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

Assessing the Capacity of Public and School Libraries toward the Attainment of Sustainable Development Goal 4

While both school and public libraries cater for young people and share common goals in supporting their communities, there is limited research about how they interact with each other. Using a replication study methodology, this article discusses the findings from two surveys of staff in Australian public and school libraries to gain insight into how they operationalise their relationship with each other, identify their levels of interactions and understand the factors impacting those interactions. Quantitative and qualitative findings from 119 public and 120 school library participants working throughout Australia suggest variance in the interactions between sectors but mostly reported low levels across the last 5 years. Identified factors impacting these collaborations positively and negatively included staffing, time and budget. Staffing was a big issue and many public libraries noted that local school libraries were not being staffed or even included in newly built schools as noted by one participant. Another interesting finding was participants’ perspective of the need for the interaction which was greatly shared by school library staff who felt their school collection and programs were adequate for their students or public library staff who’s outreach attempts have gone unanswered. This could be problematic in ensuring that students understand the value of the public library after they leave school. There were also clear misunderstandings identified between responses from both sectors with regards to factors like the budget and communication about collaboration opportunities. Despite these challenges, participants from both sectors shared a recognition of the potential benefits of collaboration in supporting lifelong learning in their communities and “the value of libraries” in general.

The least developed and developing countries are combating against digital divide in order to keep the wheel of development rolling and escape from the vicious circle of poverty as digital divide is one of the key factors that can lead the poverty situation of these nations to an extreme level. In Bangladesh, the digital divide condition is severe. Therefore it is imperative for Bangladesh to take fruitful steps to bridge the digital divide and to ensure ICT facilities at the national level. Recently as government pledged to convert Bangladesh into Digital Bangladesh by 2021 which is the golden jubilee year of Bangladesh independence, several initiatives have been taken to overcome the digital divide and to produce future qualified generations. However, it has been observed that no worth mentioning project has been taken by any government that ensures proper development of public, school and college libraries. Government should realize the fact that complete development of the country is never possible unless we concentrate library based education. It is not possible for any government to ensure computer with internet connection to each and every family in Bangladesh, however, it is possible to ensure ICTs at school, college and public libraries. The author of this paper firmly believe that ensuring ICTs to public, school and college libraries will greatly reduce digital divide at the national level and will produce qualified, efficient, ICT competent future generations. In this paper an attempt has been made by the authors to show the existing digital divide in the country, current ICT scenario and core projects that have taken by government, non-government, donor agencies and other development organization. The main object of this paper is to show how public, school and college libraries can reduce digital divide at the national level. It is believed that coordinated, long-term, effective projects/programme to reduce digital divide will ensure peaceful, educated, qualified, ICT competent future generations. Key words: Digital Divide; ICT Scenario Bangladesh; Government Initiatives; Non-government initiatives; Public libraries; School libraries; College libraries.DOI: 10.3329/jbayr.v1i1.6839Journal of Bangladesh Association of Young Researchers Vol.1(1) 2011 pp.49-77

Abstract
 
 Objectives – To explore summer reading partnerships between public libraries and school libraries, and the impact on student achievement in reading. 
 
 Design – The design is mixed methods: tests, interviews and surveys. 
 
 Setting – Eleven US sites involving school and public library partners.
 
 Subjects – A total of 357 elementary school students entering fourth grade that met specific criteria. Parents, teachers, school librarians and public librarians were also included.
 
 Methods – This study occurred over a three year period from 2006-2009. It was developed as a partnership between Dominican University, the Colorado State Library Agency and the Texas Library and Archives Commission. Additionally, the Center for Summer Learning at Johns Hopkins University was contracted to conduct the research. It was designed to explore the research question central to a 1978 study by Barbara Heyns.
 
 An advisory committee, with representatives from each partner agency, developed evaluation questions and established the objective selection criteria for participants in the study. The criteria included: at least 50% of students qualifying for free and reduced price meals; at least 85 percent of school population would take the reading proficiency test in English; public library summer reading programs with a minimum of six weeks of programming; a history of collaboration between the paired school and public library applicants; both school and public library would sign a partnership agreement and participate in conference calls.
 
 In spring of 2008, students at participating sites were given a pre-test using the Scholastic Reading Inventory, and also provided with special summer reading logs developed for the study, to be used during their subsequent participation in the public library summer reading programs. 
 
 In fall of 2008, the same children were tested on the Scholastic Reading Inventory. In addition, surveys of students, parents, teachers and library staff were administered, as well as a structured interview of library staff.
 
 Main Results – The students who participated in the public library summer reading program did not experience summer loss in reading as measured by the post test administered in their schools.
 
 The researchers note patterns in the demographics of students who chose to participate (participation was self-selected and voluntary): predominantly Caucasian girls above poverty level, who generally scored well on reading tests. Those who participated in the study also used libraries, had more books in their homes, and parents who used libraries and provided literacy activities at home. 
 
 Teachers found that students who participated in the program started the school year ready to learn, had improved reading achievement and displayed stronger motivation, enjoyment and confidence in reading. Parents of students who participated in the program also strongly agreed that their children where better prepared to begin the school year.
 
 Conclusion – The results from this study confirmed findings from an earlier study (Heyns, 1978) and subsequent related research that summer reading programs in public libraries can contribute to maintaining reading progress and proficiency, and that the recreational reading that is available to all students regardless of socioeconomic status through the public library can make a difference in reading scores.
 
 In this article the researchers presented results and conclusions based on selected subsets of the results in the full study. The participants were self-reported and no control group was established. 
 
 The researchers also use the results of the study as a starting point to provide a call to action that highlights the value of public library summer reading programs, and the need for the education community to invest in partnerships with public libraries, particularly in communities that serve children and families in low-economic or depressed areas. They also note the need to include parents and grandparents in outreach efforts.

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.

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.

This report details the findings of a survey series conducted to better understand parent and guardian views of public and school libraries and the library profession. Between September and November of 2023, The EveryLibrary Institute and Book Riot polled 3,206 parents and guardians of children under eighteen about their perceptions of library book content and the professional trust placed in public and school librarians to curate library collections and library spaces. One survey focused on perceptions of school libraries, one on perceptions of public libraries, and a third on perceptions of librarians as a profession. The results indicate that libraries are generally seen as safe and librarians as trustworthy. Opinions are divided on the need for policies that restrict access to library materials, as well as the implementation of content ratings and increased external oversight of libraries. The controversy surrounding book bans and censorship has increased in the United States since the November 2021 elections in Virginia and Texas, when parents’ rights bills won at the state level and began to gain national momentum. The issue of “parents’ rights” has since dominated political and social discussions about book bans and censorship, with numerous pro-censorship groups claiming “parental concerns” about book themes, topics, and characters as their authority to justify book bans and censorship. To better understand if the attitudes of American parents and guardians toward book bans, censorship, and library practices line up with these special interest groups’ rhetoric, The EveryLibrary Institute and Book Riot conducted an extensive survey of parents and guardians of children under eighteen across the United States. The survey series was fielded in three parts during September, October, and November 2023. It aimed to uncover the truth about the current political and social moment for libraries and librarians, as well as to provide a more nuanced understanding of public opinion that might not be represented in mainstream media or political rhetoric. We asked parents and guardians across America about their attitudes toward school and public libraries, their attitudes toward and their comfort with library book contents. The findings indicated that most American parents oppose book bans and censorship. They value the expertise of librarians and believe that these professionals play an important role in helping children navigate sensitive content. Furthermore, the survey results highlighted the importance of parental involvement in children’s reading and education. Most parents believe they, the parent, should have the final say in what their children read and that they should also be involved in selecting books for school and public libraries. Survey results showed deep divisions on how to handle books with topics repeatedly challenged in libraries. This includes books with Black, Indigenous, People of Color, and LGBTQ+ characters; those discussing race, racism, and social justice; and those about puberty and sexuality. Some parents indicated wanting these books banned entirely from libraries; others felt they should be available with adequate labeling or permission. Still, others believed children should have unrestricted access to age-appropriate books on these topics (EveryLibrary Institute, 2023b). The nuanced responses underscore the complexity of public opinion compared to the more polarized views often presented by so-called parents’ rights groups. These results have important implications for policymakers, educators, librarians, and the public. The survey offers data to support librarians’ professional expertise and help them gauge their level of support from parents. The results can also guide policymakers and educators in making decisions that reflect the actual views of parents rather than those of special interest groups. Sharing the results contributes to a more informed discussion among the general public about the role of libraries and the nature of censorship.

Proposition 13—America's Second Great Tax Revolt: A Forty Year Struggle for Library Survival

Researching graphic novels and their teenage readers

Learning and teaching are two processes. By combining these two processes, a person armed with knowledge makes valuable contributions to society, fostering progress in various fields. Learning is also a basic human need but due to the human incapability of learning everything alone, Public Libraries can be introduced as a community institution that supports the three areas of formal, informal and non-formal education. That is, public libraries can be further introduced as a type of institution that provides information services to people of all ages, from young to old. The world considers educational development as a priority and supporting formal and informal educational activities can be stated as an objective of public libraries. However, there is limited literature regarding the impact of libraries on the learning process. The problem is to study how public libraries in Sri Lanka can enhance their timely contributions to the teaching learning-process in Sri Lanka. The study aims to determine the benefits that readers get through the public library. As it is very difficult to cover all public libraries in Sri Lanka, 104 persons were selected from four public libraries in the Kandy district under a random systematic sample. Qualitative research methodology was used for this study, and a questionnaire method was used to collect primary data. The objective of the study is to identify the contribution of public librarians to formal, informal and non-formal education, examine their contributions to the teaching and learning process, investigate the social mission to the learning and teaching process taking place in public libraries and to identify barriers and solutions to the teaching- learning process within the public libraries. The findings highlighted that public libraries make a significant contribution to the learning process and that the teaching process progresses at a slower pace. According to the findings, a minimum of 10% is contributed to the teaching process while 55% support the learning process. This study also identified that public librarians to contribute about 65% of formal, informal and non-formal education. Libraries support unemployed people to think differently in diverse ways but lack of technical knowledge and lack of understanding of library specialization among the public library staff were identified as major obstacles in the learning and teaching process. This study suggested that staff in collaboration with public libraries, school libraries and other educational institutions should be equipped with technical knowledge to provide services using new technology in public libraries.

In the midst of both consumer and health professional confusion about the Affordable Care Act (ACA), Francisca Goldsmith writes a practical, clear, and compassionate guide for any librarians assisting information seekers with this topic. Goldsmith, a veteran of both public and academic library service in the United States and Canada, has supplied her expertise in staff development and library instruction through California's Infopeople Project and works with the underserved. Goldsmith knows what library staff and library patrons need to know to respond to community needs for health information, to cope in a practical manner with literacy disparities of all types, and to manage the role of public or consumer health libraries as change agents in a responsible legal and ethical manner. The author's purpose is to engage and encourage public library staff awareness and service planning in supporting local community health. Using knowledge gained from the first open enrollment period in 2013 to 2014, the author assists public library staff with providing information access and community education. The result is this core manual of essential knowledge, resources, library responses, and best practices. Intended to serve as a guide for library staff to tailor their role to the needs of their local communities, Goldsmith offers no singular blueprint. Instead, she provides short chapters, with bullet points for easy reference and task lists to focus planning and goal accomplishment. She is mindful of issues related to staffing and rural or urban settings. Chapter one, “The Affordable Care Act: Overview and Context,” provides the legislative facts and texts, the history, synonyms and editorial names, the role of federal and state governments, insurance exchange/marketplace types, Medicaid, initial outcomes, enrollment, recognition of local needs, project management, and staff awareness. Chapter two, “Health Insurance and Insurance Exchange Structures,” explores the terrain of the insurance exchange and insurance plans, small business health options, Medicaid in relation to the exchange, and health care access and the library. Chapter three, “Know Your Community,” provides the basics of digging more deeply into ethnicity, culture, language, and health literacy. Chapter four, “From Affordable Care Act Policies to Functional Library Tactics,” outlines the goals of the Federal Health Agency and the five policy objectives of the ACA. Goldsmith explains how to extract “library tactics” from the aforementioned policies. Language and technology access issues, especially for diverse populations, merit particular focus. A valuable outline of upcoming changes in the ACA through 2020 helps to keep this book current. Chapter five, “Ethics and Legal Matters Related to Health-Care Information Services,” describes codes of appropriate behavior, especially related to community health care consumers, and ethics in politics, diversity, library collections, legal situations, and technical and technology access. Chapter six, “Health-Care Related Reference Interviewing,” addresses the strong concerns that both public library and consumer health library staff may have in relation to uncovering patrons' real health information needs. Chapter seven, “Literacy, Health Literacy, and Financial Literacy,” succeeds in looking beyond reference and information technology services to the value of household income and motivated skill acquisition. Chapter eight, “Programming to Promote a Healthy Community, on the Ground and Online,” focuses on transparency, partnerships, stakeholders, rural concerns, and online support, with specific public library examples of successful approaches. Chapter nine, “Keeping Up Now, Documenting for Future Advocacy,” emphasizes the need for ongoing awareness, training, and documentation as an advocacy tool. Each chapter ends with questions and tasks, simplifying both learning and planning for library staff using this book. Notes at the end of each chapter also suggest related websites, media, and other resources useful for comprehension and additional research. Questions and tasks are worded clearly and explicitly to encourage best practice. Goldsmith includes three appendixes. Appendix A offers “Affordable Care Act Oversight and Marketplace Access by State.” Appendix B, “Resources,” features information about government regulations and sponsored access assistance, tools for plain language communication and exploration of community needs and assets, and social media resources. Provided tools include the Kaiser Family Foundation, WebJunction, and other key references. Appendix C, “Where Do I Find,” is the quick section provided in place of an index. For this type of handbook, it suffices. This book is recommended for public library staff and for medical or academic library staff who answer consumer health questions or questions about ACA from any patron type, and it is recommended as the primary, go-to-first resource. Exceptional in its practical utility and consumer health expertise, this title is complemented by the newly published The Medical Library Association Guide to Answering Questions about the Affordable Care Act by Emily Vardell (Rowman & Littlefield; 2015. ISBN: 978-1-4422-5536-4).

Remembering LHRT

This article will first look at the important role that school and public libraries play in children’s development by providing crucial encouragement, critical access, and key time for reading and literacy. Then we will explore the importance of school and public library collaboration for children’s literacy and academic success. We will examine the ways in which research has demonstrated that public libraries and school libraries can work together when facilities are closed, access is limited, and budgets are cut, and will conclude with the implications for library and information science (LIS) researchers in fields beyond school libraries and youth services.

Public and school libraries in Brazil have not yet been universalized. Many are in a precarious state, and their functions are often confused. In order to demonstrate that such reality persists, some projects that were submitted to an Official Announcement (call for proposals), called “Construindo uma Minas Leitora” (Building an active reading Minas State), issued by the state of Minas Gerais, Brazil, for the establishment of public libraries, were selected and analyzed. Most of the projects evaluated showed that the function, target public, collection, and services offered by public and school libraries are often confused. Based on the literature and basic documents used in the formulation of the concepts of public and school libraries, it was found that the lack of public policies related to these two types of libraries leads to a vicious circle of lack of experience and knowledge in these libraries. Thus, the same precarious and inadequately structured existing models are used. Such situation, which results from the lack of public policies since the birth of the Brazilian nation, have persisted into the 21st century.

The “Fiske Report” is the popular title for a study conducted in the late 1950s under the auspices of the University of California School of Librarianship with the financial support of the Fund for the Republic, a liberal philanthropic organization. The intended focus was the practice of book selection in school and public libraries, but the key concern that emerged from the study was the practice within the field of “self-censorship.” The period of study ranged from 1956 to 1958, with the final report published in 1959. A symposium in 1958 to investigate the social influences on libraries identified the primary cause of the censorious practices as the ubiquitous female gender of the librarians. Issues the research participants raised related to education for and development of professionalism within the field of practice received cursory attention, and the opportunity to engage the question of the social roles of librarianship remained unaddressed.