Role Of Libraries Research Articles

The School Library as a Sexual Health Learning Environment


 
 
 In Northern Europe and the United States, approximately half of adolescents have engaged in sexual activity by the age of 18 years, but attitudes, behaviors, and outcomes among adolescents in the two geographic areas differ greatly. Although multiple factors contribute to decision-making and although adolescents receive sexual health information through myriad information channels, one commonality exists between the two geographic areas: the school library. This paper presents the findings of two studies exploring the role of high school librarians in Texas as sexual health information providers and motivators and barriers to information provision, as perceived by district-level library coordinators, high school principals, and high school librarians. Results suggest the librarian potentially plays this role, and more motivators for information provision exist than do barriers; as such, the school library potentially serves as a sexual health learning environment.
 
 

Enabling Teacher Librarian Leadership for Technology Integration


 
 
 The highly technological environment of 21st century schools has significantly redefined the role of the teacher librarian by presenting the opportunity to assume leadership roles through technology integration. The teacher librarian must evolve as a leader in order to address the needs of today’s learners and ensure that they are equipped with the knowledge and skills they need to use technology as an important tool for learning. This research, based on distributed leadership theory investigates practices of teacher librarians in order to identify what is enabling some to thrive as technology integration leaders and what is hindering others. This paper presents the findings from the replication research identifying what is enabling some teacher librarians to thrive as technology integration leaders and serve as a foundation on which to build research- based strategies to support practicing teacher librarians in understanding how to enact this vital role and on how to better prepare future teacher librarians for a leadership role in the integration of technology.
 
 

Information literacy: Hong Kong primary teachers’ perceptions of the role of the teacher librarian


 
 
 This study aims at investigating Hong Kong primary teachers’ perceptions of the teacher librarian role in relation to information literacy. Primary teachers’ responsibility for equipping students with information literacy skills in cooperation with the teacher librarian is focused. A mixed-method of quantitative and qualitative approach was taken. The data were collected through questionnaires sent to every tenth primary schools listed in the Primary School Profiles 2011 published by the Committee on Home-School Co-operation, EDB, HKSAR and face to face interview with six questionnaire respondents. Questionnaires were sent to 146 schools. 75 teacher respondents answered and sent back. The results have identified teachers’ understanding of information literacy, the need to develop student such skills, professional development needs and teaching in terms of information literacy skills, government policies and school administration related to the teacher librarian role. Some suggestions were made regarding to teachers’ professional development needs in terms of information literacy.
 
 

Self-Regulated Learning in Practice


 
 
 In the United States, educators have the opportunity to apply for National Board Certification (NBC), a rigorous process that awards them the highest recognition of teacher mastery and accomplishment in the nation. A core proposition of NBC, the management and monitoring of student learning, is strongly related to self-regulated learning (SRL) and the role of the teacher librarian (TL). This research investigates the differences and similarities between the application of SRL strategies in the teaching of two groups of TLs in the US: five with NBC and five without NBC. Using interviews and teaching observations, researchers found similar practice of SRL strategies by both groups in their teaching. However, in the interviews, the TLs with NBC were better able to articulate and provide context for how they teach students SRL strategies. These findings support research from other scholars regarding NBC (Johnson, 2009; Strong et al., 2007; Unrath, 2007).
 
 

School Librarian's Role Redefined

School librarian plays the role of a resource advisor, literature search expert, life coach, etc, Apart from maintaining an efficient collection and providing effective information services, the librarian contributes significantly to students’ holistic development. This paper shares the experiences of a librarian who had the opportunity to teach life skills in her school. Simple strategies were employed using literature as a tool which helped in building a bridge between students and resources. Success stories of a few students using library programs have been listed. The approach to deal with students emotional issues using the concept of bilbiotherapy which has been justified on the lines of Ranganathan’s laws of library science, has been discussed. Librarian’s efforts to instil in them the essential life skills needed to traverse the journey called life are outlined.

Attitudes and Self-Perceptions of School Librarians in Relations to their Professional Practices

School librarians are not only managers of the school libraries, they are also educators, administrators, teaching consultants, information specialists, and information literacy teachers, etc. Unfortunately, in many countries, especially in Asia, there has always been a lack of understanding on the parts of the classroom teachers and school administration about the role of the school librarians in the public school system. Meanwhile, many novice school librarians do not have a clear understanding of the potential contributions of the school library programmes to students’ overall development process and their achievement, as well as their contributions to students’ overall enquiry-based learning as a whole. Furthermore, very little research is available on the attitudes and self-perceptions of the school librarians regarding their teaching role, in relation to enquiry-based learning for comparison. The study is designed to examine, explore and compare how school librarians in function between Hong Kong, Japan, Shanghai, South Korea, and Taipei, as well as how perceive their own status within the school community, by looking at their relationships with their principals and other classroom teachers.

School librarians supporting students’ reading for pleasure: A job description analysis

Reading for pleasure is an undervalued but highly beneficial practice conferring a range of educative and socio-emotional advantages. School librarians may play a key role in supporting reading for pleasure and associated literature advocacy; however, relatively little is known about how reading for pleasure may be valued within the job description of contemporary school librarians. It cannot be assumed that reading for pleasure is positioned as a valued aspect of the school librarians’ educative role in the United States and Australia, given factors such as evolving demands placed on the profession. Through hybrid content analysis of job description documents, this article explores which aspects of the current school librarian role are related to supporting reading for pleasure, comparing expectations between nations. While there are some similarities in the nature of the reading for pleasure role in the United States and Australia, Australian school librarians are far more likely to be expected to foster reading for pleasure.

Curbing Examination Malpractices through Information Literacy Programmes

Examination is a driving force for determining the future of schooling and learning. The future of education in Nigeria is being endangered by examination malpractices which seem to have defied solutions, as all measures applied so far have been undermined by fraudsters. The purpose of this paper therefore is to bring to light the various ways and means by which Librarians in Nigeria could enhance a seamless transition from academic dishonesty/misconduct to honest work that leads to great success. The paper thus discusses examination malpractices in its various dimensions. The devastating effects of examination malpractices on students’ educational growth and development, educational institutions and the society as a whole are also highlighted. The roles of libraries and librarians in curbing this societal menace are also discussed while recommendations for its alleviation, if not total elimination from the Nigerian educational system are proffered from a librarian’s point of view.

The role of the teacher librarian in the bookless library: information literacy and resource creation

This modified Delphi study examined the views of the leaders of Australia’s teacher librarian associations on the bookless school library i.e. a library with no printed books or other printed material. Interviews were used to gather data on the participants’ views of what a bookless school library might look like, and what the role of the teacher librarian would be in relation to information literacy and resource creation. Results showed that a bookless school library would contain flexible learning spaces and be a learning commons in the school, which made use of a range of advanced technologies, including interactive walls. The roles of the teacher librarian as information literacy leader and as resource creator would be more important than today.

Other Ways of Knowing: How School Librarians Can Take a Leadership Role in Addressing Multi-literacies Across the Curriculum in the School Library

School librarians have a unique, unprecedented, and unparalleled opportunity to affirm their role in students’ use of basic literacy skills – reading and writing – while highlighting their relatively new role, guiding students through the acquisition of information through multiple modes of communication with new technologies. School librarians can create and facilitate opportunities for students to enhance their learning and become multiliterate. These learning opportunities and a focus on “core” literacies shed a much needed spotlight on the important role and influence of the school librarian on overall academic achievement and the acquisition of multiliteracy skills that have become a necessity in a changing technological and global environment. This article isbased on a presentation given at the International Association of School Librarians Conference in Doha, Qatar (2012), the goals of which were to share an overview of the multiliteracies concept, suggest strategies for facilitating literacy in the school library and classroom, and share professional resources for continued learning and the integration of multiliteracies across the curriculum.

Collaboration is the key

Collaboration is the key for a school librarian to work successfully at integrating information skills into the school curriculum and to become a vital cog in the teaching and learning cycle within the school. This is easily said, but how do we make it happen? What strategies can we use to develop opportunities for collaboration with teaching staff? How can we foster strong links across the whole learning community of the school? This paper will briefly consider a definition of collaboration and various models of collaboration including their theoretical and pedagogical underpinning. In addition to considering the role and mindset of the teacher librarian, a range of practical macro- and micro-strategies for developing collaboration with teaching staff in an effective and integrated way will be presented; these include technology, special learning needs, building a reading culture, literacy and instructional design. A self-diagnostic tool developed from this paper is offered to enable each teacher librarian to evaluate opportunities for furthering collaboration in his/her school context.

The Shifting sands of School Libraries

This paper reports on selected findings from the Phase 2 New Jersey School Library research study “One Common Goal: Student Learning” completed in 2011 that provides insights into the future of school libraries, and their evolution and transformation in the digital age. The study examines a selected sample of effective school libraries in New Jersey to establish the key inputs (both library and school-wide inputs) that enable these effective school libraries to thrive, contribute richly to the learning agendas of the schools, and to continually be developed and improved in their schools. The findings are selected through the lens school effectiveness and school improvement literature, and identify dimensions of school library practice that have contributed to their sustainability and continuous improvement. Key dimensions include a substantive instructional role of the school librarians, an inquiry-centered pedagogy, a collaborative school culture of distributed leadership, a knowledge-outcomes orientation of the school library, and school librarians as professional development leaders.

Academic achievement and/or educational attainment – The role of teacher librarians in students’ future

This paper aims at analysing 20 teacher librarians definitions’ of academic achievement and educational attainment targeting their students’ preparation for the future. Reflection is also done on how these teacher librarians see their roles and specific qualifications in relation with those concepts. This research work, belonging to a PhD program, is focused on School Libraries of Portuguese public elementary integrated schools, which were in the school libraries network till 2005. This research used a qualitative methodology both for data gathering and analysis techniques.

The leadership role of the teacher librarian in technology integration

In 2008, the United States’ Institute for Museum and Library Services funded Project Leadership-in-Action (LIA) that included surveys of the technology integration practices of teacher librarian leaders with NationalBoard Certification. Preliminary 2009 survey results suggested that the 295 respondents worked in well-resourced libraries with personnel assistance as well as numerous computers and devices. Respondents reported that they led school technology integration in many areas but also had areas in which to improve such as services to special needs learners, participation in student assessment, and transferring their leadership success to professional and local communities.

Negotiating the Social Organization of School Library Work

I investigated how school library work is socially organized and how that social organization affects cooperation with teachers and others in the school. The research uses the institutional ethnography frame of inquiry, providing a way of looking at how the role and function of the school librarian/ school media specialist is socially-organized and institutionally-oriented. The social organization was apparent in the categories of collaboration, technology, and access. A better understanding of how library work is socially organized will help working librarians understand how to negotiate their workplace more effectively. An understanding of how to examine the social organization of an institution can help inform research and teaching in school librarianship as well. This presentation is a follow-up to a presentation at IASL 2008 conference in Berkeley, California.

Determining, Implementing, and Evaluating Training for School Librarians in Rural China

This paper describes the development of a training program for primary and middle school librarians in rural China. There are three full-day training sessions. Phase 1 focuses on the role of school librarian and librarian survival skills, including: creating a welcoming library, rudimentary library organisation, simple book repair etc. Phase 2 focuses on reading promotion and activities and an introduction to collection development and book selection. Phase 3: focuses on incorporating reading into curriculum and addresses the link between reading and academic achievement and interaction with teachers. To date phases 1 and 2 have been completed in three provinces.

Collaboration is the Key

What is the value and shape of collaborative practice for the teacher librarian in schools? This paper will look at definitions of collaborative practice, relevant research, the critical role of the teacher librarian, information process models and the underpinning pedagogy of learning communities, information literacy and constructivist learning. It will present a range of strategies at the macro level for developing opportunities for collaboration with teaching staff and library colleagues and at the micro level, strategies to enable the collaboration to occur in an effective and integrated way once avenues of communication and other forums have been set up.

Study on Inquiry-based Learning in a Primary School through Librarian-Teacher Partnerships

This case study investigates into the role of the school librarians and their collaboration with other subject teachers in guiding primary four (P4) students through inquiry-based learning (IBL) group projects. To maximize the learning supports that students can get from doing the projects, the researchers of this study promote a close partnership between the school librarian and three other kinds of teachers (General Studies, Chinese, and Information Technology / IT) who can contribute to P4 General Studies’ group projects. The study tries to understand: (1). the effectiveness of the librarian-teacher partnership approach in helping students to learn from their project works, and (2). the issues and challenges encountered by students and teachers in the process of implementing such teaching and learning model.

From collection curation to knowledge creation: Exploring new roles of academic librarians in digital humanities research

Abstract We present a case study of a collaborative digital humanities project that was led by academic librarians and participated by IT specialists and international scholars. Through the project, we produced and published two open-access products – a bilingual dictionary of historical government official titles, and an online system for crowdsourcing translations. We also contributed metadata, from the dictionary, to an existing large digital humanities project. Whereas the dictionary fills a publication gap and a research need, the crowdsourcing system provides a digital research method for collaborative translations of specialized terms. During this process, we explored and undertook a variety of new roles, ranging from project leader, hybrid scholar to content creator and publisher. Our project demonstrates how academic librarians could dive deep in the realm of digital humanities and plunge into the life cycle of scholarly communication.

Enabling Adult

This report is an analysis of the role of the teacher librarian, as an enabling adult, in creating a reading environment within a secondary school library. It will briefly discuss the major factors that impact upon this role. The identified factors are:
 • Attitude• Relationships• Library Organisation• Access• Ambience• Professional debate