International Association of School Librarianship Conference Proceedings
Not a member yet
980 research outputs found
Sort by
Café in a school library: to strengthen links with school and society.
No full textA collaborative initiative between school librarian, professional consultant, Principal, teachers and local community in a public high school aims to support students who are low-achieving or belong to low-income families in Japan by setting up a café inside the library. The importance of a cafe in school libraries are revealed from the three point of views; Ibasho, Youth support and Information literacy education. 1) Piccari Café is a value for students not only to add the choices of ibasyo in school but also to let them know about ibasyo outside school. 2) Piccari Café works as a platform for each three levels of prevention interventions: universal, selective, and indicated. 3) Piccari Café potentially provides students information literacy education without teaching. This case revealed that school library with a meeting, learning and creative function has the potential to generate a platform for students to strengthen links with school and society
Curriculum-Engaged School Libraries and Teacher Librarians Value Curriculum-Alignment of Resources
No full textAustralian school libraries have an expressed need to organise resources according to Australian Curriculum (AC) outcomes. The Schools Catalogue Information Service (SCIS) at Education Services Australia creates and distributes MARC records to 93% of Australian school libraries, but has not traditionally provided curriculum-alignment data. This paper describes a SCIS survey of 586 Australian school libraries, examining the factors driving demand for curriculum alignment. Libraries with a teacher librarian and those that were already actively engaged in curriculum resourcing saw the most value in resource alignment. Curriculum-engaged libraries were more prominent in secondary schools, Catholic schools, and large schools with larger libraries and a teacher-librarian. They were also more prominent in schools where teachers actively engaged with library staff. Library engagement is discussed as a concept of potential interest for further research
“This is the biggest place where you can express your imagination”: Information practices of middle school students at a school library makerspace
No full textThis study aims to understand what brought a group of middle students to their school library makerspace, their questions, information practices, and barriers in their participation. Informed by Dervin’s sense-making verbing approach and sociocultural approaches to learning, qualitative data were collected through initial interviews, surveys, follow-up interviews, and weekly field observations over six months. The findings show that the school library makerspace was a social and informal learning environment for the students to have fun, be creative and develop skills in science, technology, engineering, mathematics and arts. Their information practices ranged from tinkering with materials and technologies, and getting help from interpersonal resources. This study highlights the information practices at the library makerspace were social in nature, embodied through materials and tools, and embedded in the formal educational system; this study also sheds light on the affordances and constraints of the materials and computers in the students’ activities at makerspace
Inquiry learning: Educating Librarians for their Educational Role
No full textInquiry learning is a concept familiar to Brazilian librarians, who have been expressing concern about their contribution in innovating the learning process. It is therefore necessary that future librarians experience this learning strategy during their education. This study aimed to investigate: 1) how library students exposed repeatedly to strategies of inquiry learning react; 2) the difficulties they encounter in the process; 3) and what types of learning they acquire. Data were collected through in depth interviews with undergraduate library students taking an Information Literacy Course. Data analysis was based on Kuhlthau’s ISP model (2004) and in the five types of learning (Kuhlthau; Maniotes & Caspari, 2012) Results, that cannot be generalized, show that students reacted positively to the strategy, although they reported several difficulties. In conclusion the repetition of the inquiry learning process became important for students to feel more secure and confident and for their difficulties to be minimized. On the whole the acquisition of the five types of learning was observed
Self-Regulated Learning in Practice: A Comparison of National Board Certified Teacher Librarians and Non-National Board Certified Teacher Librarians in the United States
No full textIn the United States, educators have the opportunity to apply for National Board Certification (NBC), a rigorous process that awards them the highest recognition of teacher mastery and accomplishment in the nation. A core proposition of NBC, the management and monitoring of student learning, is strongly related to self-regulated learning (SRL) and the role of the teacher librarian (TL). This research investigates the differences and similarities between the application of SRL strategies in the teaching of two groups of TLs in the US: five with NBC and five without NBC. Using interviews and teaching observations, researchers found similar practice of SRL strategies by both groups in their teaching. However, in the interviews, the TLs with NBC were better able to articulate and provide context for how they teach students SRL strategies. These findings support research from other scholars regarding NBC (Johnson, 2009; Strong et al., 2007; Unrath, 2007)
Transfer, Transformation, Transition: What the School Librarian can do in Transliteracy, the French context
No full textWith the emergence of digital information, the school library as a physical location still exists but its spaces and boundaries are reshuffled. This major change encourages us to study the new distribution of spaces in school libraries, the relationships between different types of spaces (physical and digital, individual and social, private and public) and the way pupils move from one to the other. Information transliteracy is the topic of a research project led in France. Our research points out the transformation of learning strategies in collaborative situations, transfers between informal personal digital abilities and formal academic skills and between experts and novices, transition from learning to creating, cognitive redistribution between spaces. We explore and try to explain some of these processes which seem to us encouraging for the future of school libraries and signs of a renewal of the task of librarians, implying new modes of action which we will describe: mediation, creation, education
A Glimpse into the Brighton College Abu Dhabi Library’s Virtual Learning Environment : How can this help School Libraries?
No full textThe Virtual Learning Environment is becoming a popular learning platform among various educational institutions in delivering a vibrant and effective learning environment. It enables many school libraries to perform their role in improving services and supporting the school community. The researcher examined the status of Brighton College Abu Dhabi Library’s VLE based on users’ preferences and usage. The researcher surveyed pupils, teachers, and administrators and used frequency distribution to show results. The findings revealed how the library VLE could further be improved and marketed to strengthen its value to the community. Along with this, the included sample of the library VLE content structure and each content’s description can serve as a guide in designing a library VLE
How the image drawing method can act as an alternative barometer of librarian instruction
No full textPreviously, I examined changes in pictures of school libraries drawn over time by university students in a teacher training program taking a course on the importance of school libraries. The results revealed an increased tendency to depict librarians; even so, librarians featured in only 12 of 32 pictures. This study compares my results with those for similar teacher and teacher librarian courses by other teachers and (in most cases) at other universities. Besides my course, only 1 of 15 other courses revealed an increased tendency to draw a librarian, with no significant differences in proportion of students who depicted librarians among the courses, revealing that my lectures successfully communicated the importance of school librarians. Also, 4 of 11 courses that focused on information media revealed an increased to draw PC(s). These results show that the image drawing method may suffice as an alternative barometer for librarian instruction
A librarian in the Classroom: How does that affect Student Learning?
No full textIn Linköping there is an ongoing investment in staffed school libraries, so-called focus libraries. Focus libraries has three aims: to be an integrated part of the school, to promote reading and develop students\u27 information literacy. At Hjulsbroskolan the librarian cooperates with teachers in the classroom to implement these aims. The work to develop student’s information literacy starts in preschool class. The development continues the coming years in close collaboration with teachers. The librarian devotes most of her time in the classroom with the teachers to plan, implement and evaluate the area of work and assess the students\u27 efforts. This way, there has been an increased student learning. This is shown in the results of the national tests, regarding the issues of source criticism. A dedicated and structured teaching in information retrieval and source evaluation, implemented by teacher and librarian in cooperation, leads to increased achievement for students
Structural Cooperation Between Teachers, Public Librarians and Teacher Librarians
No full textAccording to the concept of ‘Public Library at School’, secondary schools and public libraries in the Netherlands are working on a structural cooperation. They collaborate at strategic, tactical and operating level to improve language skills, reading motivation and information literacy of students. This paper describes the experiences of the collaboration between several pre-vocational secondary schools and public libraries during the period of 2012 – 2015. Especially, the force of the collaboration of all the parties involved, is shown at all the components of the concept ‘Public library at school’. In all the example-schools it is shown that collaboration pays off. There are results on the management, employee and student level. The most important improvements are: students read more, students visit the (school) library more often, reading is more and more seen as ‘a normal thing to do’ and reading attitudes of students are improved