International Association of School Librarianship Conference Proceedings
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Accomplished Libraries: Exploring Student Centered Programs
No full textHow will school librarians successfully impact student learning today and in the future?How will school librarians respond to challenging times and prepare for the unknown future?How will school librarians be flexible, innovative, and transformational
“It Was a Real Eye-Opener”: Supporting Adolescent Mental Health Literacy Through Contemporary Young Adult Literature
No full textIncreased mental health literacy in adolescents is critical, as it can lead to greater empathy and result in less stigmatising behaviour (Mitchell, 2014; Perry et al., 2014). As a prime site of influence, schools are integral to raising adolescent mental health awareness andpromoting pro-social behaviours (Carlisle et al., 2018; Lawrence et al., 2015). The Australian Curriculum, Assessment and Reporting Authority (ACARA) has provided little guidance and resourcing for teachers to select appropriate texts for study. If teachers have been designated as primarily responsible for text selection (Hateley, 2014) they need support from teacher librarians to suggest and source well-written young adult literature dealing with the issues around mental health as texts for the classroom
Adolescents’ Reading Motivation: Which Dimensions?
No full textWhat lies behind reading behaviors? What dimensions form the construct of adolescent reading motivation, and how can these dimensions be measured? What is the role of the school library in recognizing, describing, and acting on these drives? A recent survey of 1,500 Italian students led to the emergence of interesting perspectives from which to approach the topic, including the availability of a new psychometric scale for measuring reading motivation
All Together We Can Read: A Programme Promoting Inclusion in Portuguese School Libraries
No full textInclusion is highlighted by several international organisations as a priority to be takeninto account in each country\u27s educational policies. Portugal has been following these guidelinesand commitments, publishing legislation with a comprehensive approach to the concept of‘inclusion’ and monitoring its implementation in educational communities. School libraries, asstructures of the Ministry of Education, integrate, in their action plans, reading promotion projectsaimed at specific audiences. The main aim is the integration of all students, creating conditions forthem to fully enjoy the benefits of reading. In this article, we present the results of the project "AllTogether We Can Read", implemented in 62 schools over the last five years. Although there areareas for improvement, the evaluation reports point to a strong impact of the project in improvingstudent learning and af irming the school library as a structure for pedagogical innovation andknowledge induction
School Libraries Supporting Wellbeing Through the Use of Bibliotherapy
No full textAll other academic learning depends on one’s ability to read and the body of evidenceproving that reading is good for us in innumerable ways is abundant. The literature indicatesthat not only does reading make us smarter, but it also improves our concentration, focus andmemory; develops our communication skills and ability to empathise; reduces stress andhelps us sleep better; prevents age-related cognitive decline and even makes us live longer:reading could be considered the elixir of life
Establishing Professional Pathways to Facilitate a Sustainable and Educated School Library Workforce in Australia
No full textThis paper presents an overview of a research project commissioned by the Australian Library and Information Association (ALIA) in November 2021 to address the specialised needs of school libraries within the context of ALIA’s (2022) vision for developing aprofessional pathways framework. Recommendations are based on the findings and conclusions, while also takinginto consideration the ALIA Professional Pathways Board’s recommendations in response to the Professional Pathways Technical Report
Which Formal and Informal Structures Constrain and Enable Collaboration Between School Librarians and Teachers?
No full textCollaboration between teachers and librarians is necessary to fulfil the intention of the regulations of the Norwegian Education Act. In-depth semi-structured interviews with 12 school librarians in upper secondary school (with students aged 15-19), reveal that library tasks, and especially collaboration with teachers, are not embedded in formal documents. The librarians’ teaching activities are to a small extent dependent on formal collaboration, but are often based on familiarity and acquaintance, and therefore person-dependent. Organizational placement varied among the librarians, and they were pragmatic about who they should report to. To be organized in sections together with teachers was considered to be a good position for collaboration, but on the other hand might hinder collaboration with teachers in other sections. The librarians appreciated the freedom they had to run the library, however many of them missed support from their leaders. Information channels like Teams and timetables are important sources for librarians to stayupdated and enable them to target requests to teachers
Expectations and Understandings of Critical Work in School Libraries
No full textLibraries are tied to an American history and current context that oppresses, demonstratesprejudice, and embodies injustices. Preliminary findings suggest (1) school library standards insufficiently address schoollibrarians\u27 roles in engaging in critical work and (2) school librarians need additional learningopportunities to develop the knowledge, skills, and desire to engage in critical work.Although the study is limited to one school district, findings may offer insight into andpotential guidance for evaluating school library programs, and strategies providing supportfor anti-oppression work in school libraries
1:1 Computing: A Case Study Exploring How a Large District Leveraged School Librarians to Improve Teacher Practice, Learning Environments, and Digital Content
No full textMost districts in the United States now provide computer devices to every student(Bushweiler, 2022). The research on 1:1 computing has primarily looked at the impact onstudent learning achievement, teacher and student attitudes and perceptions, andstudent-centered instructional practices (Penuel, 2006; Zheng et al., 2016). To date, no studyhas explored the role of the school librarian in any capacity in the implementation of 1:1computing programs
Study of Nature-Based Interventions Designed to Improve Student Performance on their Standardized Testing
No full textDistance learning has increased stressors upon educators, students, and families alikeand has increased academic inequities. Study after study has shown that exploring the naturalworld can reduce stress, increase focus, boost creativity and performance, and improve well-being.For example, the book The Nature Fix: Why Nature Makes Us Happier, Healthier, and MoreCreative by Florence Williams documents many of the physical and mental health benefits ofexposure to the natural world. How can this knowledge be used to help students increaseperformance and reduce stress associated with standardized testing