using a coding process where discrete ideas that emerged from the data were used to identify a small number of themes. The initial conclusions in the study were validated through member checking during the writing phase. “Member checking involves sharing draft study findings with the participants, to inquire whether their viewpoints were faithfully interpreted, whether there are gross errors of fact, and whether the account makes sense to participants with different perspectives” (Centre for Health Evidence).
Main Results – Five themes around teaching and teacher identity as they pertain to academic librarians emerged from the data. The first theme was the centrality of teaching. Each participant sought out a position where the teaching role was valued. The role of teacher spilled over into the other roles of the librarian, i.e., reference service, collection development, etc. The next theme was the importance of collegial and administrative support, which is critical to the ability to focus on work as a teacher. The stress of multiple demands emerged as a theme, as time dedicated to teaching was often at the expense of something else. Another theme was the problems with professional education around teaching. Instruction course offerings in library schools were reported to be meagre, and some were badly planned and executed. The fifth theme involved stereotypes and misperceptions. Studies have shown that the academic library profession has been poorly understood by students and faculty. Study participants believed that many of their campus colleagues were either unaware of what they did, or were misinformed by popular culture stereotypes of librarians.
Conclusions – The small sample size precluded the making of any definite conclusions based on the study results. Other limitations of the study include the relatively short amount of time spent in the interview process and the narrow range of librarians chosen to participate. The author notes that a subject pool more representative of academic librarians’ full range of opinions regarding the importance of teaching as a professional responsibility would have resulted in more complex themes emerging. While the author is aware of the study’s limitations, he feels there is value in the qualitative research design, in giving voice to individual librarians, and in the provision of insight into some of the research questions found in the literature of learning to teach and of teacher identity.
Given the limitations, Walter makes three conclusions about his findings. He points out the lack of a formal introduction to teaching in many library programs which has been explored by other studies and concludes that his study “suggests that continuing lack of attention to this issue results in a difficult introduction into the profession for new academic librarians” (64). Regarding continuing and professional education, Walter concludes that “this study suggests that there are a number of important questions about the content and conduct of these opportunities for instruction librarians that have not been explored in the literature” (64). Finally, Walter concludes that “this study suggests that there is an important connection between research on student perceptions of academic librarians, the study of teacher identity, and the future of the profession” (64).
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Mojapelo, Maredi Samuel, and Jacqueline A. Fourie. "LIBRARY AND INFORMATION RESOURCES IN RURAL SCHOOLS OF LIMPOPO PROVINCE: A SMALL STUDY." Mousaion: South African Journal of Information Studies 32, no. 2 (October 3, 2016): 124–49. http://dx.doi.org/10.25159/0027-2639/1693.
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The purpose of this article is to report on a small study that investigated the availability of library and information resources in rural schools of Limpopo Province, South Africa. For the school curriculum to be successfully implemented, adequate library facilities, collections, staff and funds are required to support it. Data was collected by means of questionnaires directed to all teacher-librarians and principals in the high schools of the Lebopo Circuit, Capricorn District. The study found that most schools do not have functional school libraries. Converted classrooms serving as libraries are unorganised making it difficult to retrieve and access information. Some schools use staffrooms and storerooms to house library materials but learners cannot use these materials because of limited space. Unqualified teacher-librarians lack library skills and cannot guide learners to use resources. A few schools are without electricity making it impossible to operate electronic equipment. The authors recommend that schools should be provided with library-based resources managed by professionally qualified teacher-librarians to meet the needs of learners and the aims of the school curriculum.
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Bogel, Gayle. "Social Marketing and the School Library: An Effective Path to Collaboration?" Evidence Based Library and Information Practice 3, no. 2 (June 17, 2008): 61. http://dx.doi.org/10.18438/b8bg6z.
Full textAbstract:
A Review of:
Immroth, Barbara and W. Bernard Lukenbill. “Teacher-School Library Media Specialist
Collaboration through Social Marketing Strategies: An Information Behavior Study.” School Library Media Research 10 (2007). 22 April 2008 .
Objective - The study attempted to apply the strategies of social marketing theory to collaboration between school librarians and teachers.
Design - Based on the 1972 theory of social marketing by Zaltman, Kotler and Kaufman, a cohort of students in a graduate-level practicum established a collaborative unit with selected teachers within their school. In addition, two focus groups were conducted in alternate schools to gauge the overall attitudes of teachers toward collaboration with school librarians.
Subjects - Students (student librarians) in a graduate-level certification class for Texas school librarians, and both teachers and librarians in host schools/districts for the graduate students’ practicum experiences
Methods - Researchers used qualitative approaches, both case study and focus groups, to gather data about the collaborative interactions between teachers and school librarians. The interactions were designed using the social marketing AIDA model (Attention, Interest, Desire, and Action). Social marketing, based on models of commercial marketing, assumes that social goodwill is a motivator for establishing interactions between groups – or selling a service that is for the greater good.
Students in a graduate-level practicum were instructed to develop a strategy based on the AIDA model to elicit and carry out a collaborative unit with teachers in their host schools. They were given specific guidelines by the principal investigators that included:
• Instructions for designing announcements, leaflets, and conferences as marketing strategies
• Instructional unit designs for subject content and information literacy skills
• Incentive payments of $200 to be used for library resources as an incentive to collaborate.
• The steps to engaging in the collaborative process
• Procedural guidelines for taking field notes, unobtrusive observations and informal evidence.
Summative evaluation was based on a reflective journaling exercise by both student librarian and teacher. Measurements and recordings were analysed using accepted case study methods.
Main Results - Social Marketing Model
The researchers evaluated the study in each of the four aspects of the Social Marketing Model.
Attention (A) – Gaining Attention and Convincing.
Efforts to gain attention through student choices of flyers to teachers were not successful. E-mail announcements were more effective, but it appeared that direct librarian-teacher contact was the most effective. The monetary incentive also did not appear to have an effect on response rate. Host librarians did make suggestions regarding the appropriateness of when and how to distribute the flyers in some cases. Researchers concluded that perhaps such a straightforward advertising approach did not fit in the established relationships, and may be a better choice for new librarians who are establishing their presence in schools.
Interest (I) -- Promoting Interest in Services and/or Products
Researchers noted that initial strategies did not promote interest in the field study project. Teachers cited time and test–related curriculum restraints, and viewed the project as an “extra” responsibility. The researchers note the need to establish the value of the collaborative instruction to long-term goals for both teachers and librarians. The focus groups showed more interest in collaboration, and an awareness of the value of librarians’ collaboration in promoting effective teaching and improving student achievement.
Desire (D) and Action (A) – Recognizing Values and Taking Action.
Field test responses did not reflect desire on the part of teachers to collaborate with student librarians. Only two teachers responded directly to the advertisement. The offer of monetary incentive ($200 in library supplies) also did not appear to increase motivation of teachers to participate.
Results after the field test showed that overall, teachers gained an appreciation of the value of collaboration with school librarians, and indicated they would be open to future projects.
Action Process themes of successful marketing campaigns were evident in the results of the study and benefits in being exposed to new resources and information approaches were reported by teachers.
The concept of territoriality of teachers, and how much authority is shared with librarians in a collaborative setting, was an aspect not explored by the study, although indications from both the field test and the focus groups showed that the perception of the competency of the student librarian, and the teacher’s personal approach (structured vs. more relaxed) affected the release of teaching authority.
The librarian bringing ideas, concepts and directions to teachers can enhance collaboration. Opportunities to collaborate based on objectives of state-mandated exams to develop specific skills can also foster collaboration.
Main Results - Collaborative Research
This project reflected much of the earlier research in collaboration and added data to support the importance of the findings of the landmark Mettessich and Monsey (1972) study of collaboration. Shared interest, mutual trust, flexibility, adaptability and clear roles and policies were all reflected as needs in the current study. In addition, clear communication, shared goals and purposes and the need to have leadership from the school librarians in establishing collaborative interactions was reiterated.
Predictive behaviour of teachers toward collaboration included time and overall commitments to other teaching responsibilities. Confidence in the skills and knowledge of the librarian also affected the teachers’ willingness to collaborate.
Conclusions - Social exchange theory and community psychology were cited by the researchers as two theoretical concepts that affected the design and interpretation of data. They suggest that these two strategies may be most helpful in situations that have less than optimal environments for collaboration, where librarians have not been successful, or are not considered equal to the tasks.
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Baer, Andrea. "Librarians’ development as teachers." Journal of Information Literacy 15, no. 1 (January 11, 2021): 26. http://dx.doi.org/10.11645/15.1.2846.
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This article reports on findings of an online survey of teacher librarians about their instructional work, approaches, and roles and how these aspects of their teaching have changed over time. Academic librarians who had at least one year of library teaching experience and who had been actively involved in library instruction within the past two years completed the online survey. Participants were asked a series of questions, the majority of which were open-ended, about the types of instruction-related activities in which they presently and previously engaged, if/how their views of their instructional work and their instructional roles had changed over time, what experiences had been particularly influential in their teaching, and if they identified as teachers. The responses were analyzed through manual textual coding, through which emerging themes and variations in participants’ responses were identified. These findings provide further insight into academic librarians’ ongoing teacher development and their experiences as teaching librarians. Fuller understandings of this development and experiences can inform professional development and communities of practice in which librarians foster a sense of agency, confidence, responsiveness, and purpose in their teaching, cultivate and sustain meaningful teaching practices, and prevent burnout.
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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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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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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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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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Chen, Joyce, and Li-jen Tseng. "Growing from Nothing." IASL Annual Conference Proceedings, February 22, 2021, 245–59. http://dx.doi.org/10.29173/iasl7474.
Full textAbstract:
Since 2009, Taiwan's Ministry of Education has begun to add the post of teacher librarians in some elementary schools. Teachers who are enthusiastic about reading education become teacher librarians to take charge of managing school libraries and promoting reading after receiving short professional training. This study aims to probe into whether the system is helpful to the management of libraries in elementary schools and to the establishment of reading environment at school.
Specifically speaking, this study aims to discuss whether there is any difference in the activities of school libraries and schools' attitudes toward reading between schools with teacher librarians and schools without ones. The study surveyed elementary schools in Taiwan with a questionnaire which was filled out by teacher librarians or general librarians at school. The questionnaire was tested with Cronbach’s α reliability, and a coefficient of 0.975 was obtained, which is considered excellent reliability.
742 copies of the questionnaire were retrieved, and 741 of them were considered valid after the elimination of one with incomplete answers. Among which, 213 copies were from schools with teacher librarians, and the rest 528 copies were from schools without teacher librarians. In addition, the fill rate of schools with teacher librarians reached 80%. The study found that schools with and without teacher librarians had significant differences in library management of their libraries and behavior and attitudes toward reading.
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Asselin, Marlene. "Factors of Effective School Libraries: A Survey of Perspectives of Teachers, Teacher-Librarians, and Principals." IASL Annual Conference Proceedings, March 22, 2021, 1–16. http://dx.doi.org/10.29173/iasl8095.
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This study assessed factors of effective school library programs in one school system. All teacher-librarians and principals and a sample of teachers in all public schools in an urban district were surveyed about a) background information of the teacher-librarians and school; b) library collection; c) library program; and d) issues facing the school library. Results of descriptive and correlational analyses indicate recent district-based initiatives to strengthen school libraries appear positive. Recommendations include increased leadership activities by teacher-librarians, advocacy targeted at principal education about school libraries, augmenting the number of teachers participating in substantive partnerships with teacher-librarians are recommended, and working toward a shared vision of the school library as the information center of the school.
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Hartzell, Gary. "The Principal's Perceptions of School Libraries and Teacher-Librarians." School Libraries Worldwide, February 1, 2001, 92–110. http://dx.doi.org/10.29173/slw7102.
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There is no question that principal support is vital to the establishment and maintenance of a quality library media program. The problem is the support flows from trust, and trust flows from understanding. Many principals do not understand what teacher-librarians really do, nor do they appreciate the potential the library media program has for contributing to student and faculty achievement. Principals' perceptions of school libraries and teacher-librarians have been shaped by four interactive forces. The first is their own experiences in school libraries as children, in which they perceived the library as peripheral to the classroom. The second is the effect of their professional training, in which the library's role in curriculum and instruction was consipicuously absent. The third is the nature of the teacher-librarian's work, which is to enable and empower others. The fourth is the low profile teacher-librarians and school libraries have in the professional literature read by teachers and administrators, which prevents them from updating their sense of what the library really is and can do. The cumulative result is that administrators have only a limited and inaccurate understanding of libraries and teacher-librarians. The only way to change principal perceptions is to assault them directly, repeatedly, and from a multiplicity of directions. Reshaping perceptions takes time and effort and commitment. In the meantime, these erroneous perceptions will continue to guide most principals' relationships with school library media specialists.
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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.
Full textAbstract:
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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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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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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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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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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Branch-Mueller, Jennifer L., and Joanne de Groot. "New Teacher-Librarians Rock." IASL Annual Conference Proceedings, February 22, 2021, 42–56. http://dx.doi.org/10.29173/iasl7445.
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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. Several themes emerged to help us better understand how new teacher-librarians experience the first three years as teacher- librarians. Participants told us their strongest memories included professional development, advocacy, professional change, making the library a safe space focused on learning, supporting staff and students in taking risks, and collection development. Barriers and challenges included technology, library time and budget cuts, making changes in the library, and sharing the TL position with another teacher. We saw these teacher-librarians modeling, presenting, providing evidence, creating safe learning spaces, helping staff take risks, becoming more confident in their abilities, and meeting the needs of their school community. They consider the importance of balance, letting things go, focusing on those teachers who want to learn with them, and working with administrators to make things happen. Valuable previous experiences included classroom teaching experience, dispositions, understanding the school context and connecting with administrators. Participants offered several key pieces of advice: promote, advocate, connect, organize, read, build relationships, and know your administration.
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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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Branch-Mueller, Jennifer, and Joanne Rodger. "“Single Threads Woven Together in a Tapestry”." School Libraries Worldwide, April 23, 2022, 39–49. http://dx.doi.org/10.29173/slw8454.
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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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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.
Full textAbstract:
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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Santos Green, Lucy, and Karen Chassereau. "Modeling Guided Inquiry and School Librarian Instructional Partnerships to Pre-Service Teachers Through Digital Video Production." Journal of Education for Library and Information Science, June 16, 2022. http://dx.doi.org/10.3138/jelis-2022-0015.
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The last ten years in school library research reflect an expanded definition of information literacy along with a stronger emphasis on in-depth information literacy development, concluding that a fundamental shift in instruction provided by school librarians is needed; one that not only helps students find information, but develops students’ abilities to interact with, and learn from information, engaging with it in critical ways. Collaboratively designed and implemented through an instructional partnership between the school librarian and a classroom teacher, Guided Inquiry instruction helps students gain meaningful understanding and develop a personal perspective by exploring, comparing, and contrasting multiple information sources. Despite the frequently touted benefits of instructional partnerships between school librarians and classroom teachers, these structures are rarely, if ever, modeled by school library and pre-service teacher educators. This study examined the process and challenges inherit in designing and modeling Guided Inquiry units of instruction, through a school librarian instructional partnership model, in pre-service teacher education, exploring its impact on teacher candidate willingness to identify school librarians as co-teachers. Findings from the present study indicate Guided Inquiry units co-taught by school library educators and teacher educators help teacher candidates both successfully navigate the research process and develop a mental model of the school librarian as a co-teacher.
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Haycock, Ken. "New and Emerging Information and Communication Technologies." IASL Annual Conference Proceedings, February 6, 2021. http://dx.doi.org/10.29173/iasl7643.
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Teacher-librarians have a long history of embracing new and emerging technologies from “paperbacks” to “non-print” materials to 21st century Web 2.0 tools and techniques. Have learning and achievement improved? Have the rules of engagement with students, teachers, administrators, and parents changed? Have teacher-librarians become more critical to the educational enterprise? Ken Haycock reflects on forty years as an educator, a senior education official and school board president and a researcher, and the lessons learned for quality school libraries with essential teacher-librarians.
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Prasanna P. R., Ranaweeragei. "Role of the National Institute of Library and Information Sciences to Empower Teacher Librarians in Sri Lanka." IASL Annual Conference Proceedings, February 18, 2021. http://dx.doi.org/10.29173/iasl7807.
Full textAbstract:
The National Institute of Library and Information Sciences (NILIS), an Institute affiliated with the University of Colombo, in Sri Lanka, was established in 1999, with the main objective of training Sri Lankan school librarians and other library staff, under the World Bank project. Accordingly, in 2002, NILIS commenced Certificate, Diploma, and Post-graduate courses for teacher librarians. Concurrently the Ministry of Education selected and trained 4000 teacher librarians with the assistance of NILIS. The training consisted of short term and long term programs commencing at the certificate level and leading to the post graduate level . Teacher librarians were mainly trained to manage school libraries; while being empowered to teach the subjects in which they specialized in the university, or Information literacy, in order to give them the same status as the other teachers. To date NILIS has trained around 2000 teacher librarians under the different categories. In this study, the number of training sessions conducted, number of teachers trained, and the outcome of the programs are elaborated and discussed. Finally, the performance of the teacher librarians after the completion of the masters in teacher librarianship course conducted by NILIS is critically discussed, using the data collected by the interview method with the random sampling technique. The results show that most of the teacher librarians trained at NILIS are performing school library organization activities at a more satisfactory level than prior to receiving their training. Nevertheless, the teaching of information literacy by the teacher librarians to the school children is not being fulfilled at a satisfactory level. Most of the teacher librarians who have obtained higher professional qualifications at NILIS are unsatisfied due to problems with regard to their promotional schemes. Since 2005, NILIS and other relevant bodies have been striving to resolve the problems of the teacher librarians, but so far their efforts have not been successful.
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Meuleman, Iris Meuleman. "Structural Cooperation Between Teachers, Public Librarians and Teacher Librarians." IASL Annual Conference Proceedings, February 22, 2021, 275–85. http://dx.doi.org/10.29173/iasl7510.
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According to the concept of ‘Public Library at School’, secondary schools and public libraries in the Netherlands are working on a structural cooperation. They collaborate at strategic, tactical and operating level to improve language skills, reading motivation and information literacy of students. This paper describes the experiences of the collaboration between several pre-vocational secondary schools and public libraries during the period of 2012 – 2015. Especially, the force of the collaboration of all the parties involved, is shown at all the components of the concept ‘Public library at school’. In all the example-schools it is shown that collaboration pays off. There are results on the management, employee and student level. The most important improvements are: students read more, students visit the (school) library more often, reading is more and more seen as ‘a normal thing to do’ and reading attitudes of students are improved.
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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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Hughes, Hilary, Hossein Bozorgian, and Cherie Allen. "School Libraries, Teacher-Librarians and Student Outcomes: Presenting and Using the Evidence." School Libraries Worldwide, January 1, 2014, 29–50. http://dx.doi.org/10.29173/slw6869.
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Evidence is required to ensure the future viability of school libraries and teacher-librarians. Education policy makers and school principals need detailed, reliable evidence to support informed decision-making about school library resourcing and staffing. Teacher-librarians need evidence to guide their professional practice and demonstrate their contribution to student learning outcomes. This review, which arises from recent Australian research (Hughes, 2013), collates international and Australian research about the impacts of school libraries and teacher librarians. It strengthens the evidence base, and recommends how this evidence can be best used to advance school libraries and teacher-librarians and enhance student learning.
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Farmer, Lesley. "College-Level Information Literacy Framework." IASL Annual Conference Proceedings, February 22, 2021, 127–34. http://dx.doi.org/10.29173/iasl7492.
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U.S. K12 education increasingly emphasizes the need for students to be college and career ready; nevertheless, too many student come unprepared to learn effectively. This paper discusses the roles that teacher librarians can play in facilitating such readiness, especially in light of information and digital literacy. First, the American Association of School Librarians standards for 21st century learners and the Association of College and Research Libraries new Information Literacy Framework are detailed, noting implications for education and librarians. Next, models of effective articulation do exist, and strategies for optimizing articulation should be considered. Teacher librarians should collaborate with their post-secondary librarian counterparts; by articulating curriculum either to identify equivalencies or to build upon prior learning, librarians can promote seamless transfer from one level to another – including to the workplace.
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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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Henri, James, Lyn Hay, and Dianne Oberg. "An International Study on Principal Influence and Information Services in Schools: Synergy in Theme and Methods." School Libraries Worldwide, February 1, 2001, 49–70. http://dx.doi.org/10.29173/slw7098.
Full textAbstract:
Support of the principal is a key factor in the implementation of effective programs in schools, An international study of the principal's role in developing and supporting school library programs was conducted in Australia, Canada, Finland, France, Japan, Scotland, and South Korea. The purpose of the study was to provide information, for principals and teacher-librarians in countries throughout the world that might inform their efforts to develop information-literate school communities. Principals and teacher-librarians completed three survey instruments: (a) participant demographics; (b) the participants' perceptions and beliefs about the principals' current and future roles; and (c) the participants' views on such concerns as the strengths and challenges of the school library, the contributions of teacher-librarians to teaching and learning, the nature of information literacy, and barriers to integration of information skills. The overall findings of the research project included the following: (a) principals and teacher-librarians differed in age and gender; (b) beliefs of principals and teacher-librarians about the role of the principal were well aligned except where librarians were not also qualified teachers; (c) principals and teacherlibrarians differed most on their current and future perceptions of the role of the principal in advocating and facilitating the development of an information-literate school community; and (d) principals and teacher-librarians agreed that principals should spend more time informing new teaching staff about the importance of collaboration with the teacher-librarian.
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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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Brown, Jean, and Bruce Sheppard. "Teacher-Librarians in Learning Organizations." IASL Annual Conference Proceedings, March 27, 2021, 195–214. http://dx.doi.org/10.29173/iasl8197.
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Teacher-librarians must function both as members of teams engaged in organizational learning and as leaders of leaders. The teacher-librarian, therefore, must be a mirror image of other teacher leaders, while also bringing added value as a leader in teacher-librarianship. To meet the needs of schools if they are to be learning organizations, teacher-librarians will need a unique blend: a knowledge base; technical skills; interpersonal and team skills; and a particular system of values and beliefs. Credibility as a teacher with colleagues and the principal is crucial for success.
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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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Probert, Elizabeth, and John Fowler. "It's the Same the Whole World Over: Bridging the Gap in New Zealand." IASL Annual Conference Proceedings, March 27, 2021, 141–52. http://dx.doi.org/10.29173/iasl8191.
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Since 1990, education in New Zealand has undergone dramatic changes. A new K-12 framework has been put in place with the curriculum divided into Essential Learning Areas and Essential Skills Areas. For the first time all students are required to develop information skills yet New Zealand has never had a tradition of full time teacher-librarians. There is now a diploma course for teacher-librarianship but most high school teacher-librarians have only five hours per week in the library. Primary teachers usually have no release time. This paper aims to show how New Zealand teachers and school libraries are facing the challenge and attempting to “Bridge the Gap.”
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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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Wijetunge, Pradeepa. "Developing a Knowledge Society through Teacher Librarians." IASL Annual Conference Proceedings, March 20, 2021, 251–64. http://dx.doi.org/10.29173/iasl8085.
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This paper briefly discusses the knowledge society and characteristics of the knowledge society at the beginning. Secondly it discusses the implications of knowledge society on education and the role of teacher librarian in the knowledge society. Then it goes on to discuss the education system of Sri Lanka, status of school libraries in Sri Lanka, the second General Education Project which supports the implementation of education reforms and the establishment of National Institute of Library and Information Science (NILIS) with an emphasis on training of teacher librarians by NILIS. Finally it describes the implementation model of its knowledge skills programme and the model and contents of the actual knowledge skills programme. The paper is concluded with some remarks on the factors, which will affect the success of the project.
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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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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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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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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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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.