Teacher Librarians Research Articles

Supporting Information Literacy Skills of Students for a Successful Transition to Higher Education

A survey was undertaken on how libraries are supporting information literacy to primary and secondary school students for a successful transition to higher education. Thirty-five librarians were purposively selected and questionnaires were sent and telephone interviews done to understand the opportunities and challenges that are encountered in imparting information literacy skills to students in preparing them for higher education. The results revealed that there are information literacy programmes in group A schools and universities. It was discovered that tertiary institutions do mentorship programmes and train teacher and school librarians on how to offer information literacy sessions. The greatest opportunity was the availability of information communication technologies (ICTs) in most of the schools and the support that is offered by the government towards the use of ICTs in learning. However, the major challenge is there are few online resources that are locally produced. The author recommends the need to produce more local content online for the primary school students.

A Study of School Librarian Experience of Burnout: Focused on Contract Teacher Librarians and Contingent Librarians

A Study of School Librarian Experience of Burnout: Focused on Contract Teacher Librarians and Contingent Librarians

An Analysis of Teacher Librarians' Role Recognition

An Analysis of Teacher Librarians' Role Recognition

Legacy

Legacy is the theme for this issue of the journal. The word legacy dates back to the 1300s and has Middle English and Medieval Latin origins, and in this context, we prefer to think of a legacy as a gift or tribute. As Maya Angelou once said, “If you're going to live, leave a legacy. Make a mark on the world that can't be erased.” Bill Teale did just that. He influenced countless doctoral students, researchers, and teachers and the organizations in which he was a leader. He influenced us as editors of this journal. Several years ago, when we were interviewed for the editorship position, Bill asked us important questions, provided guidance, and just as importantly, offered kindness. We will forever remember him and the impact he still makes in the field of literacy. With the legacy of Bill Teale in mind, this issue's The Inside Track is coauthored by two of his former doctoral students. Hoffman, Whittingham, and Teale share the perspectives of five notable scholars in the area of early literacy research from 2006 to 2015. The authors discuss trends specific to this decade and the legacy of early literacy research over the decade, and they note “best guesses” in a forecast for the next decade. Hoffman and Whittingham also pay tribute to Bill, the remarkable scholar, mentor, and leader. Nine feature articles are included in this issue. Manyak, Baumann, and Manyak provide an important article that examines morphological analysis instruction and which morphemes to teach. Authors Popp and Hoard describe how to best support elementary students' sourcing of historical texts. Wessel-Powell, Lu, and Wohlwend's article highlights animated storytelling, and they show how teachers can invite students to play and perform stories. Siffrinn and Lew share an adaptable curriculum for elementary preservice teachers, discussing how to build disciplinary language and literacy into teacher training. In another feature article, Hutchison describes how virtual reality apps provide experiences that can be used in both science and literacy instruction. In her article, DeFauw explores one elementary school's yearlong collaboration with a children's book author/illustrator. Wasik and Hindman describe the importance of wait time and how that wait time allows young students to develop language and vocabulary skills. In their feature article, Colonnese, Amspaugh, LeMay, Evans, and Field note how math fits into writing instruction and provide a framework for guiding mathematical writing instruction. Finally, Nichols, Rasinski, Rupley, Kellogg, and Paige give reasons to joyfully use poetry and other rhythmic language in literacy instruction. In this issue's teaching tip, Rodriguez-Mojica and Briceño explain how to develop sentence stems that support reading comprehension. There are three diverse Voices From the Classroom essays in this issue. Brett Healey, a literacy coach in Hong Kong, describes teaching as a performance of language, and Paige Green, a teacher librarian, suggests how teachers can partner with teacher librarians to help students find an engaging book to read. Last, teacher Natalie Schramer discusses implementing goal setting in readers' workshop with her third graders. There are two departments in this issue. First, in Literacy Across Disciplines, Douglas Fisher and Nancy Frey note three time-tested ways that teachers can use questions to drive content area learning. Second, in Literacy Coaching and Professional Development, Celeste C. Bates and Denise N. Morgan remind literacy coaches and leaders not to underestimate the importance of interpersonal skills in facilitating professional development. In ending this From the Editors piece, we continue to reflect on the legacy of Bill Teale. He taught us so much and remained a respected, kind leader throughout his career. For younger literacy scholars, the legacy of a remarkable scholar such as Bill must live on. We must continue to research, mentor our students and younger colleagues, and strive to make a difference in the field of literacy. Thank you, Bill.

The Benefits of Improved Information Literacy Skills on Student Writing Skills: Developing a Collaborative Teaching Model with Research Librarians in Undergraduate Social Work Education

ABSTRACTImproving the information literacy and writing skills of undergraduate social work students continues to be an issue for social work educators. In spite of the persistent concern, only a few studies examine the factors influencing these skills and interventions to strengthen them. This article details a faculty–librarian collaborative teaching model to develop students’ information literacy and writing skills through an iterative, peer-reviewed process that includes online and in-class library instruction. Pre- and posttest results from course evaluations, using the learning management system, indicate that students improve their information literacy skills, which in turn improves their writing skills. The article concludes with a discussion of implications for academic and professional development.

Applying the Framework as a reflective tool: A teacher learner perspective

If you teach information literacy (IL) according to the ACRL Framework for Information Literacy for Higher Education,1 then you have been introduced to terms like knowledge practices, dispositions, and troublesome knowledge. You may have also read several articles debating the Framework (for a quick overview, read Lane Wilkinson’s “The Problem with Threshold Concepts”).2 Regardless of where teaching librarians stand on the Framework, the discourse surrounding it doesn’t adequately address its potential as a reflective tool (as opposed to addressing student learning alone). This is ironic when considering that, at its core, the Framework’s foundation is based in “critical self-reflection, as crucial to becoming more self-directed in [a] rapidly changing ecosystem.”3

Development of an information literate school community: Perceived roles and practices of teacher librarians

The research investigates the perceived roles and practices of teacher librarians in developing an Information Literate School Community (ILSC). The study employs a survey method, which was based on a set of an ILSC benchmarks developed by Henri (1995). A web-based questionnaire was e-mailed to 148 teacher librarians from Malaysian secondary schools in which their School Resource Centers (SRCs) received 4 and 5 stars rating for the year 2015 SRCs evaluation. The result showed that the teacher librarians rated 11 roles as being important, however they acknowledged that they have successful (very much) in executing only one task in their practice that is they “ensure that teachers are efficient library users”. Teacher librarians evaluated the information services as very important and at the same time, they thoroughly practiced their roles as the stakeholder in terms of delivering and providing information services to the school community. The finding also revealed that the integration of ICT was recorded as having the highest mean gap between perceived roles and practices. This indicated that although teacher librarians had placed integrating ICT as an important role, there was still a lack of practice. Furthermore, this study has attempted to bridge the apparent divide in the practices of information literacy and the perception of the role in developing an ILSC.

Developing Information Services for Visually-Impaired Students in Indonesia

This study aims to acknowledge the information needed by visually-impaired students in Indonesia. The results of this study will be used as a basis to develop library services that can be useful for visually-impaired students. The research was conducted in Foundation for Blind Handicapped Persons (YPAB) in Surabaya and involved 30 visually-impaired students ranging from 11-20 years of age. The research was conducted using questionnaires and interviews at YPAB. From the results it can be known that all students regularly visit the library 1-4 times a week, they know about the library services in the school from the teachers and the most widely used service is the general collection service in braille format. The most frequent activities done by students are chatting and discussing, whereas browsing is rarely because there is no internet connection and the number of computers is limited. Information available in the library includes information for completing schoolwork and fiction books in the form of braille. The recommendations from research results include: improving information services through teacher librarians and provide information and internet literacy training for students and teachers.

Added Value or Essential Instruction?: Librarians in the Twenty-First-Century Classroom

In recent years, we have seen a proliferation of the amounts of information that we’re exposed to, and our ability to critically navigate that information hasn’t kept pace with the speed at which it’s coming at us. As information professionals we must ask ourselves—what is our role in helping students and patrons navigate information? What value can we add in a world where information is increasingly complex, contradictory, and competitive? Are our traditional methods of delivering information literacy enough? This paper looks at the evolution of information literacy instruction from the skills in the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education (2000) through the newly adopted Framework for Information Literacy for Higher Education (2016), using examples from my own experience as a reference and teaching librarian. I will focus on how the ways in which we reach students has changed—from one-shot information literacy sessions to more in-depth interactions with students under the new Framework. I will argue, ultimately, that to truly serve students in our current information age, librarians must consider moving even deeper into the classroom, developing and teaching information literacy and critical thinking skills for credit in the college and university setting, and I will highlight a course I developed at my own institution.How will this change what we do in the classroom?

A Study on Improvement Plan of Teacher Librarians' Placement by a Comparison between Teacher Librarian and Other Teachers Not-teaching the Subject Matter

본 연구의 목적은 사서교사 자격 제도가 가진 한계와 개선방안을 고찰하는 데에 있다. 이에 본 연구에서는 사서교사와 다른 비교과 교사의 배치기준과 현황을 비교하는 문헌연구의 방법으로 연구를 수행하였다. 사서교사 배치 관련 문제점의 핵심은 사서교사 배치를 위한 정원 산정 기준에 사서교사 · 실기교사나 사서 모두를 포함한 인원을 기준으로 학생 1,500명당 1명의 학교도서관 운영 인력을 배치한다는 데에 있다. 이로 인해 교원 정원을 산정하는 기준인 국가공무원 정원 배정 기준에 공립학교 사서교사 1인당 학생 수가 5,616명으로 배정되어 있다. 타 비교과 교사의 정원은 사서교사에 비해 많게는 9배 가까이 높게 배정되고 배치율도 사서교사와는 극명히 대비된다. 이를 개선하기 위해 첫째, 사서교사와 사서의 정원 분리와 역할 명확화가 필요하다. 둘째, 현재 교당 학생 수가 500명 내외인 점, 타 비교과 교사 배치기준이 학교 규모와 학교 수에 있다는 점을 고려해야 한다. 셋째, 사서교사 임용시험에 예측가능성을 확보해야 한다. 또한 사서교사 자격 양산이 보다 활발히 이뤄질 수 있도록 양성기관에 대해 융통성을 인정하여야 한다. 마지막으로 사립학교에도 사서교사 배치가 될 수 있도록 사서교사 정원을 증치해야 한다. 사서교사배치의 문제점과 개선방안을 고찰한 본 연구를 통해 안정적인 사서교사 배치를 위한 이론적 토대를 마련할 수 있을 것이다.

Influence of job satisfaction on job performance: a study of teacher librarians in Delta State Nigeria

The aim of this study is to investigate the influence of job satisfaction on performance of teacher librarians in Delta State, Nigeria. This study adopts the descriptive survey design. The instrument that was used in collecting data is the questionnaire and data collected were analyzed using descriptive statistics of frequency counts, percentage and Pearson’s Product Moment Correlation. The study revealed that teacher librarians are not satisfied with their pay and promotion opportunities. However, they were found to be satisfied with the type of work they carry out daily. The study concludes that job satisfaction has a significant influence on job performance of teacher librarians.Keywords: job satisfaction, job performance, teacher librarians, employees satisfaction

ANALISIS KEBUTUHAN PELATIHAN UNTUK MEMENUHI KOMPETENSI LITERASI INFORMASI PENGELOLA PERPUSTAKAAN SEKOLAH

Libraries have never escaped from the service provider or business that is often called a librarian or library administrator. For schools, the librarian must be skilled and dedicated in searching, organizing and interpreting information needed by teachers and students. Without a competent librarian, the library can not be operated properly and effectively.Development of information and communication technologies are also pushing the world into a library for technological literacy activities. One school librarian competency standard is competence in using ICT in the library and information science.Competence is defined as a measure to determine the level of librarians in using the knowledge and skills. Competency requirements are constantly changing, so librarians should keep them updated.This study is a preliminary study conducted to determine the training needs of librarians in secondary education. In general, the problems posed in this study is how the competence of the teacher librarian or school library staff? The research question is described as follows: whether the competence of the librarians have been in accordance with government regulations No. 25 of 2008? Furthermore, this study also identify particular type of training that can enhance information literacy competency?The method in this study is survey research methods. A survey research is an approach that is generally used for extensive data collection and more. Through this method are expected to answer the problem by describing the actual number of teachers and librarians that describes the instrumentation to analyze the information literacy competencies already held by the teacher librarians in managing the school library.

English Extensive Reading in Japanese Secondary Schools: Toward the Collaboration with English Department Teachers and the Teacher Librarian

English Extensive Reading in Japanese Secondary Schools: Toward the Collaboration with English Department Teachers and the Teacher Librarian

A Study on the Effects of Teaching and Learning Methods by Teacher Librarian on Knowledge and Attitude of High School Students in Copyright Education

A Study on the Effects of Teaching and Learning Methods by Teacher Librarian on Knowledge and Attitude of High School Students in Copyright Education

Critical Library Pedagogy Handbook, Volume 1: Essays and Workbook Activities, and Volume 2: Lesson Plans. Nicole Pagowsky and Kelly McElroy, eds. Chicago: Association of College and Research Libraries, a division of the American Li

Many titles only require a single volume to adequately cover the topic. In the case of library pedagogy, it required two. Critical Library Pedagogy Handbook, Volume 1: Essays and Workbook Activities offers 20 chapters in total and differs in format from its partner, Volume 2: Lesson Plans . Chapters 1 through 20 present six- to eight-page articles complete with extensive bibliographies and notes; chapters 21 through 30 are workbook activities, short and theory-based.

The role of academic libraries in research and teaching

The perceptions of faculty members from the faculties of social sciences and humanities regarding the role of the library in assisting with their research and teaching needs are compared with those of academic librarians. This research was designed as a comprehensive, mixed-methods study. First, interviews were conducted with faculty members and librarians; then, based on the findings, a questionnaire was constructed and distributed to faculty members and librarians in these departments. The main finding is that the contribution of library services to the various aspects of teaching and research is perceived as higher by the librarians than by the faculty members. Faculty members appear to expect more from the library in various aspects of research support; however, most faculty members believe that the library fulfils their teaching needs. Regarding research, faculty members believe most libraries support the technical aspects, but they do not support other aspects, such as locating the information or providing more comprehensive information relevant for the faculty members’ research. Therefore it is important to compare and resolve the differences between faculty and librarians’ perceptions. The findings of this study indicate that the perception in libraries needs to change, and some of these changes should be made already in the preparatory stages of the profession.

Библиотечная педагогика как профильная дисциплина подготовки бакалавров

Библиотечная педагогика как профильная дисциплина подготовки бакалавров

小中学校司書教諭・学校司書の学習支援に関する職務への教員の要望：質問紙調査の分析から

小中学校司書教諭・学校司書の学習支援に関する職務への教員の要望：質問紙調査の分析から

Connecting Cline Library with Tribal Communities: A Case Study

ABSTRACTOne of the six strategic planning goals of Northern Arizona University (NAU) is to strengthen its relationship with Native Americans and to become one of the nation's leading universities serving Native American students. Considering its close geographic proximity to several tribal communities—particularly the Navajo Nation, which represents 44% of Native American Students at NAU—several programmatic and collection management activities have been instituted at the university's Cline Library as a response to this broader university goal. The library's outreach efforts, though, extend beyond the university's Native American student population and include activities designed to collaborate with tribal communities in a more direct and inclusive manner. Furthermore, incorporating concepts of critical librarianship into the library's teaching, learning, and public programming helps provide a progressive theoretical framework for improving relationships between the university and Native American communities. This case study provides an overview of existing programmatic and policy-based initiatives at the library and discusses where improvements could be made to help foster a closer and more meaningful relationship with Native American students, faculty, and patrons.

Critical Library Management: Administrating for Equity

Social justice and critical theory frameworks have been utilized to discuss library pedagogy and cataloging, but librarians have been slow in applying critical theory to how we actually manage libraries and lead staff. Management is not glamorous; rather, many still hold the traditional view of management as upholding hierarchical values. At its core, both libraries and management are about people, and library managers and administrators have the power to formulate and uphold the library’s values. Libraries do not exist in a vacuum; we work to empower the communities we work with, and social justice issues directly impact our patrons. In this article, we discuss the importance of integrating critical theory into library management, providing specific examples of how library managers can work towards creating and sustaining organizational systems that promote social justice and equity, regardless of the size of our departments or institutions.