School Library Services Research Articles

Overview of Segregated Development in South Africa and Its Implications in the Provision of School Libraries

AbstractPrior to1994, South Africa’s education system was influenced by racial dynamics which had implications for the development, provision and distribution of human, financial and material resources. This paper presents the overview of segregated development in South Africa and its implications for the provision of school libraries, to support teaching and learning in selected schools in KwaZulu-Natal. It sets out to describe the understanding and the extent of segregated development in the provision of library resources at Gilonki Secondary school and to establish the perceptions of educators and school management for the importance of teaching and learning. This paper seeks to establish the policies/measures which were being put in place to redress these anomalies. Furthermore, this paper observes that development was retarded as evidenced by the poor provision of important resources such as school library services, resulting in poor learner performance, limited ability to excel in reading and mathematics, lack of appropriate study areas, and difficulties in providing extended tasks on class exercises, among other factors. The study concludes that segregated development has had negative implications for the provision of school libraries, and subsequently for the teachers’ and learners’ performances. The study recommends a swift rolling-out of processes to redress challenges of the past.

Enhancing Quality Learning: The Impact of School Library Services to Students in Nigeria

In this study, we examined the state of school libraries in Nigerian secondary schools and attempted to find out why there are no libraries in some of the schools. In a survey of 356 Federal University, Otuoke in Bayelsa State students, respondents were asked two questions: 1) the state of school libraries in the secondary school they graduated from; and for those reporting no school library, 2) perceived reasons why there is no school library. The results revealed that all most half of the respondents had no school library in their secondary schools . Reasons for this absence included the Nigerian government's nonchalant attitude towards village schools, lack of adequate space for libraries in school premises, lack of fund ng, and school managements' forceful selling of books to primary and secondary students.

The Leadership and Advocacy Roles of Hedwig Aroozoo and Her Sisters in Promoting School Librarianship in an Emerging Multilingual School System in Post-Colonial Singapore, 1960-1985

This historical essay reports the development of the first professional library association founded in Singapore in 1955. In the same year the first course librarianship was conducted for teachers. From 1960 to 1985 Eurasian Hedwig Aroozoo who was Director of the National Library provided School Library Services by offering bulk loans, advisory service, training and compilation of book lists, including chairing the publication of school library standards. Sister Eleanor Aroozoo promoted school libraries to the Ministry of Education and was School Library Advisor. Teacher librarian Marie Aroozoo was involved with developing school libraries and Lydia Aroozoo reporting about the National Library's mobile library visits to schools.

Information literacy and diginatives

Promoting the development of pre-academic information literacy skills of the so-called Google Generation, and especially among upper secondary school students, is one of the current topics of discussion in the field of media and information literacy. Traditionally the Finnish upper secondary school library services have been provided by and developed with the public libraries, but the academic libraries, with their special expertise and digital resources, should also take part in the teaching of pre-academic information literacy skills. The Joint Higher Education Library in Lahti, Finland has taken several steps to meet these demands by collaborating with the region’s educational institutions at vocational, upper secondary and university levels. This article discusses these issues and presents our approach to supporting and promoting knowledge creation, pre-academic information literacy skills and lifelong learning from upper secondary school to higher education.

A LEGISLATED SCHOOL LIBRARY POLICY: CAN FUNCTIONAL SCHOOL LIBRARIES BE ENVISIONED WITHOUT ONE?

Although school libraries are important resource centres that support curriculum delivery and important pedagogical matters, it is disturbing that, in South Africa, only a minority (7.2%) of schools have well-stocked functional school libraries. A legislated school library policy is crucial for a country to roll out effective school library and information services (LIS). This is particularly true in South African schools, which are characterised by enormous disparities in the provision of resources because of the legacy of apartheid. Grounded in the literature review, the fact that the national Department of Basic Education (DBE) does not have a legislated and approved school library policy is a stumbling block to developing and sustaining an active and dynamic school library service for all public schools in South Africa. The purpose of this article is to help relevant stakeholders understand the importance of a legislated school library policy in championing the establishment and development of an active, vibrant and dynamic functional school library service to support the progressive, constructivist and resource based curriculum in the country. The study recommends that the National Guidelines for School Library and Information Services (SA DBE 2012) be amended to a legislated school library policy to resuscitate indeterminate and non-functional libraries in the majority of schools.Â

Research Roundup: Conferences to Expand Your Horizons

Children’s librarians and other staff who work in children’s and school library services have much professional development experience to both offer and receive at conferences.

Information access in high school libraries in the Limpopo Province, South Africa

Researchers agree that information resources are imperative for curriculum support. Equitable access to information resources by teachers and learners is absolutely essential to enable them to execute their curriculum-related tasks. However, only a few schools have functional libraries in South Africa making accessibility to the information resources a major challenge to the majority of the teachers and learners. Where school libraries are inadequate, other information services become significant. The purpose of this study was to investigate information access by teachers and learners in high schools in the Limpopo province. The study was largely quantitative blended with triangulation of both quantitative and qualitative methods for data collection. Self-administered questionnaires were used to collect quantitative data from the principals and teacher-librarians whilst an interview schedule was used to collect qualitative data from the education officials. The findings established that access to information by teachers and learners is a daunting challenge in the majority of the schools. The study recommends that the National Guidelines for School Library and Information Services document (2012) be converted into a legislated school library policy to ensure functionality of the different school library models to improve information access for curriculum support.

A Tale of Two Surveys: A Comparison of National Studies on School District Library Supervisors

In the last 50 years, the only national surveys of supervisors of school library services at the district level in the United States were conducted by research teams separated by decades in the College of Information Studies, University of Maryland. In this paper, the background, purpose and goals, methodologies, and findings of the two surveys are compared. The comparison reveals similarities and differences in the profile of the district supervisor, roles and responsibilities of the position, and incumbents' attitudes toward and experience with change.

School library policy in South Africa : where do we stand?

The absence of national school library policy guidelines is of great concern to the school library profession as this has an adverse effect on the provision of school library services and curriculum reform initiatives in South Africa. The purpose of this article is to present a review of school library policy initiatives since the report of the National Education Policy Investigation (NEPI) up to the present time, and to provide a perspective on the relationship between school library policy development and the provision of school library services and curriculum reform. The implications for the LIS profession are discussed. It is suggested that the LIS profession make a combined effort to form a partnership with educators, other stakeholders and government to engage in school library policy development based on realities on the ground and financial constraints for the benefit of curriculum reform, meaningful school education and a democratic society.

The availability and utilization of school library resources in some selected Secondary Schools (High School) in Rivers State

This study investigates the availability and utilization of school library resources by Secondary School (High School) Students. Eight Selected Secondary Schools in Rivers State, Nigeria were chosen based on their performance in external examinations and geographic locations. In carrying out the research, questionnaires were administered to both teachers and students of the schools. Findings revealed that school library services were either lacking or not in place in most Secondary Schools. Consequently, it was discovered that none of the secondary school met the prescribed standard for established school libraries at the secondary levels. Also in cases where spaces were provided for library, the materials in the libraries were not only scanty but poorly organized for effective library and information service delivery. It is suggested that library and school authorities should make adequate provision for school library services in Secondary Schools for improvement in the standard. Equally important is the fact that the recommended National Educational Policy on the need for secondary school libraries be made mandatory for all Secondary Schools. This has become necessary as a result of the importance of school library especially development of e-library in the life of the modern child and its immense role towards realizing the educational and millennium goals. Key words: Availability and utilization, school library resources, secondary schools (high school)

Special Education Teachers’ Experiences and Perceptions on School Library Services for Students with Intellectual Disabilities

본 연구에서는 지적장애 특수학교 도서관 운영에 대한학교 도서관 담당 교사의 운영 사례와 경험을 살펴보고 바람직한 학교 도서관 운영을 위한 지원요구를 파악하는 것을 목적으로 하였다. 이를 위해 지적장애 특수학교에서 학교 도서관 운영 업무를 담당하고 있는 5명의 특수교사를 대상으로 포커스그룹인터뷰를 실시하였다. 연구결과, (1) 지적장애학생을 위한 학교 도서관 운영 사례, (2) 지적장애학생 대상 학교 도서관 운영의 어려움, (3) 도서관 이용 활성화 및 학교 도서관 운영 관련 지원 요구라는 3개의 주제 하에 11개의 하위 주제가 도출되었다. 도출된 각 주제를 토대로 지적장애 학생을 위한 특수학교 도서관 운영의 기초 자료를 제시하고 향후 지적장애학생들을 위한 학교 도서관 운영 방안과 시사점에 대해서 논의하였다.

Comparison of Private and Public School Library Services in Kuwait: A Case Study

This study is a comparison between public and private school learning resource centres (LRCs) and their services in Kuwait, exploring related job descriptions, training, qualifications, services, resources, policies, and facilities, in addition to the time allocated to inventory in the private and public school systems. The elements studied make a strong case for private LRCs. The private school Learning Resources Specialists (LMSs) all share their views and convictions, to varying degrees, about their roles and about how to improve the LRC services, facilities, and collection resources.

The Access Gap: Poverty and Characteristics of School Library Media Centers

Stephen Krashen believes that schools can counter the effects of poverty in at least one area: access to books. However, little research has been done to determine whether students living in poverty have access to school library services comparable to those attending schools with low concentrations of students living in poverty. We examined the school library access gap; namely, the differences in school library characteristics (staffing, books added to collection, schedule, and number of days closed) in schools with various concentrations of students living in poverty. Alarmingly, we found that the students in most need—those attending schools with the highest concentrations of students living in poverty—had the fewest school library resources to draw on. Findings suggest that if we hope to close achievement gaps between high and low socioeconomic groups, we must attend to the access gap in school libraries in high- and low-poverty schools.

Never mind the width, feel the quality: The provision of library services to a global business school

The Manchester Business School (MBS) Library Service of the John Rylands University Library Service provides a full range of services to the wide varied customer base of the Manchester Business School and the University of Manchester. As befitting a full service global business school there are some additional unique customer groups in comparison to those present in other academic library settings. These in tandem with a range of associated issues provide both opportunities for service innovation and a range of challenges to be met. A full analysis of the customer groups is provided, preceded by background to the establishment of the current Manchester Business School. A range of issues that have a direct impact on service provision together with some of current day imperatives are examined in turn.

법학전문도서관 평가에 관한 연구

본 연구는 법학전문도서관이 제 역할과 기능을 할 수 있도록 실질적인 평가 내용을 다루어 법학전문도서관의 역할과 나아가야 할 방향을 제시하였다. 특히 법학전문도서관 사서들을 대상으로 그들의 의견을 수렴하여, 평가항목을 도출하였고, 법학전문도서관의 주 이용계층인 법학전문대학원 학생들을 대상으로 그들의 요구를 조사하고 분석하였다. 특히 독립적이고, 전문적으로 법학전문도서관을 위한 평가를 지향하였다는 점에서 그 의의를 찾을 수 있으며, 법학전문도서관의 건물과 시설 그리고 소장자료의 양과 함께 소장자료의 질, 법학도서관 사서의 기능과 역할 그리고 이용자의 만족도를 증진시키며, 외적인 면과 함께 법학전문도서관의 내실을 갖추는 것을 목적으로 하였다.

How to Tie Everyday Work to Strategy

The paper describes how Harvard Business School's Knowledge and Library Services (KLS) leveraged the collective knowledge of its employees in formulating, implementing, and evaluating strategy. The organisation was faced with major, disruptive changes in its environment and needed the diverse knowledge and full engagement of all employees to make a series of strategic shifts. The shifts included integrating KLS products and services with the Harvard Business School research and course development process, developing global scope in information resources and expertise, and trading its role as the guardian of books and buildings for the organiser of the School's priority information assets. In order to achieve that, KLS launched the Environmental Scan Program, relying on employees' insights aggregated through social tagging, trend analysis and internal prediction markets tracking emerging trends. KLS also created processes for the collective assessment of strategy and a faster way of turning ideas into new products and services. The paper concludes with an assessment of the approach, pointing to a difficult balance between emergent and collective dimensions of strategy process with its formal, structured facets.

Manchester Business Answers 24/7

The Manchester Business School (MBS) library service of the John Rylands University Library at the University of Manchester has a wide variety of customers, some of whom are not in a position to visit the library buildings frequently. Manchester Business Answers 24/7 is an online enquiry-type service to help them get the most out of a large range of e-resources and, crucially, the expert specialist knowledge of library staff. It is based around a searchable database of frequently asked questions and answers. For any online service, technology is important: we have adopted the ‘Business FAQ’ system from the University of Pennsylvania library. We focus on a service perspective, as our experience is that two general service issues are more important than technology. The first is service definition: how users will understand what the new service can do for them. The second is the service monitoring and improvement process: this is essential for deciding how to develop the service based on how it has actually been used rather than on the assumptions of service providers.

Secondary Education Development Plan (SEDP) and the provision of library service in Tanzania: a Case Study of Sumbawanga Municipality

This article examines the status of school library service provision after the establishment of the Secondary Education Development Plan (SEDP) in Sumbawanga Municipality, Tanzania. Data were collected through questionnaires, interviews and observation from four secondary schools. Findings show that the surveyed schools had libraries, with various materials, like books, magazines, video and audio tapes. CD-ROMs and computers were rarely found. Findings also revealed that although there were some improvements in the quality of library collections after the introduction of SEDP, the library services offered did not meet learning and teaching needs. There were few books, and space and furniture were inadequate. It is recommended that school library services should be prioritized with a variety of resources in print and electronic formats. As a long-term measure school libraries should be managed by professional staff. Lastly, Education programmes like SEDP should include all education stakeholders, including library experts, who would advise the Ministry of Education and Vocational Training (MOEVT) and the government in general on issues concerning school library services.

IFLA/UNESCO School Library Manifesto for Creating One World

School libraries are indispensable adjuncts to education, a base for generating innovative thinking, a stimulus to culture, and an aid to individual self–development. The IFLA/UNESCO School Library Manifesto, the qualitative standard for universal provision, recommends that for each country there should be work on developing links between the school's objectives and its library's service. The Manifesto strongly endorses the creation of strong and effective school libraries. The national school library systems in Germany, Iran and Turkey have provided information services over the years, yet inadequate study to evaluate these services has limited understanding of the effects of the Manifesto. This study examined the impact of the Manifesto through literature analysis, visiting 425 school libraries in these countries and/or using their websites, interviews with 1107 individuals, and a summative comparative evaluation. The results reveal that the national implementations of the Manifesto, its statements on objectives and duties, are a valuable support to ongoing processes of policy formulation. The study also shows evaluations from the librarians' own perspectives, and uncovers general suggestions for more efficient and effective solutions. The comparisons completed in 2008 reveal important information about the impact of the Manifesto in school library services, and enable recommendations to be made for the future use and development of the Manifesto.

Teachers in the UK Prefer Research Evidence that is Synthesized, Practical, and Locally Available

Teachers in the UK Prefer Research Evidence that is Synthesized, Practical, and Locally Available