School Library Programs Research Articles

Digital and information literacies and the school library

You can’t teach people everything they need to know. The best you can do is position them where they can find what they need to know when they need to know it. (Seymour Papert)
 For school librarians, this is certainly part of a core responsibility, to provide students with digital literacy skills and strategies that will enable them to find and access information at point of need, in order to create knowledge (Farkas, 2011). While students are growing up in this digital age, research reveals they are not necessarily skilled in reading to locate and use online information effectively (Leu, Zawilinski, Forzani, & Timbrell, 2014b; Pickard, Shenton & Johnson, 2014). This is significant when “students overestimate their ability to engage with information in a critical and literate manner” (Kirkwood in Beetham & Oliver, 2010, p.162). Yet, students are required to be ethical and critical thinkers, and engage as collaborators and creators in participatory digital environments (Coiro, 2003; Mackey & Jacobson, 2011; Association of College & Research Libraries (ACRL), 2015).
 This exploratory case study seeks to investigate Year 5 students’ (ages 10-12) learning experiences within a school library program. It endeavoured to explore the pedagogical background, motivation and steps in implementing digital and information literacies. Did these sessions provide students with the emergent skills and strategies to support independent research and collaborative inquiry as they began their International Baccalaureate Primary Years Programme (IB PYP) Exhibition?

Contextualizing the Transformed Roles of the School Librarian and Library: A Case Study to Inform LIS Education

Accredited school library educator preparation programs are responsible to align their curriculum to the American Association of School Librarians Standards for the Initial Preparation of School Librarians (2010). These standards include Teaching for Learning, Literacy and Reading, Information and Knowledge, Advocacy and Leadership, and Program Management and Administration. To keep more current with the actualities of the profession, the AASL recently released new National School Library Standards for Students, School Librarians, and School Libraries (2018). In the document, the roles and responsibilities of school librarians have been reexamined. A challenge for school library educator preparation programs is keep up to date with the changes to ensure a curriculum that prepares graduates with the relevant knowledge and skills to be effective school librarians. This study will help LIS schools by examining the attributes of a high-quality school library program in practice.

Supporting Factors of Development School Library Based on Information Technology

The existence of a school library is a must. Based on the National Education Standards, eachschool is required to have a library. In its management, the library must be managed byappropriate management personnel and competent in their fields. In line with thedevelopment of science and technology that continues to develop school libraries need to bemanaged and utilized for the benefit of education through an appropriate forum, namely theschool library. Descriptive research method with a qualitative approach. Collecting datathrough observation, interviews and document analysis. Subjects in this study were schoolprincipals, library heads, library staff, visitors, events, facts, documents and various forms ofefforts, school library programs or activities. The object in this study is the development of aschool library based on information technology carried out in SMAN 2 and SMA 3 KotaPadang. The results showed that the factors influencing the development of information technology-based school libraries in State High School 2 and State 3 High School in PadangCity could be identified into four, namely human resources, information resources, funding,and infrastructure in the school library.

Ladrão de galinhas: um diálogo sobre a estética no livro de imagem

Resumo As literaturas cujas narrativas são realizadas exclusivamente pela imagem firmaram, ao longo do tempo, a mesma importância que os demais gêneros disponíveis nos espaços educacionais. Devido a isso, propomo-nos a analisar os atributos estéticos que compõem uma dessas obras, Ladrão de galinha, de autoria de Béatrice Rodriguez (2009), selecionada e enviada pelo Programa Nacional Biblioteca da Escola (PNBE) às redes públicas de Educação Infantil, na edição de 2014. Adotamos como metodologia a abordagem qualitativa, tomando como referencial a semiótica de Barthes (2013b). Utilizamos os conceitos de enunciado, deslocamento e representação, partícipes no processo de significação textual, entendendo que estes contribuem para que os demais atributos estéticos sejam comunicantes eficazes na fruição da literatura visual. Dentre os demais especialistas, apoiamo-nos no suporte teórico de Collaro (2012), Gomes Filho (2014), Heller (2014), Hunt (2010), Kandinsky (1997), Kant (2013), Linden (2011), Neitzel e Carvalho (2013), Neitzel e Oliani (2008), Nikolajeva e Scott (2011), Santaella (2012), Todorov (2011), Willsberg e Forssman (2007). Constatamos que há uma contínua busca no aprimoramento do livro composto exclusivamente de imagens, que permitem uma apreciação do texto visual para além do entretenimento, tornando-o objeto de fruição pela experiência estética que proporciona. Colocamos em discussão a “leiturabilidade” do texto visual permitindo aceitar, rejeitar, aprimorar e questionar as possibilidades de leitura que mobilizam o pensamento.

An Analysis of Chracteristics of School Library Program Employing Taxonomy and CIPP Model

An Analysis of Chracteristics of School Library Program Employing Taxonomy and CIPP Model

Os livros de imagens para crianças pequenas: um olhar sobre o acervo do PNBE para a educação infantil

O artigo publiciza pesquisa em nível de doutorado, realizada na Universidade Federal de Santa Catarina e concluída no início de 2017, que buscou refletir sobre o acervo de livros de imagem do Programa Nacional Biblioteca da Escola (PNBE) para a Educação Infantil em suas quatro edições (2008, 2010, 2012 e 2014), e também sobre a sua representação, tanto quantitativamente quanto qualitativamente. Busca-se analisar a composição dos acervos, de acordo com seus temas, personagens e composição de narrativas, percebendo o livro de imagem como fundante de experiência literária de leitura, com vistas à sensibilização do olhar. Desse modo, e mais especificamente, pensando no papel do professor enquanto mediador de leitura, a pesquisa pode subsidiar o professor para ampliar a sua prática com os acervos de livros de imagem que chegam às instituições.

Why school librarians matter: What years of research tell us

Since 1992, a growing body of research known as the school library impact studies has consistently shown positive correlations between school librarians and library programs and student achievement. The authors review the findings from these studies and discuss how school leaders can ensure they are making the best use of their librarians’ expertise.

The Impact of School Resource Center on Students’ Achievement and Motivation: A Proposed Framework

School Resource Center provide resource based learning that encourage students to have positive attitute towards using its and make better decision making for academic purposes in the information age. This paper will proposed the research framework to measure the impact of SRC on student achievement and motivation which include four independent variables: school library activities or programs, Teacher-Librarian competencies, collections, and technology and two dependent variables: student achievement and motivation.

Trends in school library programs 2007–2012: Analysis of AASL’s School Libraries Count! data sets

This study used the AASL School Libraries Count! data sets to examine school library program trends within the 2009–2012 time frame, and identify possible relationships between contributing factors across the four years and across the four geographic regions. Several statistical tests were applied to the coded AASL survey data sets longitudinally and by region: descriptive statistics, correlation analysis, chi-squared independence tests, hypothesis testing of differences in proportions, and analysis of variance. The data reveal a variegated picture of school library programs in terms of staffing, resources, and activities – from state to state, by region, and by school level. In general, high schools fared best relative to elementary and middle schools, and the West fared the worst relative to the other regions. The findings highlight the impact of school level, poverty status, and governmental spending decisions on school library program staffing, resources and activities. The school librarian’s activities also correlate with library resources and their usage.

School Librarians in Action: A Comparative Study of School Library Programs in Croatia and Hong Kong

The study explores library programs in primary and secondary schools in Croatia and Hong Kong. The aim is to find what library programs the school libraries in Croatia and Hong Kong run in their schools, how these programs affect students’ learning and what are similarities and differences between school libraries in Croatia and Hong Kong. The study findings show that school libraries on both locations run programs to support students’ reading and to enhance their information literacy and research skills. School library programs in Croatia and Hong Kong include some similar components but also differ in some respects in approach and content. School librarians in Croatia involve wider community engagement while school librarians in Hong Kong apply technology for collection development and library instruction. Library programs in schools in both locations transcend the school walls and reach beyond the school curriculum as well.

Florida’s School Library Programs and Achievements: What Can Be Adopted in the Brazilian Context

What motivated this research was the Brazilian law promulgated in 2010 stating that in 10 years all Brazilian schools should have school libraries. 24 American school librarians were interviewed with the aim of learning from their professional experience the most important points that could be extended to Brazil via transferability of models of organizing and conducting school libraries. Results were coded and categorized. One of them showed that Florida's programs to promote reading were effective, with the participation of most the librarians interviewed. Librarians demonstrated both their involvement in the book selection committees as their enthusiasm in engaging the kids. Getting children to be long life readers was stated as important for at least half of the interviewees. Since Brazilian libraries are failing in this first aspect of their role, this paper focuses on the importance of forming school librarians themselves as readers, so they can become good reading mediators.

Libraries on the Move: By Land, By Sea, and By Air

Libraries are critical to literacy development, particularly in developing nations where literacy rates are low, poverty rates are high, and resources are limited. School libraries in developing nations often suffer from inadequate resources, staffing, and facilities. Mobile libraries have been delivering resources and services via land and water routes to communities in developing nations, though their support of school children may be limited. Emerging technologies in the form of digital mobile libraries offer the potential to bring high quality resources and services to schools and communities. In this paper, the authors discuss/explore myriad mobile libraries, particularly in developing nations, the state of school library programs in developing nations, and the potential of digital mobile libraries to transcend the physical walls of libraries to better foster literacy for students and their communities.

A seleção de obras literárias para o Programa Nacional Biblioteca da Escola − PNBE 2006-2014

resumo Este artigo objetiva analisar os critérios de seleção para a constituição dos acervos de livros literários enviados às escolas públicas brasileiras pelo Programa Nacional Biblioteca da Escola, em suas edições de 2006 a 2014, que teve o Ceale/UFMG como órgão responsável pela avaliação pedagógica das obras de literatura. Para tanto, recorre às fontes documentais, especialmente os editais produzidos pelo Ministério da Educação para esse período. Assim, além de contribuir para o debate sobre o que é considerado literatura de boa qualidade, este estudo se justifica pela defesa da continuidade e do aprimoramento do PNBE como uma importante política pública de leitura. De modo geral, os resultados apontam para uma ampliação no conceito de literatura, mas também para a necessidade de especificações de alguns aspectos da avaliação e para a valorização de temas sobre a diversidade étnica, racial, econômica, sexual e social nos editais, fomentando uma produção literária mais plural.

Revisiting an International Exchange of Best Practices Between German and American Teacher Librarians

In an effort to enhance school library programs in Germany, two teacher librarians from Germany visited the United States to learn from U.S. teacher librarians.... The purpose of this research was to investigate this international exchange of best practices, through documenting and analyzing the German teacher librarians' learning experiences, and the resulting implementation of the best practices in multiple school situations in Germany.

The Impact of the School District Library Supervisor: A Review of the Literature and an Agenda for Research and Action

This article looks at the literature available concerning the roles, responsibilities, and contributions of school district library supervisors. It presents a review of the literature on how the role of the supervisor is presented in library standards, how the role is perceived by those in the education community, and the effect supervisors have on school library programs. Following the literature review, an agenda is presented that looks at current research on the roles and responsibilities of district library supervisors and future research opportunities for scholars and others to further understand and support the work undertaken by supervisors.

Data Analytics to Improve School Libraries

To improve programs, school librarians can analyze and apply data. Standards can help with the process, such as California’s model school library standards. To meet those standards, it is important to recognize and focus on variables to improve library programs. Data analytics can help librarians identify which data to collect, how to organize and analyze the data, and make informed recommendations for library improvement. Data analytics based on the California school library survey offer a predictive model for school library program effectiveness. Data analytics based on the American Association of School Librarians survey offers a longitudinal look at school library programs. A sample scenario that addresses one of the key variables provides the basis for employing data analytics to improve services.

Volume 21 Issue 4 Introduction

Oregon libraries provide an incredible array of resources and services, but sometimes we struggle to educate our users and each other about all that is available. Over the past several years, many libraries have become more intentional in our efforts to market and promote our offerings, through traditional PR and advertisements as well as newer approaches like social media. However, we may lack the formal training and expertise to do this well—marketing is not a class offered in all library school programs—and, even with appropriate training, we may lack the budget and staff to implement a large-scale marketing program.

Effect of a school library on the reading attitude and reading behaviour in non-western migrant students

There is a lack of clarity as to the effects of school libraries on children with a non-western background in the Netherlands, an educationally disadvantaged group. Using a longitudinal design involving an experimental and a control school, the present study examined whether an integrated library facility in a Dutch primary school has an effect on the reading attitude and reading behaviour of non-western migrant students ( n = 140). The results showed no statistically significant effect on the degree in which students think reading is fun. On the other hand, over time, students attending the experimental school considered reading more useful than students visiting the control school. With regard to reading behaviour, no statistically significant effect of the school library was found. However, the school library programme was not implemented in the most optimal form, which may have affected the findings. Reading climate at home was found to be an important predictor of both reading attitude and reading behaviour, stressing the importance of parents as partners for school libraries when it comes to reading promotion.

Using Analytic Tools with California School Library Survey Data

Abstract
 
 Objective — California school libraries have new state standards, which can serve to guide their programs. Based on pre-standard and post-standard library survey data, this research compares California school library programs to determine the variables that can potentially help a school library reach the state standards, and to develop a predictive model of those variables.
 
 Methods – Variations of decision trees and logistic regression statistical techniques were applied to the library survey data in order to create the best-fit model. 
 
 Results – Best models were chosen within each technique, and then compared, concluding that the decision tree using the CART algorithm had the most accurate results. Numerous variables came up as important across different models, including: funding sources, collection size, and access to online subscriptions.
 
 Conclusion – School library metrics can help both librarians and the educational community analyze school library programs closely and determine effective ways to maximize the school library’s impact on student learning. More generally, library resources and services can be measured as data points, and then modeling statistics can be applied in order to optimize library operations.

Multi-cultural Graduate Library Education

IN THE UNITED STATES, almost everyone knows that a librarian is a middle-aged, white woman. Two times out of ten she will be a man and once every 12 or 13 times she will be other than white, but chances are she is white. Few other occupations are more middle-aged, more female and/or more white. 1 The major purpose of this paper is to discover to what extent, during the past eight to ten years, the student bodies of accredited library school programs have changed from the predominately white demographic characteristics. It's principal focus is upon the activities and problems involved inDuring the summer of 1971 at an American Library Association preconference on the recruitment of minorities into the profession, much of the conversation naturally centered on library education. What was said then is still valid: Library schools should be charged with the responsibility of changing the racial and ethnic mix of their student bodies to be more representative of the population which their graduates serve.4 What this profession needs is commitment to the recruitment of minorities. Until we have this commitment, backed up by money, we only play the game of institutional racism.5The money is shrinking and what commitment there was in the early 1970's is waning. The crisis is still with us, now rather more acute than it was then.Minority Education in the U.S.As context, it is im portant for library educators to become familiar with the history of minority education in general and more specifically with postsecondary undergraduate education because of the requirement for Master of Library Science degree candidates to hold the baccalaureate degree. Further, it is useful to be conversant with the experience of other graduate programs, especially professional ones, with regard to minority participation. To that end, the following information is presented. Since its earliest beginnings, the American public school system has been deeply committed to the maintenance of racial and ethnic barriers. Higher education, both public and private, shared this outlook.6 So states Meyer Weinberg, Director of the Center for Equal Education, Northwestern University and Professor of History, City Colleges of Chicago, in his 1977 book on the history of the educational experience of black, Mexican American, Native American, and Puerto Rican children in the United States.Even the most noted defenders of public education in America, John Dewey and Horace Mann, remained silent on the subject of minority participation in public schools. The pattern of discrimination against minorities was national and is reflected clearly, not just by circumstance and neglect, but by statutory exclusion and/or statutory separateness. …