La integración del cómic en la biblioteca escolar

Background: Thailand continues to face a serious long-term problem developing effective school libraries, particularly in rural small public primary schools. Even though the Thai government has developed school library standards and supports many projects to help all schools establish effective libraries, most rural small public primary schools still struggle to improve their libraries enough to reach even the minimum criteria of the standards (Thailand Knowledge park 2011). Thai government and policy makers appear to overlook the special management, guidelines and standards challenges for libraries in rural small public primary schools. The lack of expenditure in Thailand on research and development of rural small public primary school libraries has led to a minimum of related primary data and studies, giving very little indication of ways to improve the quality of those libraries effectively. Objectives and Methods: This research, which aims to explore principals' perceptions of public primary school libraries, library characteristics and effectiveness, employs a research method using questionnaires to survey 375 school principals in 6 regions in Thailand. Survey part 1 requested basic information about principals, their schools and their school libraries. Survey part 2 asked principals to illustrate the strengths, weaknesses, opportunities and limitations of their school libraries. Survey part 3 was a semantic scale for principals to rate their perceptions about the impact of the school library on students' academic achievement. Both quantitative and qualitative data are used in this research: quantitative data were analysed through 3 analysis techniques including descriptive, cluster and multiple regression; qualitative data were analysed through thematic analysis. Findings: This research found that in general small public primary school libraries lack resources for their collections, physical facilities, and staff. Of the 6 regions surveyed, libraries located in the North and Northeast regions face the greatest lack of resources. Principals participating in this study perceive the necessity for an effective administration, sufficient staff and sufficient library physical facilities to overcome the limitations of their libraries. Most principals understood very well the impact that school libraries have on students' academic achievement, particularly in enhancing students' literacy levels. The research also found that principals aged younger than 51 years tended to have more positive perceptions about this impact of libraries on students' academic achievement. Recommendations: At a policy level, the Thai government should urgently equip the small schools in rural areas with Information and Communications Technology (ITC). It needs to reauthorise and modernise the National Education Act 1999 to mandate the importance of the pedagogical role of school libraries and school librarians. Clear library policies are required for both school libraries in general and for the provision of library services in rural small public primary schools. Moreover, the Thai government should assign the Thai Library Association to develop new national school library standards. The Thai government should also acknowledge the role of parents and local community participation in education development. The Thai government should conduct and support research on existing barriers to developing effective education and learning resources in rural small public primary schools. At a practitioner level, principals, teacher librarians and school library stakeholders are crucial for developing effective libraries. Principals need to know and understand the school library standards and the policy related to learning resources development; they also need to be prepared to convert traditional school libraries into modern libraries by integrating ICT in library administration, collections, services, activities and staff. Importantly, principals need to support teacher librarians and staff, enhancing their knowledge and skills in library and information fields; equally, they need to collaborate with school library stakeholders, in both internal and external school communities, to develop effective libraries and to promote and enhance their capacity. Conclusion: This research identified a much-needed foundation for developing an effective library in rural Thailand. Although principals have an important role in directing and managing change in libraries, collaboration among library stakeholders is also a significant factor leading to the development and enhancement of effective school libraries. In the light of this research, the researcher recommends for the Thai government and school library stakeholders pay more attention to and to prioritise dealing with school library issues. The researcher also expects that this research will help build international cross-cultural understanding beyond the school libraries of small public primary schools in rural Thailand, to developing countries more widely. Such knowledge would be beneficial to the Thai government, and to school library communities and stakeholders, both in Thailand and internationally, to establish and develop effective school libraries that lead to educational success.

In 2005 the Diputació de Barcelona (Barcelona Provincial Council) set up a Laboratory to strengthen the collaboration between public libraries and school libraries at an suitable time for school libraries in our country, such is the interest in promoting them. The Laboratory’s first phase has now concluded and the institutions involved in the public library and school library services have set up a second phase for the Laboratory, which is currently under way. The presentation focuses on the results of the two phases of the “The School Library-Public Library Laboratory”, held in 2005 and 2006. The first Laboratory set out the framework for collaboration between public libraries and school libraries. The working sessions enabled consideration, discussion and analysis of the following questions: the model and functions of the school library within the framework of the school’s educational project; the elements and resources necessary to carry out its functions; the framework for collaboration between the public library and the school library; the services and activities to be carried out jointly; and the steps to take to advance together towards a reading society that is empowered in the use of information.
 The aim of the Laboratory’s second phase is to consolidate the framework for collaboration between the public and the school library around three core areas: the consolidation of the areas and methods for collaboration between public and school libraries and the necessary resources; the drawing up of a working protocol for each method so as to facilitate its implementation; and to define the structure for collaboration between the various institutions and services involved by setting out the steps showing what the framework for long-term collaboration between the public and the school library should be like.

This study aims to: (1) determine whether there is an influence of utilizing the school library on learning outcomes in the Indonesian Language subject, (2) determine whether there is an influence of students' learning motivation on learning outcomes in the Indonesian Language subject, and (3) determine whether there is a combined influence of utilizing the school library and students' learning motivation on learning outcomes in the Indonesian Language subject. The population in this study consists of fifth and sixth-grade students from public elementary schools in Palangka Raya, Central Kalimantan, totaling 1,117 students from six public elementary schools. The sample for this research includes 285 students, determined according to the Krejcie and Morgan table. The sampling technique used was proportional random sampling.The results of the study indicate that: (1) there is an effect of school library utilization (X1) on learning outcomes in the Indonesian language subject (Y), based on the regression test results, the significance value (p) obtained is 0.001, which is smaller than 0.05 (p < 0.05); (2) student learning motivation (X2) has no effect on learning outcomes in the Indonesian language subject (Y), based on the results of the nonlinear regression test, the significance value (p) obtained is 0.106, indicating that p > 0.05; (3) there is an effect of both school library utilization (X1) and student learning motivation (X2) together on learning outcomes in the Indonesian language subject (Y), based on multiple nonlinear regression analysis, the regression R value is 0.199.

Responding to the Lifelong Learning Targets: collaborative Efforts of Public and School Libraries

Background: Several studies show differences in the nutritional status of children attending public and private schools. The Covid-19 pandemic, which has a global impact on various sectors of life, indirectly affects the nutritional status of children. During the pandemic, children stayed at home more and tended not to do strenuous activities such as exercising or going to the playground. This research aims to assess the nutritional status of children attending public and private elementary schools after the Covid-19 pandemic.Method: This research is an analytical observational study using a cross-sectional design. The research was conducted in the Academic Center room at Udayana University Hospital in July 2022. This research involved a number of elementary school students from three elementary schools in the Jimbaran, Badung, Bali area. Inclusion criteria were elementary school children aged 10-13 years with exclusion criteria including children who did not receive permission to participate in research activities from their parents after explaining post-explanatory consent (PSP). Nutritional status is assessed using anthropometric standards from WHO and Waterlow, where nutritional status will be divided into Mild PEM, Moderate PEM, and Heavy PEM, Overweight, Obese, Superobese and Normal. All data were processed and analyzed statistically using the SPSS version 21 program which was displayed in the form of proportion (percentage), number, mean (standard deviation), and median (range, minimum-maximum). Comparison of nutritional status using Chi-Square analysisResults: There were 189 children in this study with a median age of 11 years (range 11-13 years). There is no difference in the nutritional status of children attending private elementary schools and public elementary schools after the Covid-19 pandemic. There was 1 child (0.5%) with severe protein energy malnutrition (PEM), 50 children (26.5%) with mild PEM, and 67 children with normal or good condition (35.4%). Conclusion: This research shows that there is no significant difference in nutritional status between children attending public and private elementary schools after the Covid-19 pandemic. 35.4% of children had good or normal nutritional status.Key words: public elementary school, private elementary school, nutritional status, covid-19

Purpose: The purpose of the study was to investigate the provision, functionality and accessibility of School Libraries in public secondary schools in Odo-Otin Local Government Area of Osun State, Nigeria.Methodology: A qualitative research method was adopted. Evidence was gathered through semi-structured interviews with principals, staff members, teachers in charge of the library, as well as students in all the 17 public schools being investigated. A Local Inspector of Education was also interviewed at Okuku, the headquarters of the Local Government are, who gave further insight into the issues and challenges faced by public school libraries. Observations were made and recorded on a checklist as to how the libraries in schools visited were resourced and laid out. The checklist was created according to the resources one would expect to find in a well-resourced library as described in the literature. It was used to indicate the type of resources available in the library. No attempt was made to count the number of resources that were available; it was only used to determine if the resource was present. All the seventeen (17) public secondary schools in Local Government were visited and data was collected over a period of one month in 2017. Data collected was analysed using frequency counts and simple percentages. The findings were presented tabulated according to the research objectives.Findings: The study revealed that school libraries are not provided in most schools in Odo-Otin Local Government Area. It also revealed that the few libraries that existed are majorly housed in converted classrooms, with no certified professional staff, inadequate furniture, and grossly inadequate information resources; and that accessibility to the few libraries that exist depends on the staff members that equally use them as their staff rooms. It also revealed that two schools in the Odo-Otin had benefited from Federal Government of Nigeria’s SchoolUnique contribution to theory, practice and policy: The study revealed that a tier of Government in the Country is not fully implementing the National Policy on Education (2004); and that the learning environment in public secondary schools in Odo-otin is breach of Nigeria constitution on right to quality education.

The paper discusses the attitudes of teacher librarians in government schools in Sydney towards cooperation with public libraries and towards a sensible delineation of school and public library roles. Six case studies, based upon interviews conducted by the author, are presented. It is suggested that teacher librarians would like to cooperate, particularly with other school libraries, but that they need greater administrative support and leadership in order to do so. They regard cooperation with public libraries as a low priority, and see it mainly in terms of the public library supplementing the school library's collections. They rarely regard public librarians as colleagues sharing common professional goals.

Objectives This study analyzed the motivation and educational experience of public elementary alternative school teachers to choose a school and presented implications for general schools. Methods To this end, a qualitative study was conducted on seven teachers of public elementary alternative schools, and the actual state of educational experience, perception, satisfaction, and efficacy of alternative school teachers was examined. Results It was found that teachers had difficulty in not receiving help from administrative work, peer teachers' attention, and class work in general public elementary schools. It was found that public elementary alternative schools were selected for meaningful educational activities and an environment where they could learn from their colleagues.Teachers who chose public elementary alternative schools experienced cooperation between education and administration, and convergence of grades and curriculum, and showed a desire to think and grow for better education. Conclusions Through the motivation and experience of public elementary alternative school teachers for school selection, school culture that recognizes fellowship and diversity based on mutual trust, reduction of administrative work, and integrated education of subjects and grades are necessary. If future research tasks are presented, it is necessary to compare the school selection motivation and educational experience of teachers in alternative education-specialized schools and to investigate the school selection motivation and educational experience of parents and students in public elementary schools.

This study assessed factors of effective school library programs in one school system. All teacher-librarians and principals and a sample of teachers in all public schools in an urban district were surveyed about a) background information of the teacher-librarians and school; b) library collection; c) library program; and d) issues facing the school library. Results of descriptive and correlational analyses indicate recent district-based initiatives to strengthen school libraries appear positive. Recommendations include increased leadership activities by teacher-librarians, advocacy targeted at principal education about school libraries, augmenting the number of teachers participating in substantive partnerships with teacher-librarians are recommended, and working toward a shared vision of the school library as the information center of the school.

The digital era challenges the school library which loses connection with generation Z who speaks a different digital language to all other generations. The underfinanced school libraries with little or no budget for new acquisitions are no longer information centers, the least “information authorities” for youngsters. We need the secret elixir to convert the museum-like school libraries into creative learning spaces. In times of budget cut our creativity enables us to welcome various forms of the digital language Generation Z is a native speaker of. By implementing simple social media like activities into our library programs we might fill the old collections with a new vibe.
 The objectives of the presentation
 The audience will get an insight into the possibilities and the threats Hungarian school libraries are facing with. Instead of mourning over the gloomy reality the presentation aims to focus on creative possibilities which can help school librarians to give the students a 21st century-like experience within difficult circumstances. Creative school librarians might be inspired by a collection of activities where usual social media behavior is implemented into information literacy training classes.
 Participants will learn
 Library instruction together with improving information literacy and reading promotion are parts of the core curriculum in Hungary. School librarians are entitled to create programs that help students to become acquainted with the library spaces, get to know the collection and to find relevant information in order to create new content. However, the outdated collections of school libraries overshadow these promising possibilities. It is a challenge to motivate students - who never lived without the internet and being deprived of their smartphone is a major threat in their life - to use the library collection of 50 to 10 years old books joyfully.
 Whether we agree or not, with the definition of the selfie: as the beginning of the end of intelligent civilization, we have to admit that selfies play an important role in our lives. By encouraging students to take selfies in the library space, immediately adds a positive emotional impact on their library visit in. Selfies help to become acquainted with the library spaces especially if a group tries to reconstruct where the selfies had been taken.
 The social media presence is manifested in the endless circle of likes, dislikes, and comments. If we urge students to browse the selves and select random books to like or dislike we give them the opportunity to have a say in the collection. The student’s choice might mirror the current state of mind of the society. If the selected items are on display, other visitors are also motivated to reflect on them, fostering a certain discussion over the library collection.
 Reading promotion is a hard mission when the books teenagers like to read are not available at our school libraries. We can overcome this difficulty by encouraging students to present their favorite book’s trailer. The complexity of transforming a reading experience into a video or a visual presentation strengthens cognitive skills effectively. Book trailers are creative and are in line with the media consumption tendency of Generation Z whose focus moves from written resources to video content.
 These simple examples show that budget cuts must not discourage librarians! On the contrary, we have to find creative ways to provide students with a 21st century-like library experience at a 20th-century school library setting. We cannot change the environment but we can update the school library programs by welcoming the digital language of Generation Z students into our routine. If we learn and apply their language, we might win them over in the end.
 About the author
 Teacher Librarian and Art Teacher at a Spanish-Hungarian bilingual high school (2004-). Board member of the Hungarian SLA (2016-). Experienced in creating a school library program, planning curriculum and embracing creativity in the school library. Speaker at international conferences, IFLA WLIC 2017, Detroit 2017. Participant in several international projects from Zaragoza to New York and San Diego.


 
 
 Igniting a passion for reading and research is core business for school libraries, inevitably placing the library at the center of the 21st century reading and learning experience. It is in this context that digital literature creates some challenging questions for teachers and librarians in schools, while the emergence of digital technology and/or device options also offers a great many opportunities. Collection development in school libraries encompasses an understanding of the need to contextualize these e-literature needs within the learning and teaching experiences in the school. The Australian Library and Information Association’s 2013 statement Future of collections 50:50 predicted that library print and ebook collections in libraries would establish a 50:50 equilibrium by 2020 and that this balance would be maintained for the foreseeable future. This statement from the Australian professional body raised the need to know more about e-collections in school libraries. For teacher librarians in Australian schools, the nature of online collections, and the integration of ebooks into the evolving reading culture is influenced by the range and diversity of texts, interfaces, devices, and experiences available to complement existing print and media collections or services. Management and budget constraints also influence e-collections. By undertaking a review of the literature, a discussion of the education context, and a critical analysis of the trends evidenced by national survey data, this paper presents an overview of the changes and emerging trends in digital literature and ebook collections in school library services in Australia today.
 
 

Basic education is an important element in the development of the quality of human resources in Indonesia. However, the gap between public and private elementary schools (SD) is still the main obstacle in equitable access and quality of education. This difference is reflected in the variation in academic quality, educational facilities, and school management. One of the schemes introduced to address this problem is Performance-Based Financing (PBF), which provides funds based on school performance to improve the quality of education. This study aims to analyze the effectiveness of PBF in improving the quality of basic education and reducing the gap between public and private elementary schools. The main focus of the study is to evaluate the impact of PBF on students' academic quality, educational facilities, and school management. This study uses a quantitative approach with a quasi-experiment design, involving 40 elementary schools in the PBF intervention area, consisting of 20 public elementary schools and 20 private elementary schools. Data was collected through documentation of academic scores, observation of educational facilities, school management questionnaires, and interviews with principals. The results showed that the implementation of PBF increased students' academic scores (public elementary school: +5.8; private elementary schools: +5.5), the quality of educational facilities (improvement scores: +1.1 to +1.2), and the effectiveness of school management. Regression analysis showed a significant influence of PBF on education quality with R² 0.54 and p-value 0.001. The gap in quality between public and private elementary schools decreased from 2.6 points to 0.9 points. These findings suggest that PBF is effective in improving the quality of education, but requires additional policy support for more optimal outcomes.

This study examined the nature of spirituality among early childhood teachers and its potential relationships with their sense of efficacy in teaching. A mixed-methods design was used in the investigation: Phase 1 consisted of a survey research involving 68 prekindergarten to 3rd-grade teachers in 5 public elementary schools, and Phase 2 involved 4 case studies exploring individual teachers who had participated in the survey. Findings from the survey indicated that a vast majority of the teachers perceived themselves to be highly spiritual. Analyses indicated that the extremely spiritual group felt significantly more efficacious in performing in-class tasks than the moderately spiritual group. Additional analyses revealed that the teachers’ teaching experience, ethnicity, school context, and grade level were not associated with the efficacy ratings. The 4 teachers who participated in the case studies varied in their efficacy but not their stated spirituality. The informant teachers recognized their spiritual beliefs as an integral part of their professional identity, which was embedded in their treatment of people in their work place. Although the informant teachers were convinced of the inseparability of the constructs, no direct connections were found between efficacy and spirituality for these teachers. The tentative conclusion from all data collected is that spirituality may indirectly mediate efficacy by influencing the teachers’ identity, values, or emotions. This study is significant in providing insight into the comparatively unexplored phenomenon of spirituality relevant to teachers’ efficacy beliefs.

Every educational institution possesses distinct identity, this study aimed to investigate the influence of school management practices in terms of leadership and governance, curriculum and learning, accountability and continuous improvement, and management of resources and the scholastic performance of culturally diverse community in government elementary schools specifically focusing on aspects of Access, Quality, and Governance. It utilized a descriptive-correlation research design to assess the level of school management practices (considered the independent variable) and the performance indicators of Access, Quality, and Governance (considered the dependent variables) in these communities. Furthermore, the study sought to explore the relationship between these variables. Data collection involved administering an adapted and modified questionnaire, to respondents including 2 District Supervisors from Sultan Kudarat Division, all 8 school heads, and 144 teachers, totaling 154 participants across eight public elementary schools in Lutayan District. These schools were Tamnag Central Elementary School, Mamali Elementary School, Mangandog Elementary School, D’ Leal Elementary School, Quevedo-Baptista Elementary School, Blingkong Elementary School, Bayasong Elementary School, and Panagas-Devera Elementary School. Mean and Pearson r were employed as statistical tools for analyzing and interpreting the collected data. Based on the data gathered in the study, the following were the key findings: The management practices in public elementary schools in Lutayan are generally Very Highly Practiced in terms of Curriculum and Planning, followed closely by Leadership and Governance, Accountability and Continuous Improvement, and Management of Resources, all rated as Highly Practiced. Scholastic performance in Lutayan's public elementary schools is rated as Very Satisfactory in terms of Access, Quality, and Governance. The data also reveals a significant positive relationship between the level of school management practices and scholastic performance in public elementary schools in Lutayan District. Based on the results, the researcher proposed an intervention program that offers a multifaceted approach to enhancing school-based management practices and scholastic performance within Lutayan District's public elementary schools. By strengthening community engagement and feedback mechanisms, enhancing teacher professional development, promoting stakeholder collaboration and advocacy, and advocating for further research replication and exploration.

The article focuses on problems of special education and psychological-pedagogical support for students with learning disabilities. The research aim is to identify current trends in special education for these students, certain conditions and factors that impact their academic performance and development of life competencies. Research methods: analysis of today’s legislation, regulations, proceedings papers, guidance and other policy documents on special educational needs for students with learning disabilities in public elementary and middle school; analysis of statistical data on education for students with learning disabilities in 2019/2020 academic year in all 85 constituent entities of Russian Federation; an online random sample survey among specialists who work in public schools that students with learning disabilities attend. Conclusions based on the conducted study are as follows: the number of students with learning disabilities on inclusive terms is increasing; there is a legal backing and methodological support for special education in public elementary schools; special education conditions need to be provided not only in public elementary school but also in middle school; inclusive education specialists are lacking knowledge on learning, teaching and psychological-pedagogical support for students with learning disabilities in today’s school environment; there is a shortage of special education professionals in schools and learning centres. The results of the study can be used to develop educational policy, learning plans, programmes and to improve quality of inclusive education specialists training.