International Association of School Librarianship Conference Proceedings
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Towards Consensus on the School Library Learning Environment: A Systematic Search and Review
No full textThe school library as a learning environment has been described by some as a dynamic domain where dedicated professionals and students engage collaboratively in an active and evolving educational climate. Although the field of classroom learning environment research can be charted internationally over the past several decades, journal article literature fails to consistently and coherently identify specific aspects of the school library learning environment and methods to evaluate outcomes. A systematic search and review of the literature using the learning environment as the primary search term revealed a set of 10 elements associated with this concept but few evaluation methods. Clearly defining school library learning environments could aid in the development and evaluation of school libraries as places where librarians and teachers transform and influence student lives and learning
Windows on the World with USBBY’s Outstanding International Books
No full textThis paper explains the purpose of the Outstanding International Books (OIB) Committee of the United States Board on Books for Young People (USBBY), the available resources on the USBBY OIB site (http://www.usbby.org/list_oibl.html), and highlights selected titles from the 2015 list. Celebrating its tenth anniversary, the OIB Lists have represented some of the most outstanding international books published, providing a range of titles appropriate for children from birth to 18 years of age. Titles were first published in another country and language before being distributed in English throughout the U.S. Some of the countries where these books originated include Australia, France, India, Italy, Mexico, the Netherlands, New Zealand, Sweden, and the United Kingdom. The paper includes an annotated bibliography of the 2015 OIB Book list for librarians who wish to have a selection aid when purchasing books for their school libraries
Immersive Fantasy Writing using Role Playing and Augmented Reality Apps
No full textCollaborative writing has been shown to improve students’ writing enjoyment, and to improve writing outcomes for some students. Building on past experiences with collaborative writing workshops, the teacher-librarians from four schools decided to change the focus of the workshop this year to a fantasy writing workshop. To simulate the challenges of a hero’s quest, immersive role playing activities, team-building and problem-solving games and the use virtual and augmented reality apps were introduced. This paper investigates experiential learning as a means by which teacher- librarians can add value to their school’s curriculum and learning outcomes. It looks at ideas from other educators which were incorporated into the workshop, the challenges and successes of the workshop, and feedback given by the students
Working in an Electronic School iCentre - Some Practical Ideas
No full textSt Mary’s Waverley, School for Girls in Johannesburg, South Africa www.stmaryschool.co.za has taken the plunge into the digital and technological world of the 21st century. The Teacher Librarian was consulted on all aspects of updating and modernizing the Library into an iCentre that enhances the learning and teaching experience. The entire school is Wi-Fi connected. The edges of the iCentre, school, home, national and international communities have been blurred. Interactive and collaborative study is the norm. The print collection is enhanced by the Digital Library, website support, Facebook page, online Book Club, digital magazines and newspapers, electronic displays, notices and learning support on mobile devices and a large TV screen. Teaching and learning is online and mobile. Learners are trained in the various ICT skills by means of formal lessons as well as casual Podcamps in the iCentre
Germany ́s Next Top-Literacy Workers!
No full textIt is the main target of the Bundesverband Leseförderung to establish best-educated pedagogues of reading and literature comprehension as „Literacy Workers“ all over Germany to achieve a way of furthering reading skills and motivation and the comprehension of literature successfully and with a long term effect.Der vor 7 Jahren gegründete Bundesverband Leseförderung hat sich zum Ziel gesetzt, best ausgebildete „Lese- und Literaturpädagogen“ als „Literacy Workers“ in ganz Deutschland einzusetzen, um Leseförderung pädagogisch - und damit langfristig und nachhaltig abzusichern
The Politics of Making a New Space for School Libraries in South Africa
No full textIn this paper I consider the politics around the school library in South Africa and what is emerging during this postapartheid period of social transformation, to assess the politics of the \u27new space\u27 being produced through that transformation. This requires me to look back, through memories and images, at what was inherited from the apartheid era – an approach often criticised by embarrassed white South Africans who wish to be blinkered, and move on, ignoring our painful history, our roots. Then I revisit the process of formulating national regulatory policy for school libraries in South Africa, and try to understand the obstacles to its progress. My conclusions will point to what we might need to look for in the emerging policy for a ‘new practice’ and ‘new space\u27 for school libraries
Breaking Down Barriers: Teacher-Librarians as Partners in Internet Use in Canadian Schools
No full textIn Canada, as in many countries, teachers are being encouraged to integrate information and communication technologies (ICT) such as the Internet into the curriculum. A study conducted in Canada in 1999-2002 examined Internet use in schools through interviews with technology leaders, through surveys of teachers and principals, and through case study investigations of three school districts, each in a different province of Canada. The case study data from the three districts was analyzed, using the NVivo software program, to address three main questions: (1) To what extent was teachers\u27 use of the Internet consistent with “best practice,” as described by Moersch (1999)? (2) What types of support systems appeared to be essential for effective Internet use in classrooms to occur? (3) What was the role of the teacher-librarian in contributing to effective Internet use in classrooms? The study showed that teachers were integrating the Internet into their teaching, but had not yet achieved “best practice,” and that teacher-librarians were influential in supporting teachers’ progress towards “best practice” in the use of the Internet in instruction
Information Literacy Education in Nigeria: Breaking Down Barriers Through Local Resources
No full textThis paper explores the prospects of information literacy education in Nigerian primary schools. It is argued that while information literacy is essential for attaining the objectives of Nigerian education, a number of barriers stand in the way. These include the learning environment, lack of resources, language and literacy problems, and teacher orientation and teaching practice. The information literacy project described in this paper is attempting to break down the barriers through innovative use of available local resources
An Enabling Adult: The Teacher-Librarian and the Reading Environment
No full textThis report is an analysis of the role of the teacher librarian, as an enabling adult, in creating a reading environment within a secondary school library. It will briefly discuss the major factors that impact upon this role. The identified factors are:
• Attitude• Relationships• Library Organisation• Access• Ambience• Professional debat
Usage of Distance and Blended Learning in Educating School Librarians
No full textPaper shows the case study of transforming traditional learning environment (based on teacher-centred instruction), to the blended learning environment (based on student-centred instruction) using Open Source Learning Management Systems, like Moodle. Special attention was on the advantages in usage of this tool in educating LIS professionals. Authors try to investigate whether new technologies help and motivate students master the necessary knowledge, especially when applied to the mandatory courses. Differences in motivation and access to the studies between the full-time and part-time students are also compared. Data fo theevaluation have been gathered through numerous satisfaction surveys and interviews with the students of Department of Information Sciences, Faculty of Humanities and Social Sciences, University of Zagreb, both full-time and part-time, as well as through the analysis of the data from the faculty’s e-learning system.