International Association of School Librarianship Conference Proceedings
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The twin purposes of Guided Inquiry: Guiding student inquiry and evidencebased practice: Guiding student inquiry and evidence-based practice
No full textGuided Inquiry is a means by which student enquiry can be facilitated in schools, while simultaneously being the vehicle for evidence-based practice. This paper illustrates this twin purpose in two contexts: An overview discussion of the 2008 NSW Association of Independent Schools’ Project, led by Dr. Todd, and a 2010 Guided Inquiry at Loreto Kirribilli. Both projects are discussed as student practice and as a means of gathering data about student learning using the School Library Impact Measure (SLIM) Toolkit, while highlighting the use of wiki as an organising tool. Lastly, the paper affirms the impact that Guided Inquiry has had on some Sydney schools
Information Literacy Awareness Within the Diploma Years Programme of the International Baccalaureate
No full textIn an information-centred society, information literacy (IL) skills have become increasingly important. The International Baccalaureate (IB) focuses on these skills through an inquirydriven educational approach. This research examined IL’s place within IB’s Diploma Programme. Through case studies at three IB schools, students’, parents’ and teachers’ perceptions of IL’s significance, the need and preferred methods for improving IL and the librarians’ current practice of IL education were analysed.IB is gradually giving the librarian’s role for IL education more visibility but its view of a holistic IL concept, as defined in the literature, remains ambiguous. The case studies revealed low levels of librarian-teacher collaboration, even though in-context learning proved to be the stakeholders’ shared preferred method for IL education. Preconditions are nevertheless favourable for increasing the emphasis placed upon IL as all stakeholders acknowledge IL’s significance and expect to be taught IL skills throughout life but especially within secondary education
Effective Learning in the School Library: The Portuguese School Libraries\u27 Learning Standards Framework: Conception and Framing
No full textThe purpose of this paper is to present School Libraries Network Program (Ministry of Education) and its strategy concerning the creation and development of a national network, the elaboration of an Evaluation Model and the reference corpus of Learning Standards. This is the main goal of this presentation. Nowadays educational agents have a general concern regarding the tremendous transformation that technologies and social networks brought up to the present, placing on the agenda of educational institutions, policies, and new standards of reference about curricula and learning that today schools and school libraries must ensure. The conviction that school libraries can play an undeniable role in the acquisition of a set of critical skills vital in 21st century education, led us to the creation of learning standards for school libraries, associated with their mission and intervention in schools, called "Effective Learning in the School Library: the Portuguese School Libraries’ Learning Standards Framework"
University Preparation Programs for School Librarians : “Learning and Sharing: A Look at How Collaboration and Leadership/Administration Courses Are Taught in Australia, Canada, and the United States”
No full textThis three-hour workshop provides an opportunity for school librarianship professors to discuss and share with their peers best practices in creating relevant assignments for school librarians in the 21st century on the topics of collaboration and leadership. For each topic, the professors from Australia, Canada, and the United States will share the following on a large screen and with handouts: (a) national standards that guide course preparation, (b) the course description, (c) course objectives, and (d) one sample assignment. Assignments for both topics will include the instructions and also the rubrics. After each topic presentation, participants are encouraged to share how they teach collaboration and leadership, and they will then be divided into small groups to share additional ideas. A third component of the presentation focuses on a 2013 U.S. grant from the Institute of Museum and Library Studies to deliver four online courses for doctoral candidates from various institutions with an interest in school library doctoral studies. The session will close with the participants brainstorming critical issues and topics for future IASL presentations from school librarianship professors. Before the IASL conference begins, emails will be sent to attendees who are school library professors to encourage them to attend and to bring sample assignments on teaching collaboration and leadership as a way to extend our conversation beyond the Australia, Canada and the United States
“Don’t They Know How Important It Is?”: A Case Study Of Information Literacy Education In A Small South African Town
No full textThe paper comes out of a month-long case study of information literacy education in two public libraries in a small South African town in the rural province of Mpumalanga, undertaken in October 2004. The participant observation study is the second phase of a twophase mixed methods study, which explores the capacity of public libraries in South Africa for information literacy education – in the context of the dire shortage of school libraries. The focus in the second phase is on the connections between public libraries and schools. However, the relations between the two libraries and their staff members are found to impact on these relations - with the study finding that historical context impacts significantly on library programming. The paper concentrates, however, on just two threads of enquiry: the views of teachers and principals in the seven schools of the town on the educational role of libraries as revealed in interviews; and pupils’ use of the two public libraries in seeking information for their school assignments. The study reveals a lack of cognizance of the high level demands of information-seeking in libraries among the teachers. They tend to see the library as a warehouse from which things are “fetched”. The study finds a paradox – a gulf certainly exists between the public libraries and schools but the gulf comes from shared limited conceptions of the educational role of public libraries and of information literacy. The intense gaze of the participant observation contributes a nuanced understanding of the challenges for information literacy education in South Africa
Are trained teacher-librarians making a difference for school libraries in South Africa?
No full textThe purpose of this research was to trace former UWC students who trained as teacher-librarians between 1976 and 2000 in order to ascertain how influential they have been in their school’s library and reading programmes. The study revealed that although most respondents had progressed in rank at schools, their role in the library programme was minimal. Most schools had either no library or defunct library programmes. Respondents were much more active in formal reading programmes. Computers with Internet access were evident at most schools but teachers were using computers mostly for managing marks and setting exams
Creating a Book Culture In a Special Needs School With Specific Reference to Visually Impaired Learners
No full textThis paper outlines the role played by the library at a special needs school in Durban, South Africa, to create within the school a dynamic and vibrant book culture. The task is a challenging one, because with limited resources, the library staff are endeavoring to create opportunities and circumstances which will facilitate learners who have physical disabilities (including visual impairment), linguistic incompetence and cultural impoverishment, to access the richness of reading, writing, and storytelling and listening. The process began with recognizing the inadequacy of the library. Subsequently, enlarging the library, acquiring 2000 new books, including visually impaired learners and introducing a writing club facilitated a process which is ongoing
From one-to-one to one-to-many: An instrumental case study of a pre-service teacher librarian in the U.S.
No full textPre-service teacher librarians in the United States often are en route from careers as classroom teachers and view field experiences as needless repetitions of student teaching. Meaningful internships can be pivotal in helping students explore potential roles, build collegial networks, and gain valuable on-the-job insight. For an educator in transition from a single classroom to a manyfaceted school library, field practica can provide crucial opportunities to shift to the organizational, collaborative mindset outlined in Information Power, the U.S. school library guidelines (1998). This paper presents an instrumental case study gathered as part of an ongoing study of practicum experiences
A Study of Information Literacy Initiatives between Secondary Schools and Universities in the UK
No full textThis paper discusses the nature and conclusions of the second phase of a two-part project, CrossEd, undertaken between autumn 2004 and autumn 2005 and funded by the Joint Information Systems Committee in the UK. The study investigated collaborations taking place between secondary schools and universities in the provision of information literacy skilling relating to the use of e-resources. A survey of all university libraries in the UK was undertaken using an e-mail questionnaire to identify the incidence of current collaboration. The data from that survey provided information on the types of collaboration taking place. These were categorised and used to select the survey population of six university libraries for the qualitative study. Data collection was by means of face-to-face and telephone interviews with university librarians, using semistructured interview schedules. Six types of training for school pupils were identified, and the research revealed at least seven distinct positive aspects of cross-sectoral collaboration for school pupils. A fundamental lack of understanding of the respective roles of secondary school and university librarians was evident, and a range of issues to be addressed by librarians in both educational sectors was identified. A strategy for enhancing collaboration in the UK is also discussed
To build upon solid rock or to build upon sand: : The Challenge of Information Literacy in the School Library
No full textStarting with a rereading of the information literacy theories, we characterized the development of this concept, distinguish it and relate it with associated terms. After this theoretical framing, we focused on the role of the information literacy in the school context. We present our study based in the analyses of information behaviour, reading habits and information practices of students in Vila do Conde municipal area, using the school library collections and technological resources, considering also the location, access and use of information.
We do a brief general view over this group of school libraries in this municipal area, but we focused our analysis of the research universe in three schools of 1st level, one E.B. 2,3 and another secondary school, using an inquiry by a questionnaire. To better contextualise our study we also make the characterization and framing of each school library in its surroundings (city, rural and piscatorial) in order to allow a comparative analysis of the results