International Association of School Librarianship Conference Proceedings
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Reading communities in the School Library: the role of web 2.0 and social media
No full textLiterature for children and young people is taking advantage of the dynamics offered by digital world. Web tools and social media are now powerful resources to promote reading and children\u27s literature among the new generations. These tools, due to its interactivity, open the door to new readers that find a new appeal when interacting with literature through these tools. Taking into account this context, school libraries cannot stay apart from the possibilities that these resources can offer for reading promotion. So, in Portuguese school libraries several projects are being developed, based on the dynamics that web 2.0 tools offer. In this paper we present some results of a project developed under a master\u27s degree in School Libraries, at the Portuguese Open University. The results of these studies show a diversity of strategies that are followed by school libraries, trying to involve various actors (teachers, students, parents), thus contributing to the development of reading skills, with positive effects on motivation, reading and writing interests and competences
The Role of School Librarians and Subject Teachers in Information Literacy Education
No full textInformation literacy education is one of objectives of school curriculum in Japan. School Librarians are expected to play an instructional role in the inquiry learning. Library instructions which have been worked on for many years cover all phases of inquiry learning such as planning, retrieving, processing, creating, sharing and evaluating. It includes various types of knowledge, skills, intellect, and attitudes. However, the results of interviewing 11 school librarians and 14 subject teachers have revealed that librarians actually teach no more than a portion of the contents that fall under the library instruction. The content primarily taught by librarians, and most subject teachers expected librarians to teach, is the traditional information skills, such as locating Information, using books, taking notes and showing references. School librarians should reconsider their expertise on information literacy education and share more responsibility with teachers to improve student learning
A New Learning Space Combining Digital Information and Books: The Case of Seisho-kaichi School
No full textIn Japanese Junior and Senior High schools, books and computers are often tucked away in school libraries or computer rooms, separated from the classroom. Students are left isolated from the tools that stimulate their own learning. I will introduce Seisho-kaichi Junior and Senior High School as a practical example of solving these problems conventional schools have. One of the primary focus of the school is ‘building a school in a library’. Books are not all hidden away in the library; rather bookshelves are arranged throughout the school building. Another primary concept is the use of digital tools: the whole school is equipped with wireless internet access, and each student has his or her own tablet computer. The other primary concept is active learning. Seisho-kaichi strongly believes these focuses better equip students to reach their education goals
A practice of one day’s training course of information literacy for teachers in Japan : case study of Waseda University
No full textThe training course of information literacy for teachers started in 2012 at Waseda University and has been carried out in August in the last four years. The course titled “Preparing class plans using school library” is a part of courses for renewal of teachers’ certificate. Most of them are subject teachers who aren’t in charge of school library even though a few are teacher librarians. The aim of the course is to identifier the nature of information literacy, to realize some skills, and to apply each skill for their curriculum. We explain some models of information literacy, ex. ISPA model, Big6 model and PLUS model. We provide them a kind of workshop. Supposed students in digital age, we are going to adopt not only materials based on paper but also new technology, for example, Web2.0 for the training course in future
Roles and Practices of School Librarians in Digital Age: A Study from Croatia
No full textIn Croatian school system it is prescribed by the law that every school should have a library and a professional librarian managing the library and serving the school community. School library is a part of the educational system and school librarian has to be involved in teaching and extracurricular activities. This research explores how school librarians in primary school in Croatia perceive their various roles and what roles related duties they perform in their daily practices. A survey was conducted on a sample of primary school librarians in Croatia and 122 valid responses were collected and analyzed for the purpose of this study. The study findings show that school librarians in primary schools perceive that promotion of students’ reading is their most important role while teaching information literacy is less important. In their daily practices Croatian school librarians perform various duties related to reading promotion, administration of library, managing collections, supporting school curriculum and providing information services. Further they are engaged in teaching information literacy but they hardly use of technology for enhancement of library collections and services. Only a little more than half of study participants state that school principal and teachers understand their roles and support them in performing these roles. Further studies on roles of school librarians are recommended
Enabling Teacher Librarian Leadership for Technology Integration
No full textThe 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
Literature in Digital Environments: Changes and Emerging Trends in Australian School Libraries
No full textIgniting a passion for reading and research is core business for school libraries, inevitably placing the library at the center of the 21st century reading and learning experience. It is in this context that digital literature creates some challenging questions for teachers and librarians in schools, while the emergence of digital technology and/or device options also offers a great many opportunities. Collection development in school libraries encompasses an understanding of the need to contextualize these e-literature needs within the learning and teaching experiences in the school. The Australian Library and Information Association’s 2013 statement Future of collections 50:50 predicted that library print and ebook collections in libraries would establish a 50:50 equilibrium by 2020 and that this balance would be maintained for the foreseeable future. This statement from the Australian professional body raised the need to know more about e-collections in school libraries. For teacher librarians in Australian schools, the nature of online collections, and the integration of ebooks into the evolving reading culture is influenced by the range and diversity of texts, interfaces, devices, and experiences available to complement existing print and media collections or services. Management and budget constraints also influence e-collections. By undertaking a review of the literature, a discussion of the education context, and a critical analysis of the trends evidenced by national survey data, this paper presents an overview of the changes and emerging trends in digital literature and ebook collections in school library services in Australia today
Advocacy for School Library Development: Lessons learnt from the Matenda School Library Project in Zimbabwe
No full textThe paper focuses on describing the importance and value for development of Rural School Libraries in Africa in order to overcome the increasing gap between the information rich and the information poor that currently threatens educational achievement in remote and inaccessible rural schools. It further discusses that main challenges faced when establishing and developing a rural school library to ensure that the socially excluded rural children have access to reading material. The question is - What are the materials and human resources needed to overcome these challenges. In conclusion, the paper offers recommendations that urge the government to establish School Library Service and to enact legislation to address the needs of rural schools in terms of infrastructure, equipment, material resources, appropriate manpower and the introduction of ICTs in rural schools to foster vital knowledge necessary to address local needs
Building Bridges Through Literature: A Practical Example and Ideas about Resource-based Learning as Teamwork Between a Teacher, a Librarian, and Students in a Project about African History and Literature
No full textThe main purpose of this project was to study African history and how it can be traced in literature. It focused on early African kingdoms and both the colonial and post-colonial periods in West Africa and South Africa. The project was carried out in a group of thirty 17-year-old students, four of whom were from Africa and many others from the Middle East. The four main goals of the project were to (1) allow the students to experience other countries and cultures through literature, (2) build understanding between students with different backgrounds, (3) train the students in information literacy, and (4) develop cooperation between teachers and librarians
Barriers to School Library Development
No full textThe Carnegie Corporation of New York has embarked on a revitalisation programme of some African public libraries. The Corporation has made grants to those public library systems targeting previously disadvantaged communities. Those aspects of the programmes that the grantees have drawn up which could impact school library development in the recipient countries are highlighted here. The selected public libraries of Botswana, Kenya and five provinces within South Africa, as grantees of revitalisation awards are the objects of focus here. Seven other African countries that have benefited to a relatively lesser extent are mentioned as issues emerge that relate to them. Suggestions are made as to the impact some of these public library programmes could make on school libraries and school pupils