International Association of School Librarianship Conference Proceedings
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School Libraries as Foundation for World Class Learning: Experiences of an Indian Librarian
No full textThe combination of study of Information and knowledge leading to wisdom; intellectual expression and scholarly appreciation leading to culture is the very process of learning. When this study is considered of high standard throughout the world, it becomes World Class Learning. Schools are the educational institutions wherein children are guided and trained to be disciplined and enlightened individuals. This responsibility is the onus of educators and greatly influenced by the facilities provided at school. The role of educators is highly regarded and recognized but equally important is the impact of the facilities provided in the schools. The most distinct facility is the library or the resource centre. We as information professionals agree that “Libraries Change Lives” which is a universal truth, for the kind of reference resources and the scholarly works they contain. What is the outcome if the resources are highly valued, are in great condition, well organized, etc. but there are no takers for these resources or the users lack the skills to use the resources? Some of the reasons for this short coming may be due to the absence of proper initiatives, promotion of resources and the services by the librarians. This paper attempts at combining the librarianship skills and literacy skills, resulting in the emergence of practical techniques and to how to apply this knowledge for promotion of the resources available and the services offered. Some tried and tested successful strategies namely Structured Library Periods (SLP), Adopt a Book Project (ABP), Five Best Friends in the Library (D.E.A.T.Y.), Focus Group Discussions (FGD), Application of Multiple Intelligence (MI) Theory for the effective use of library resources by K-2 Students, Use of Open Access(OA) Resources in ZSE RC experimented at the author’s school are presented. These practices are simple, innovative and create a positive impact on the student. They also increase the library’s contribution in achieving the school mission and very easily adaptable by the school libraries or librarians of the developing countries. But there is always scope for refining and improving the strategies tried and tested, in the course of time to suite the ever changing landscape of information and technology and more importantly, to satisfy the ever demanding user and his needs
Reading Spaces
No full textThis paper will explore briefly what research tells us about library design and, more specifically, the design of reading spaces for the provision of pleasure reading in school libraries. Acoustics, lighting and temperature levels, amongst other factors, all have an impact upon the learning experience that takes place in any school space. How we approach the creation of library reading spaces will be discussed with a particular focus on student views and opinions. Furniture, layout, colour, display and ambience will all be considered in light of how they affect comfort and learning opportunities. A number of illustrative examples of school library reading spaces and the views of students will be shared with the audience during the formal presentation
Who are Millennials? And what they want from libraries, bookstores, and librarians
No full textUnderstanding a generation’s “peer personality” provides librarians a unique opportunity to develop services and programs tailored to the needs and unique attributes of a group of individuals. Master of Library Science students enrolled in a graduate research class at East Carolina University in Greenville, North Carolina, surveyed 245 18-to 24-year old members of the Millennial generation at various locations throughout the state to ascertain their use and perception of libraries and bookstores. Most important to Millennials are helpful library staff, good collections, and convenient hours. Least important are bargain items for sale, coffee, and the library or bookstore as a place to be with others
The Educational Aspect of School Libraries’ Design and the Students\u27 Territorial Behavior
No full textIn a study combining qualitative (observation and interviews) and quantitative (questionnaires) methods, the researchers examined the territorial behavior of students and the implications of the internal arrangement of the library space for the students. The territorial behavior observed in the libraries could be seen in where the students decided to sit and how they used library furniture (including chairs, armchairs, computers and the librarian station). Most of the students preferred sitting in a central area in the library. However, for the most part, students chose to sit in places that enabled them to maintain territorial control. While many students sat in groups for both social and study purposes, some of them (particularly the older students) had a need to protect against intrusion into their personal space. This was achieved by sitting at the tables with their backs to the entrance, by body language and, at times, even by using personal belongings to demarcate personal territory. Library planners and librarians must be aware of these “conflicting” needs in order to adapt the design to the behaviors typical of the groups that use the library
Improving the school library for IB students: a case study at The British International School, Jakarta
No full textThe background of this research is firstly to evaluate the current services and facilities in the secondary library since there is a plan to extend the library building among the school projects. The outcomes of this research would be good feedback for the library staff to improve its services and facilities. Secondly, some colleagues on ECIS listserv have been discussing the need for IB guidelines especially for those who due to commence the library for IB programme This paper is not intended to be a guideline, but a sharing work to those who are concerned with the IB library to find different perspectives from a secondary school library at The British International School, Jakarta. A survey to gain feedback has been conducted using a qualitative method. The findings and the profile of the library are discussed in the same section to help the reader understand the real situation and the feedback from the respondents. This paper, expectantly, would be a valuable reference for any school libraries particularly those who run or plan to have a library for the IB Diploma programme
The Effect of Reading Programmes on Turkish School Libraries
No full textReading programmes - everyone talks about them, but few Turkish school libraries provide enough of them. The literature consistently points to improved use of them in school libraries, but less than quarter of the librarians feel well prepared to use reading programmes. Many school library collections have insufficient foreign literature and limited representation of different cultures. In order to explore this problem this presentation will include: the history of Turkish children\u27s literature; the children\u27s literature products in Turkish school libraries; the current profile of Turkish school libraries related to reading programmes; and the evaluation of changing needs and increasing demands for books and information. A combination of comprehensive literature review and original research on Turkish children\u27s literature, reading programmes and Turkish school libraries provides the basis for a fresh and in-depth discussion of the increasingly complex relationships between these factors and children\u27s needs
Not Just Book Week: Developing a Reading Culture at Mill Park Secondary College
No full textEstablishing a culture where reading is valued as much as participation in sporting teams is not easy. At Mill Park Secondary School a programme has been underway for three years and appears to be making strong progress in cultural change. This presentation outlines three initiatives that are working well together. They target teachers, students and parents and are supplemented by Reading Cup team activities and Reading Challenge activities for individuals
Teaching for Information Literacy: Online Professional Development Challenges
No full textAwareness of the need for all teachers to be information literate has prompted a proof-of-concept project to create an online resource for use in self-directed study by teacher-librarians and teachers. The resource includes information literacy theories and teaching strategies that are modelled in supporting adult educators and students as learners. The professional development gains for participants, evidence of student learning resulting from teaching for information literacy and factors to be considered in moving from live workshops to online environments for self-directed study are examined. Questions are raised concerning the nature of online in-service education to promote information literacy. Implications for teacher-librarians as collaborators and information leaders are discussed
Theory into Practice: Using the PLUS Model to Teach Information Skills and Support the Curriculum in a Secondary School
No full textThis paper examines the use of PLUS, a four-step model of information skills, in a secondary school in England with 28 Year 8 pupils doing a physics project. The pupils completed a questionnaire relating to their use of the PLUS model and their attitudes to brainstorming, keyword selection, evaluating resources, reading for information, taking notes, and writing. The teacher and librarian were interviewed. Findings showed that pupils responded favourably to using the PLUS model in all areas and that the teacher and school librarian noted improvement in the pupils\u27 learning, writing, and information skills as a result of using the model
The United States National Library Power Program: Research, Evaluation and Implications for Professional Development and Library Education
No full textThe Library Power Program is a school improvement initiative of the DeWitt-Wallace Reader\u27s Digest Fund that began in 1988. With a total investment exceeding US$45 million, Library Power is the largest nongovernmental funding for school library media programs in over 30 years. It operated in approximately 700 schools and served more than one million students. Library Power sought to create a national vision of public elementary and middle school library media programs through the instructional leadership of the library media specialist, and through partnerships within the district and with the community. An evaluation of the Library Power Program found that the Library Power initiative advanced the notion of a student-centered library media program in a learning community. It showed that given the right conditions, school library media programs can promote positive opportunities for excellence in teaching and learning