International Association of School Librarianship Conference Proceedings
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Children\u27s Literature in School Libraries: Cross-Cultural Approaches
No full textTo recognize differences between equals, to accept and retain diversity implies the intervention of school, in particular in if S practices. In this context, children\u27s literature - in particular one Portuguese book analyzed here in relation to a school library experience - gives the possibility to work on the topic of diversity. That book is an interesting literary work that may develop intercultural education and conviviality in a society with a plurality of cultures. In this presentation the intercultural messages presented by the book and analyzed through young children\u27s reaction to the story
A Strategy for Developing a Culture of Reading through Folktales for Pre-School Children in Indonesia
No full textThis paper discusses the relation between the culture of reading and the role of the school library. The paper will look at criteria for selection of suitable books based on the Piaget\u27s theory on the developmental tasks for pre-school children. A limited survey was conducted in some local pre-schools in South Jakarta to get picture of the current situation. Finally, a strategy for using Indonesia\u27s folktales to support the development of a reading culture for pre-school children was formulated
Online Library Systems for Malaysian School Libraries: An Experimental Approach
No full textThis paper describes the development of two experimental school library information systems for Malaysian schools. The results of a user study, conducted using different sets of questionnaire for both types of schools indicated that students in general, borrowed books from the library by browsing the shelves. Students seldom used the catalogue card for searching and only a small percentage reported that they were able to find the books successfully using the catalogue card. Based on the findings, a conceptual model of the prototype automated catalogue was developed - Virtual Library for use in primary schools, and ELIS for secondary schools. Both systems are divided into two main modules, the Administrator and the User module. User acceptance test showed that the majority of students found the systems user friendly. Students were also successful in the search tasks given. A high majority described the graphical user interface to be attractive and simple. This indicates the feasibility of using the systems for school libraries in Malaysia
Developing Information Literacy in the Malaysian Smart Schools: Resource-Based Learning as a Tool to Prepare Today\u27s Students for Tomorrow\u27s Society
No full textToday\u27s students are surrounded by more information coming from more sources than ever before. In order to deal with the vast amount of information they will encounter in school, life, and work, they must develop skills not required of previous generations. Since schools cannot teach all that students need to know, a better way is to teach them to manage the information resources. Although schools should still identify the basic information that students need to know, schools must also teach "information literacy", that is, the ability to find, interpret, use, and communicate information from a variety of sources. Resource-based learning is a tool to help students handle information. It is based on the belief that students learn best by interacting directly with learning resources instead of just listening to classroom lectures. The learning is in line with the Malaysian Smart School Concept in that it is more self-directed, self-paced, and self-accessed, and hopefully, more meaningful. Since the skills of information literacy cannot be taught in a content vacuum, resource-based learning integrates the classroom and the school resource centre or the school library. Students go through a problem-solving process that requires them to define the need for information, determine a search strategy, locate the needed resources, assess and understand the information they find, interpret the information, communicate the information, and finally, evaluate their conclusions in view of the original problem
New Opportunities: Teacher Librarians Managing Learning Objects
No full textDigital learning objects are new kinds of resources which teacher librarians will be required to manage and make accessible to teachers and students. In Australia there are currently large-scale national and state initiatives underway to develop a critical mass of learning objects. The development of a Learning System Architecture has also become a vital step to make it possible to manage these learning objects. Packages that will enable students and teachers to communicate, collaborate, locate and access resources within intellectual property arrangements, assemble digital resources into learning sequences, assess and report are all necessary requirements. The Learning System Architecture emerging in Australia enables these disparate systems to function together as seamless and interoperable packages. A new profile of teacher librarian competency is being developed in Tasmania to assist with planning the professional learning needs of this group. The new profile includes understandings and experience of information communication technologies and online learning. Managing these new digital resources to support the teaching and learning is a key new professional role for teacher librarians
Collaboratively Building Digital Libraries: Focus on Local Historical Resources for Educational Use
No full textCOREDEV (Collaborative Resource Development) is a proposed digital library for historical resources that supports the development of digital content collaboratively. A prototype biographical portal that could handle information on Malaysian personalities was chosen as the domain for the test-bed. The biographical portal incorporates five main basic features: (a) uploading, indexing, searching and retrieval modules supports the creation, capturing and sharing of historical data from distributed sites and user groups (This environment helps produce the desired outcome in terms of ICT literate teachers and students and provide the experience of creating or publishing in digital libraries); (b) supporting multi-format digital resources (text, images, audio and video clips); (c) providing a facility for searching the contents of the digital libraries from simple keyword searches, specific occurrences of words in specific fields and a combination of terms using Boolean operators; (d) providing user controlled display (user may choose search and retrieval screens either in Malay or English language, determine the number of results to be displayed (5, 10 or 20 records and browse thumbnail objects before zooming on specific details); (e) ensuring basic security features (authentication, registration of users and requirements of validation for all uploads by members before it is searchable through the Internet). Other information provided includes a brief introduction about the system, frequently asked questions (FAQ), terms and conditions for those interested in participating, help and edutainment features and linkages to other related resources
Patterns of Information Seeking among Israeli 12th Grade High School Students Writing Final Research Papers
No full textThe purpose of the present study was to examine areas of interest and information seeking patterns of Israeli 12th graders who engaged in research work for their final research paper, an optional partial requirement for obtaining an official matriculation diploma. A detailed questionnaire, based on former studies was disseminated in high schools all over the country, yielding 200 usable questionnaires. Main findings: topping the list of chosen topics were the humanities (44%), followed by the sciences (33%), and the social sciences (24%). Considerable differences were found between girls and boys. Girls preferred topics from the social sciences (mainly sociology) and from the humanities (except history) while boys preferred scientific topics. Most respondents had a computer at home (93%) which was usually connected to the Internet (78%) and they had taken some computer course in the past (70%) although a considerable proportion, more girls than boys, did not make use of them. Gender was found to be significantly associated with the chosen field. Taking a computer course and use of home Internet were found to be associated with searching the Internet in the process of information seeking while working on the final paper. A home computer connected to the Internet was associated with the use of formal and informal information sources. The school library was the most-visited one followed by academic, public and home libraries. However, a considerable proportion of the respondents reported no or few visits only.
Most respondents reported receiving only little or no advice and guidance regarding the library and database searching. When guidance was provided, it usually consisted of a single-session on a personal basis. Guidance given by a teacher was frequently face to face, with the student more likely to use an OPAC, while when given by a university teacher it was usually in front of a computer, followed by lesser use of OPACs. In summation, although most students were aware of powerful new IT tools, their use is not as prevalent as may be assumed, mainly due to poor or inadequate guidance
Children\u27s Reading Habits and their Use of the Media: How much do they read? What do they prefer to read? How do they read?
No full textStories are told in all cultures. And this has been so from the first time humans sought contact with each other. Stories have been a means of creating solidarity and a common context. There are a great variety of genres and forms of expression: myths, fairy tales, and fables. Common to all cultures also is the move from the oral to the written narrative and then later to the modern visual narrative in films, TV, video, and the computer
Information Literacy as a National Agenda: A Case Study of Singapore
No full textSingapore is a small country in South East Asia with a population of some 3.7 million. It achieved independence from Britain in 1965 and since then has made remarkable progress as a nation, so much so that other countries are now looking closely at its policies with a view to discovering its secrets of success. While the policies attracting attention range from Singapore\u27s national pension scheme to the way in which traffic flow is controlled, the major area of interest here is to investigate the country\u27s promotion of information literacy.
Singapore is largely devoid of natural resources, so there has always been an emphasis on seeing people as capital. As in many Asian countries, cheap labour was at first the basis for building strong manufacturing industries to earn revenue by exporting goods to richer nations. Economic growth would occur as long as inputs of labour and of capital investment went on growing, but eventually this would slow because the sources of these inputs are finite. Krugman (1994) described this as the "perspiration theory": success was based on working harder, not working smarter. Krugman\u27s writings aroused hostile reaction in many Asian countries, but even he did not predict the extent of the economic crisis in the region during the late 1990\u27s. By this time, though, Singapore\u27s leaders were working on the problem and laying the foundations that would produce a workforce with something more to offer than perspiration
Information Literacy: Seeking Clarification
No full textThis paper begins with a brief overview of the concept of literacy. It then focuses upon a series of definitions that deal with an expanding notion of literacies and finally refocuses on information literacy