International Association of School Librarianship Conference Proceedings
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The role of the librarian in developing leadership capabilities in staff
No full textThis session will focus on the dilemmas and challenges of providing effective leadership skills for modern schools with digital information and communication technology (ICT) capabilities. It will review the selected challenges of engaging different generations of staff in ICT based learning and recommend strategies for effective leadership of ICT based schools. It will particularly focus on the issues of how a librarian and a library can assist to provide relevance and appropriateness of ICT based proposals andprograms, and suggest ways to implement leadership policies which enable senior staff to remain accountable whilst all the changes enabled by ICT based learning are occurring within a school
High standards or a high standard of standardness?
No full textThis paper explores the difference between high standards and a high standard of standardness of professional service provision in teacher-librarianship. That is to say, it explores the difference between a demonstrated deep commitment to 21st century learning (high standards) and demonstrated compliance with a pre-determined checklist of skills and capacities (a high standard of standardness). A case is made for maintaining scepticism about all schema for defining ‘standards’ at the same time that professionals should work for their advancement and improvement
Through the lens of new school librarians: The application of standards to delivering excellence to the profession
No full textWe examined the issues related to delivering service excellence through the lens of 39 graduating school librarians in written assignments for the final course of their certification program, as they focus on what is needed to apply standards to become an effective school library media specialist in the 21st century. Of the 16 issues identified, the concern over technology and their role as a technology specialist dominated the ranking. The results reinforce the ongoing need for education program coursework that continues to emphasize the role of technology in the 21st century school learning environment
Preliminary insight of information literacy competencies among school library media teachers
No full textThis study examines library media teachers’ perception of information literacy, their current levels of information literacy competencies, and the factors affecting information literacy implementation in secondary schools. 36 library media teachers from Selangor, Negeri Sembilan and Kuala Lumpur participated in this self-report questionnaire-based survey. Respondents knew what information literacy is and perceived it as much needed skills. Skills to identify information needed obtained a mean of 3.94 and skills to synthesize information scored the lowest mean of 3.47. They need continuing education opportunities, professional development, information literacy and LIS training. The country needs a national information agenda, policy and guidelines to implement information literacy
The learning ecology of Web 2.0 tool use by teacher librarian candidates
No full textThe learning ecology captured by this survey of Web 2.0 tool usage among teacher librarian candidates at Western Kentucky University paints a narrow landscape of Social networking and communication tools used for personal activities, which are used to a lesser degree in the professional and academic spheres. Results indicate that the Top five Web 2.0 tools (Social Networking, Communication, Photo/Video Sharing, Blogs, and Productivity Tools) are being used more often in professional settings than previously reported in other national and state studies. Age does not appear to be significant in the learning ecology of teacher librarian candidates\u27 Web 2.0 tool use, indicating that an overall enthusiasm for technology among teacher librarian candidates putthem in a special category of user. Suggestions for further study include exploring how ―gateway‖ Web 2.0 tools such as collaboration and networking tools used by teacher librarian candidates in their personal lives could transfer to the professional and academic spheres, and spur motivation to use other less commonly used Web 2.0 tools such as social gaming, pod-casting or virtual environments. This study confirms that the potential for educators to integrate Web 2.0 tools into all aspects of their lives are currently hampered by limited bandwidth at home, and the use of restrictive acceptable use policies and filters in schools
Collaboration is the key: Opening doors to deeper student learning through working together
No full textCollaboration is the key for a school librarian to work successfully at integrating information skills into the school curriculum and to become a vital cog in the teaching and learning cycle within the school. This is easily said, but how do we make it happen? What strategies can we use to develop opportunities for collaboration with teaching staff? How can we foster strong links across the whole learning community of the school? This paper will briefly consider a definition of collaboration and various models of collaboration including their theoretical and pedagogical underpinning. In addition to considering the role and mindset of the teacher librarian, a range of practical macro- and micro-strategies for developing collaboration with teaching staff in an effective and integrated way will be presented; these include technology, special learning needs, building a reading culture, literacy and instructional design. A self-diagnostic tool developed from this paper is offered to enable each teacher librarian to evaluate opportunities for furthering collaboration in his/her school context
Notes from the Noodle Factory: 21st-Century Librarianship in Search of New Paradigms
No full textKurt Vonnegut compared a library to a noodle factory, noting that in a society where a majority of people do not really enjoy reading, “Noodles are okay. Libraries are okay. They are rather neutral good news.” Such indifference could be tolerated three decades ago when libraries still maintained primacy as central repositories of information. However, in this era of existential crisis, and as libraries scramble for “relevance,” the urgent question arises: “What new paradigms must be formulated to define the mission ofthe 21st-century library and delineate how that mission can better support both education and culture
Building Healthy and Sustainable Communities for Youth: Life Skills, School Libraries, and Social Involvement
No full textHealthy communities are based on social justice and mutual respect. Healthy communities for youth promote values such as fairness, equal treatment, accountability, opportunity, participation, and opportunities to make choices. This paper is based on definitions and activities from the U.S. President\u27s Council on Sustainable Development (1993-1999). School librarians serve communities when they develop venues ensuring the development of social values and personal life skills for youth. Workable suggestions, including reading programs, for a variety of school situations are provided. Case reports are offered illustrating how school librarians can develop life skills for youth as active community social agents
Investigating an International Exchange of Best Practices: An Institutional Ethnography Approach
No full textAs educators, it is the responsibility of teacher librarians to prepare students to become productive and responsible members of society. In this age of information, jobs require cognitive, personal, and interpersonal skills such as “innovative thinking and solving skills, effective communication skills, teamwork, and the ability to manage information effectively” (AASL, 2009, p. 7). In order to prepare students for living and working in today’s world, traditional instructional practices and beliefs of teacher librarianship have to change and adapt to meet the needs of the learners. This research investigates an international exchange of best practices between German and American teacher librarians as an effort to learn about changing practices of teacher librarians. The context of institutional ethnography offers a critical approach for understanding the institution that is teacher librarianship and the organization of professional practices of teacher librarians on an international level
Helping Students Achieve: A Teacher-Librarian\u27s Perspective on Supporting Student Goal Setting Programs
No full textSetting personal learning goals is an important life skill that students are encouraged to develop from the middle years of schooling onwards. However, some students experience difficulty with the processes involved in setting and achieving their goals. This professional paper looks at the role teacher librarians have in collaboratively planning, resourcing, and extending and enriching goal setting activities. Providing resources with authentic examples of goal setting by people from the wider community is one way of developing and extending the motivation and commitment students need to become successful in goal setting tasks and activities. One such resource is recommended and details of it are outlined with suggestions for extending and enriching it with a visit or virtual presentation from its author