School Library Development Research Articles

현단계 우리 학교도서관 발전의 리더십에 관한 연구

이 논문은 현재 우리 학교도서관의 변화 과정에서 나타나는 여러 가지 영향 요소를 리더십의 측면에서 규정하고 그 성격과 상황에 대해 탐구하였다. 현재 우리나라 학교도서관의 변화 과정에서 작용하는 계기와 동기를 현장 리더십, 정책 리더십, 학문 리더십으로 구분하여 그 역할과 실체를 다각도로 조명하였으며 학교도서관의 지속적이며 안정적인 발전을 위해 각 리더십의 개선 사항과 요건을 제안하였다. The purpose of this paper is to investigate leaderships for development of school library in Korea at the present developmental state. The writer discusses three kinds of leadership : field leadership, administrative leadership, and academic leadership. Each leaderships, for continuous and stable development of school library In Korea, are needed to be enhanced. Especially, establishment of the academic leadership is indispensible to initiate the development of school library in Korea.

일본의 학교도서관 발전에 미치는 문고운동의 영향

본 논문은 일본사회의 어린이 독서운동의 핵심인 문고운동을 고찰하고, 그것이 학교도서관에 미친 영향을 중점적으로 분석하였다. 어린이 독서운동과 학교도서관의 관계를 조사하기 위하여 두 가지 내용을 연구하였다. 하나는 일본의 정부가 주도하는 학교도서관, 어린이 독서활동과 관련된 정책이고 다른 하나는 시민이 주도한 문고운동이다. 문고운동은 1960년대에 어린이 독서운동으로 시작하여 공공도서관 설립운동으로 발전하였고, 1990년대에는 학교도서관 활성화 운동에 참가하였다. 이 두 내용은 학교도서관을 교수-학습센터로서 보다 주로 어린이의 독서환경으로 강조하고 있다는 점에서 서로 밀접하게 관련되어 있다. 학교도서관을 독서시설로 이해하는 경향은 교과과정의 전개를 지원한다는 학교도서관 전문성의 확립을 저해하고 있다. This paper investigates the Bunko, the center of Japanese children's reading movement, and its impact on the development of Japanese school library. Paper is consisted by two parts , one subject is the programs and the law made by government which is related to either the school library or children's reading, the other is Bunko movements initiated by citizen mostly mothers who wish to improve their children's reading environment. The Bunko movements started in 1960's and motivate the establishment of public libraries in 1970's, and it has triggered activating the school library after early 1990's. By analyzing the relationships of the two subjects it can be concluded that they are tightly connected each other by emphasizing the function of school library not as a teaching-learning center but as a reading facility. It makes difficult for the Japanese school library to establish the most important function of supporting curriculum.

Towards a school library development policy for Uganda

This paper is based on a literature review and aims at providing guidelines for a school library development policy for Uganda. It presents the need for school libraries, describes the background to the policy formulation process, and analyses the existing legal and institutional framework for school libraries in Uganda. The paper highlights the current initiatives in support of school library development in Uganda and gives justification for a school library development policy for Uganda. Guidelines and implementation strategies are given to guide the formulation of this school library development policy.

The Universal Basic Education (UBE) Programme and the Development of School Libraries in Nigeria: A Catalyst for Greater Female Participation in National Development

Nigeria was given a very low rating in human development by the United Nations Development Programme (UNDP) for the year 2002. This is due partly to the patriarchal nature of Nigeria, which emphasizes male education more than that of the female. The result is that fewer educated women than men are available to contribute to national development activities. The recent introduction of the Universal Basic Education (UBE) programme by the Federal Government is seen as a catalyst which will result in greater female participation in national development. The scheme sets out specifically to redress the gender imbalance which has been evident in the Nigerian educational landscape. The provision of standard multimedia school libraries will help schools to produce a more educated citizenry in Nigeria. This will enable Nigeria to achieve a more balanced contribution of both men and women to national development activities and hence improve the country’s human development rating internationally.

School Libraries in Pakistan

School library development in Pakistan is in its embryonic stage. Only a negligible percentage of schools under government control have some kind of a library. The existing school libraries are confronted with problems of poor collections, lack of proper organization, absence of trained personnel, inadequate accommodation and non-availability of funds. This situation is attributed to defects in the educational system, lack of true concept of school library programme, dearth of children’s literature in indigenous languages, non-existence of school library standards, etc. Suggestions include: formulation of standards, appropriations for school libraries in the regular budgets of educational institutions, introduction of school librarianship as one of the subjects in teachers’ training colleges and translation of selected foreign titles.

School Library Development in Africa: The Regional Conference on the Strategies for School Library Development in the ECSA Region, Harare, Zimbabwe, 28-30 November 2000

School Library Development in Africa: The Regional Conference on the Strategies for School Library Development in the ECSA Region, Harare, Zimbabwe, 28-30 November 2000

Elementary Malay Vernacular Schools and School Libraries in Singapore Under British Colonial Rule, 1819-1941

Earlier research on school libraries in Singapore has stated that school libraries were established there recently. Lim (1970) wrote that school libraries in Singapore were largely a post-war innovation, and Ho (1998) wrote that published records related to the history of school libraries in Singapore were available only from the late 1960s to the early 1980s. This article presents historical information that shows that an official policy on school libraries was initiated in 1899. It also presents the historical record of the development of schools and school libraries under British colonial rule and related information about the Malay school book production.

Preparing Personnel to Staff School Libraries in Botswana: The National Library's Input

The development of school libraries in Botswana is the responsibility of the Educational Libraries Division of the Botswana National Library Service (BNLS). The Division carries out its school library development mandate primarily through workshops for school library personnel. Usually four days in length, the workshops are often held at one of the 14 education centres located across the country. Workshops focus on topics such as how to set up a school library, basics of library classification, maintenance of the card catalogue, development of library manuals and guides, development of circulation policies, and library budgeting.

The History and Development of School Libraries in Sierra Leone

The school library is perceived as an import ant aspect of Sierra Leone's educational system, but unfortunately the general school library situation is Sierra Leone is far from satisfactory. Many school libraries exhibit serious shortcomings, or are virtually nonexistent. There is no single aspect of Sierra Leone's national educational policy in more urgent need of development that the school library. Since the 1960s when Sierra Leone gained independence, efforts have been made to include the school library in the country's national policy on education and to take its provision and development in schools seriously.

Teachers' Perceptions of School Libraries: Comparisons from Tokyo and Honolulu

A survey of teachers' perceptions of school libraries was conducted in 1998 in Ohta-ku in Tokyo, Japan and in the Honolulu District in Hawaii, USA. The results were compared to find similarities and differences and to examine possible influences on the development of school libraries in these locations. Most survey respondents in Ohta-ku and Honolulu acknowledged the importance of the pedagogical role of school libraries and school librarians. Teachers in Honolulu had higher expectations of service from school librarians than did teachers in Ohta-ku. This result was probably due to differences in policy and in the availability of trained school library personnel. There were some other interesting differences between the survey responses of teachers from Ohta-ku and Honolulu, probably because of major differences in the nature of school library development in the two areas.

Model School Libraries: Tools or Threats? Reflections on a Development Project in Sweden

This article presents reflections on the evaluation ofa school library development project in the county of Orebro, Sweden. Each of six project schools was to create a model library of its own, tailored to the needs and wishes of that particular school. The main conclusions of the analysis of differences between the schools, in terms of project outcomes, indicate that school libraries may be purposeful tools for teaching and learning, but that they may also be experienced as threats by teachers who prefer traditional teaching. The complex process of information seeking and information use for learning raised serious questions with teaching implications for both librarians and teachers, Teaching teams as well as the principal's conceptions of library functions interacted closely with progress in methodological change and input of resources. Public and school libraries found common strategic interests in the development of the model school libraries.

The History of the Development of School Libraries in the Republic of Korea

This article provides a history of the development of school libraires in the Republic of Korea. Numerous efforts have been made to establish and improve school libraries since national independence in 1945.

Editorial: Learning from Our Past

This issue of School Libraries Worldwide was conceived as a challenge to what the Editors see as the ahistorical stance of our field. Unfortunately, the responses to our challenge did not cause us to change our view. There were only few articles submitted for this issue that were, indeed, papers exploring the history of school librarianship. Many other articles submitted for the theme were, instead, descriptions of the development of school libraries in a particular country. Such descriptions were and are valuable documents, but they did not address the theme of Learning From Our Past. The School Library Worldwide reviewers and editors were looking for papers that addressed the history of school libraries or of an aspect of school library practice in such a way that the readers of the paper could "learn from the past." Papers for this issue needed to have a strong analytical framework or organizing theme as well as a rich description of events.

School Libraries in Lesotho

Literature abounds on both the importance of the school library and on why the school library should be integrated into the curriculum. Some countries have already made positive strides in that direction. It is against this backdrop that the situation in Lesotho with regard to secondary and high school libraries is examined. An overview of the current school library scene in Lesotho is presented. The factors holding back the development of school libraries in the country are discussed followed by recommendations of how to improve the situation. The importance of lobbying the relevant authorities in the school libraries development scheme comes out quite clearly. Finally, the development potential that exists in Lesotho vis-à-vis secondary and high school libraries is mentioned as the basis on which to pin hopes for the future.

On a Spectrum: International Models of School Librarianship

There is a reasonable degree of consensus on the role school libraries play in society; however, forms of implementing such libraries vary widely. On a national level, school library development can be seen as falling into two major models: the American model, which is implemented by the United States, Canada, Australia, and Denmark, and the British model, which is implemented to some degree by all other countries with measurable development. The primary distinguishing factor between these two models is the libraries' governing agency: in American-model countries, school libraries are funded and administered by school districts; in the British-model countries, school and public library systems are entwined. A third model can also be distinguished in some regions-the combined model, in which school and public libraries coexist. These models fall on a spectrum that begins with an early emphasis on supplementary reading and then progresses into a multifaceted educational support role in which the recreationa...

School Libraries in Sri Lanka: A State-of-the-Art Report

School libraries in Sri Lanka are moving toward a period of rapid growth and development due to an ambitious program developed by the Ministry of Education and Higher Education. Although librarianship is not new to Sri Lankans, the development of school libraries has been slow due to lack of funds and trained personnel. The government has taken the initiative of reorganizing the system of education to meet the challenges of the 21st century, and as part of this the school libraries will also be improved to provide better learning environments to the students. This article highlights the changes that are currently being implemented toward reaching this goal.

School Libraries in St. Lucia: A State-of-the-Art Report

This article provides some background on factors that have affected the development of school libraries in the West Indian Island. The brief history of that development process is followed by a description of the situation as it stands today. Recent initiate tips of the local professional association to work with government officials seem to hold promise for the future.

School Libraries in Ghana: A State-of-the-Art Report

This article provides a review of the school library development in Ghana against the background of a new educational system that was put in place a decade ago. Although the government and the Ministry of Education have for a long time recognized the role of school libraries in education, little has been done to ensure that facilities are properly put in place for libraries to play this role.

Reconstruction Years Are the Best Years: establishing good school libraries in South Africa

The school library scene in Southern Africa is not impressive. Even where the picture is slightly better the school library does not play a meaningful role in the school curriculum. For most of the countries in the region the battle for establishing this educational component which contributes to the image of a good school needs to be restarted from the drawing board. South Africa has to learn from the mistakes of these countries in order to avoid similar pitfalls. The Reconstruction and Development Programme (RDP) which has been put in place by the Government of National Unity (GNU) to redress the various imbalances of the apartheid era should be taken advantage of by all those in positions of influence who take strong exception to lack of good school libraries. Policies should be formulated not only for the provision of purpose-built school library structures but also to ensure that the school library becomes an integral part of the school curriculum. The reasons why it is necessary to do so are given. The long-term advantages of having good school libraries are also stated. Further, the thinking why it is crucial to earmark the development of school libraries during the reconstruction years is explained.

Innovation diffusion: Proposal of an organizing theory on which to base research into school library development

Current research into national and international school library development tends to be fragmented and descriptive. Conceptualizing the spread of school librarianship as the diffusion of an innovation and encouraging inquiry framed by diffusion theory may result in research that involves formulating and testing hypotheses in a search for valid, useful generalizations and models. This article reviews existing research and discusses the general appropriateness of applying diffusion theory to the study of five factors that influence school library development globally: (1) the evolution of, acceptance of, and consensus on a viable service-delivery model; (2) the influence exercised by professional organizations; (3) the generation of acceptable standards; (4) overt government support; and (5) acceptance of a coherent educational rationale or mission, which can influence the receptivity of individual schools and systems.