International Association of School Librarianship Conference Proceedings
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The Librarian\u27s Role in Fostering School-Wide Positive Reading Culture in Georgia Schools
No full textInterruptions to learning during the COVID-19 pandemic and other obstacles have negatively affected literacy rates in the United States. This research explores the perceptions of award-winning Georgia school librarians on how they foster positive readingcultures. Research shows multiple ways a school librarian can play a role in fostering a reading culture. This qualitative study includes two phases: semi-structured interviews and a focus group. Participants were school librarians who won the regional or state Georgia Library Media Association (GLMA) Librarian Media Specialist of the Year (LMSOTY) award. Findings include: that the librarian is highly influential in developing and sustaining school reading culture; that programming and collection development need to be student-centred; that students need to feel valued, to be seen, and to have a sense of belonging in the library; that positivity begets positivity; and that librarians need to overcome barriers of time, access, and mindsets.
 
Parents with the School Library: A Longitudinal Study with Elementary Schools in Portugal
No full textThis longitudinal study investigates parental involvement in school libraries (SL) across four regions in Portugal, examining data from 2015, 2017, and 2019. It explores how parents engage with SL initiatives, particularly in reading promotion, and evaluates their perceptions of the SL’s role in academic success. The study highlights disparities in parental engagement across dif erent regions andunderscores the importance of effective communication and collaboration between parents and SLs. The findings reveal that enhanced parental involvement positively impacts students\u27 learning outcomes, emphasizing the need for inclusive practices to foster stronger school-community ties
Approaches to Media and Information Literacy Instruction in K12 Education
No full textEducators have been urged to incorporate media literacy skills into curriculum to address mis/disinformation and the impact of emergent and established online features such as social media algorithms and generative AI on evaluating and using information. The scope of the research emphasizes mis/disinformation and K12 instruction, focusing on two questions: How are people addressing concerns around algorithms and AI? and, How are people integrating media literacy into content area instruction? Preliminary findings indicate that media literacy is often on the functional or superficial level. For example, the focus for AI literacy is on prompt engineering and ethical citation, not the deeper level of AI literacy such as being able to evaluate AI tools to match research needs. There is also a call for critical literacy in research, with a bias towards generative AI and a mostly reactionary approach to mis/disinformation. These findings indicate a need to build foundational information literacy skills to support deeper, more critical AI literacy instruction. 
Online Ready: Designing Culturally Competent and Impactful K-12 Online Learning
No full textThere is a lack of research that examines the link between teacher librarian preparation and online pedagogical training, beliefs, and practices as informed by community demographics and needs analysis. This research examines, assesses, and addresses the teacher librarianship knowledge gap on the design and delivery of targeted and culturally responsive online learning. This research is beingconducted in three phases and this report of the YEAR 1 findings focuses on the research question: What is the influence of professional development (PD) on teacher librarians’ knowledge related toonline culturally relevant pedagogy
Exploring the Experiences of International Students Enrolled in Online USA-based LIS Programs
No full textOnline coursework of ers many advantages to potential LIS students because classes can be completed from anywhere there is an internet connection, students do not have to relocate themselves or their families, and students can balance their studies with personal and professional responsibilities. This panel explored the challenges and opportunities for international students pursuing theireducation in school librarianship online from United States-based institutions. Panelists found that access to online programs allowed them to compare institutions and pick the one best suited for them based on affordability, scheduling, and program details. However, they also found that they had common challenges in completing their coursework, such as obtaining physical books and materials,balancing their personal lives with graduate study, and contextualizing the content of their programwith the specifics of their locals. Overall, they had a positive outlook on their education and providedrecommendations to future international graduate students and LIS educators serving internationalstudents online
Collaboration in School Libraries: Nigeria School Librarians\u27 Perspective
No full textThe study reported the experiences of school librarians on the situation of collaboration in school libraries in Nigeria at the present, the challenges and the way forward. Based on the Teacher and Librarian Collaboration (TLC) Model adopted in the study, the finding shows collaboration in school libraries in Nigeria on the lower levels of coordination and cooperation/partnership. Thus, indicating a need for more commitment and time for collaboration to move to a higher level. Owing to the various challenges found, the study recommends the provision of school libraries and library resources, reduced excessive workload, employment of school librarians to manage the school libraries and creation of a network of school librarians to encourage collaboration. 
Collaboration with a Range of Communities for the Continuous Evolution of a School Library
No full textIn a modern society overflowing with AI, building strong human connections and being a part of various communities as fellow citizens are essential to stimulate students’ inquiring minds and to encourage them to read, think, and act on their own initiatives. We will share practical examples of this approach from our secondary school library which involve connections with public libraries, universities, alumni, local schools, publishing companies, bookstores, and international organizations
Authors Engaging Students: School-Community Collaboration to Improve Student Literacy
No full textLiteracy is a basic skill that is essential to participate in society and to improve a person’s knowledge and potential throughout life. Guilford County Schools, a school district in North Carolina, USA, is collaborating with Greensboro Bound, a local non-profit literary organization, to maximize student motivation to read and write through asynchronous author visits during library lessons. Schoollibrary circulation data, exit surveys of program participants, focus group interviews with school media specialists and students, and student test scores suggest that learning from different authors motivate students to read more and recognize their own potential as readers and writers. However, programs like this require a shared vision and long-term collaboration among several community partners including authors, publishers, book sellers, all dedicated to the mission of increasing childhood and young adult literacy
Mental Health Themes in Australia\u27s \u27Prized\u27 Books: Implications for School Library Collections
No full textMental health themes have been increasingly incorporated into contemporary young adult literature in recent years. This study reports on a sub-set of data taken from 11 years of CBCA shortlisted award-winners to understand whether mental health is a theme inthese narratives. The research reported explores this through the research question: What are the recurring themes of mental health in the Children\u27s Book Council of Australia (CBCA) Shortlisted titles in the Book of the Year: Older Readers category from 2013-2024? While studies have examined the CBCA prize-winners for diversity and representation they have not focused on mental health themes. A sample of 72 titles was collated from the CBCA Shortlist, honours and winning titles in the Book of the Year: Older Readers category between 2013 and 2024. Researchers found that the development of the protagonist’s mental health concern was often preceded by asocial or personal issue. These included domestic and family violence, grief, intergenerational trauma, bullying, negative self-image, homelessness, terminal illness, and issues around gender, racism or the experiences of refugees. With the increasing prevalence of mental health concerns in young people globally, providing access to texts that show the characteristics and behaviours associated with mental health concerns and how they affect adolescents is vital for supporting mental health literacy. Where limited budgets or a lack of time to fully explore options come into play, this research suggests that teacher librarians can use the CBCA Awards as a selection tool
School Librarians\u27 Involvement in Research: : An Analysis of IASL Research Papers, 2013-2023
No full textThis study investigates the professional profiles and geographical origins of authors who presented research papers at IASL conferences from 2013 and 2023. It focuses on the involvement of practicing school librarians in conducting research and their participation in research forums at these conferences. Employing a quantitative approach, the study applies content analysis on a sample of 215 research papers drawn from 10 IASL conference proceedings (2013–2023). The findings reveal that the majority of research papers are authored by university faculty, with only a small proportion authored or co-authored by practicing school librarians. The United States stands out as the country with the highest number of research paper authors. Additionally, the study highlights the significant presence of collaborative authorship in school librarianship research, with half of the papers being co-authored. The authors emphasize the need for further investigation into strategies to encourage and support school librarians in engaging with empirical research, fostering their active contribution to the field