International Association of School Librarianship Conference Proceedings
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Children + Young Adults + Information Literacy = Cooperation between public and school libraries
No full textThe importance of developing and maintaining a regular and systematic collaboration between public libraries and school libraries is established. This relationship is crucial in Spain because of the precarious situation of school libraries. School libraries dedicate major efforts to reading promotion programs, therefore public libraries can collaborate with school libraries in order to promote information literacy programs. An example of this kind of collaboration is the program developed by the Fundación Germán Sánchez Ruipérez, “Biblioteca-Escuela” [Library-School]. Through this program, the Fundación Germán Sánchez Ruipérez works regularly with schools from the city and province of Salamanca to encourage and promote the projects that support teacher’s work and information literacy
Creating a reading community: Lifelong learning: The library and literacy
No full textA reading community is one that not only values the act of reading – it is one where everyone reads! There is a culture amongst staff, students and families at Meriden where reading is more than valued – it is an integral part of our daily life. Meriden is a P-12 Anglican day school for girls. It is situated in the centrally located suburb of Strathfield in Sydney, Australia. Through Meriden’s recognition of its community’s diversity it is a place where students are able to grow in faith, care and learning. Central to all teaching programs at Meriden is the belief that learning is a lifelong process
An investigation into the teaching of information literacy skills by teachers in New Zealand secondary schools
No full textThere is very little research looking at how much teachers from any country actually know about information literacy and at how they develop information literacy skills with their students. This contrasts research in recent years which focuses on the influence that school libraries, teacher librarians and/or library media specialists have on student learning. For some time international government and educational bodies, including New Zealand, have recognised that all citizens need skills and processes to enable them to become information literate. This paper reports on findings from a research project which investigated the understanding, knowledge and teaching of information literacy processes of secondary teachers from five urban co-educational state secondary schools
Library Practice Patterns in Community High Schools Project
No full textIn this article, we try to investigate the community high schools project policies implemented by current educational units in Taiwan through document analysis and questionnaire survey methods. We also investigate what role the school library should play and what jobs the school library should promote in the point of view of a director of library in a senior high school. We try to conclude operation items which meet the spirits of government’s policies. In the mean time, based on a thinking that the school library should participate in local cultural activities aggressively, we try to investigate further, when the availability of school is extended into local community, what would be the possible cooperative contents and ways between school library and the local community? The research result is going to be used as a reference for future development and operation of school library in senior high school and vocational high school
Product or Process: Using explicit instructional design in literacy for the primary school to enhance reading, knowing and doing
No full textThe students of today and tomorrow, the digital natives, interface confidently with thetechnological demands of the multi-literate world. The “face” of literacy is “text” the “changing face” is the availability of these “texts” and the way that “texts” can be used to enhance learning experiences for our students if meaningful contexts and purposeful scaffolding for teaching and learning experiences are provided. The Dimensions of Learning Framework provides a model for explicit instructional design that can focus on knowledge cquisition and integration, and on using knowledge meaningfully. The focus of the work done with students can be on the development of knowledge and skills throughout the process, as well as on ensuring that the final product reflects meaningful learning. Process, product or both
Public Libraries National Network: The emancipation of a foundation project
No full textExactly 20 years ago I was asked to build a program for the promotion of public reading in Portugal, which would be supported by a partnership between central and local administration, aiming to create and develop public libraries with all the modern requirements, then pioneering, in our subject. The technical and financial support, conceived as program-contracts – which only after, were generalised for other purposes – was taken as a model for several more recent networks of cultural equipments, as it was considered a success case at a national and international level
From Learning to Read to Reading to Learn: School Libraries, Literacy and Guided Inquiry
No full textSchool libraries are about the future. They are about the development of knowledgeable and knowing young people; young people who have the ability to read the word and the world, and who can live their lives as thinking, informed, knowledgeable and productive citizens of an increasingly inter-connected world. They are about young people who have the knowledge, skills, attitudes and values to invest wisely in confidently shaping their own futures and their lives as family, community and workplace members. Reading, Knowing and Doing are the multiple faces of the future global citizens that we nurture in our schools. Reading, Knowing, Doing, as the multiple faces of literacy, are the multiple faces of quality school libraries. And Reading, Knowing and Doing are at the heart of informed, in-tune, and in-touch school librarians committed to providing the best opportunities for our students to learn to use their minds well
Creating role models of reading - Through national, regional and local competitions
No full textTo improve the reading abilities of students in sixth grade several pilot projects have used national, regional and local competition to prove that reading is cool. The aim is to create role models of reading instead of book droppers. This paper describes two of these projects: “The national championship of reading” and “Ready, set, answer”. “The national championship of reading” is inspired by a similar Dutch project. The aim of the competition is to make it prestigious to read and be good at reading aloud. “Ready, set, answer” is a quiz, which is build around all kinds of reading. This competition is not focused only on novels
Student Perception of Self as a Learner: Did the Learning Quest Make a Difference?
No full textThis paper and presentation is vitally relevant to teacher librarians’ professional practice. It assumes the teacher librarian is the learning and resource specialist with the ability to get the Library curriculum, and the best practices for teaching information literacy skills, integrated into a whole year level program. This paper investigates if that practice has an impact on student perception of themselves as learners. The Learning Induction Program was introduced in 2007 to ease transition from primary to secondary school and establish year seven students as effective members and learners in the secondary school context. The library curriculum was embedded in The Learning Quest. In 2007 evaluation focussed on the success of the whole program. Now we need to find out if The Learning Quest, and the collaboration between teachers and Library, has made a difference to student learning outcomes, in particular student perception of self as a learner
Lithuanian school libraries today: Problems and perspectives
No full textThe situation of Lithuanian school libraries and the status of librarians are ambiguous, because libraries are financed by Ministry of Education and Science, but legal acts, except the laws, are organized by Ministry of Culture. School libraries are very important among other libraries in Lithuania according to the latest statistic data of Lithuania. In 2000 the school libraries computerization started and in 2004 they were instilled with a simplified version of the Lithuanian Integrated Library Information System (LILIS) – so called Information System of School Libraries (ISSL).The questioning of school librarians was done in 2006-2007 years. Analysis of questionnaires showed that there are some problems in activity of school libraries. The Standard of Digital Literacy of School Librarians (SDLSL) has contradictory estimations. It contains extremely high requirements for school librarians in the sphere of ICT use. Lithuania school librarians do not have a professional association. Members of IASL in Lithuania are only separate school librarians. The methodical help to school libraries should be given by the Municipality public libraries but the help is given not very often. In some towns more active and experienced librarians organize methodical groups, give seminars for those, who are less experienced.School librarians take part in different state actions. Year 2008 is announced to be Reading year in Lithuania. Reading year is stage of Reading Promotion Program confirmed by the Government