School Media Centers Research Articles

Back to the Future: Library Book Clubs for Individuals with Intellectual Disability (ID)

This article provides context for library services for individuals with intellectual disability (ID) and then provides a case study and preliminary data on new efforts in the field for public libraries, school media centers, and academic libraries connected with the educational system. While many libraries are dedicated to serving diverse populations, they have done little to support individuals with ID who have difficulty using library services and accessing their collections. Efforts to advertise, to develop specialized collections, and to utilize assistive technology have floundered on high costs and low returns. These shortcomings are especially critical for adults with ID. While the law mandates the inclusion of individuals with ID in the public school system, there are few opportunities for education, employment, or socializing for those who age out; the library, as a fundamental public institution, is one of the few resources available to them. For the benefit of both libraries and adults with ID, it is critical that libraries develop improved services for this group of patrons. The case study in this article provides data on a book club for persons with ID held at an academic library and based on the model of the Next Chapter Book Club (NCBC) organization. By comparing data between the case study and 30 similar book clubs at public libraries throughout the nation, the article develops a profile of what these book clubs do and how to measure their successes. We conclude that such clubs represent a low-cost, effective way for libraries to support persons with ID that helps libraries fulfill their mission of serving diverse groups and provides critical support to this particular population.

Acoustical design for libraries in schools to comply with ANSI S12.60

In K-12 schools, the library functional space is now usually called the media center, as this space houses and disseminates information that is stored on both print and digital media. These spaces have fewer sound absorbent book stacks than were found in previous print-only libraries. Instead, computer workstations for student access to local and web-based material are provided. Often these facilities are used as group learning spaces, with several group classes occurring simultaneously. These changes to the traditional school library space present challenges to the acoustical design. Another challenge is that in a number of school districts across the US, a media center must be designed to meet the requirements of ANSI/ASA 12.60-2010/Part 1, “American National Standard Acoustical Performance Criteria, Design Requirements and Guidelines for Schools, Part 1: Permanent Schools,” also known as the “Classroom acoustics standard.” This is because a media center can be defined as a core learning space that is subject to that standard, with its requirements for low noise and reverberation, and for higher sound isolation from adjacent spaces. Several case studies are presented which highlight the design challenges for modern school media centers, and the successful design solutions.

Variables Related to School Media Center LGBT Collections

AbstractThe inclusion of LGBT (lesbian, gay, bisexual, and transgender) literature in school media centers can be controversial, but such material can be beneficial in helping LGBT students come to terms with their sexuality and with helping to foster understanding in non-LGBT students. To examine the extent of such collections in school media centers, this research conducted a checklist exercise to examine the holdings of school libraries in two very different states, one in the northeastern United States and one in the southern United States. The study examined variables that may correlate with the number of LGBT books available in the libraries; these variables were size of school enrollment, type of locale, the existence of a fairness ordinance, demographic diversity, and political affiliation.

Book Review: No Shelf Required 2: Use and Management of Electronic Books

No Shelf Required 2: Use and Management of Electronic Books. Edited by Sue Polanka. Chicago: ALA, 2012. 254 p. $65 paperback (ISBN: 978-0-8389-1145-7). Published a year after No Shelf Required: E-Books in Libraries, the prolific Sue Polanka has assembled a second collection on e-books in libraries. (1) No Shelf Required 2 (NSR2) builds on the evidence that e-books are no longer a novelty for libraries; several chapters cite the Library Journal survey on e-book holdings for public and academic libraries and school media centers to document the growth of e-book holdings. Now that e-books are well established in libraries of all types, NSR2 addresses issues beyond acquisition and application to include access, preservation, and integration. The result is maturation of the subject that is reflected in the content and the experience of the contributors. Polanka is to be commended for assembling a diverse group of contributors. Of the sixteen chapters, six are written by academic librarians, four by school media specialists, and two by public librarians. The remaining contributors are a K-12 teacher, a publisher, a web developer, and a social worker. Just as the authors are primarily, but not exclusively, librarians, so is the expected audience primarily, but not exclusively, librarians--publishers, parents, teachers, and anyone who deals peripherally with e-books via their library will find a chapter or two of interest. The first chapter gives an overview of four libraries that have gone bookless. Librarians will be familiar with these as they include Cushing Academy and three academic libraries. What may be less familiar is how these libraries have uniformly repurposed former book space with service and student support space. This inaugural chapter is an appropriate launch for the rest of the book because it addresses the question, If we have little or no physical materials, then what will define these spaces as libraries? (1-2). The first third of the book deals with access issues, the middle third with what might be loosely described as opportunities for libraries created by the proliferation of e-books, and the last third with e-reader implementation programs. Access chapters address issues that apply to books with an e-twist: weeding, RDA, and preservation. (2) They also cover issues unique to e-books that are perhaps infrequently considered by e-book managers. Chapter 2, for instance, addresses the digital divide from the viewpoint of a social worker, who suggests that e-books may actually inhibit access to information for the moderately poor because their use requires devices, readers, or Internet access. The chapter gives helpful insights into the limitations of households at the poverty line. Chapter 3 addresses access for the disabled, defined here as a learning, visual or physical disability that makes it difficult or impossible to access print easily (37). The chapter assumes some familiarity with libraries, web protocols, and disability standards, and is the longest and most detailed section of the book. Despite its density, this chapter provides a basic understanding of e-book accessibility issues for those who merely want to skim. Those needing a deeper understanding can learn about assistive technologies, the status of the National Information Standards Organization's (NISO) accessibility initiatives and the World Wide Web Consortium's Web Content Accessibility Guidelines (WCAG), and the current legal environment for e-reading in higher education. Use of mobile devices--a critical topic as librarians increasingly respond to patron questions about downloading e-books to personal devices--is covered in chapter 4. Lisa Carlucci Thomas relates the 2009 Yale study of e-books on four mobile devices (two of which are no longer in popular use) in which Yale librarians tested access to their e-book content on twenty-five e-book platforms. Although the platforms and the rate of e-book acquisition will mirror that of many academic libraries, this chapter will be more useful as a model for similar studies in one's own library rather than for its outcome, which showed that 84 percent of Yale's e-book content could be read, at least minimally, on the devices tested. …

어린이 정보추구모형에 관한 연구 - 전자책 접근 및 탐색을 중심으로 -

ABSTRACT Due to the recent technological improvements, the environments of e-books and its contents have been changed and the users of e-books have drastically increase d. This study aimed to propose a model on how children access and search e-books in this digital era. For this study, a potential model was proposed based on the analyses on various information-seeki ng behavior models. For analyzing children's access and search processes on e-books, 30 children in five public libraries or school media centers in Seoul and Kyoungi-do areas were recruited for the in -depth interviews. As a potential model on children's access and search on e-books was re-visited and r evised based on the results, a cyclic model of children's access and search on e-books was proposed c ontaining six factors.키워드: 어린이, 전자책, 정보탐색행태, 정보탐색모형, 전자책 접근, 전자책 탐색Children, E-book, Digital Book, Information-Seeking behavior, I nformation-Seeking Model, E-book access, E-book search ****** 본 연구는 국립어린이청소년도서관의 연구과제인 “독서매체 변화에 따른 도서관의 어린이 서비스 발전 방안 연구”의 일부결과물임.이화여자대학교 사회과학대학 문헌정보전공 조교수 (echung@ewha.ac.kr) ( 교신저자)이화여자대학교 일반대학원 문헌정보학과 박사수료 (yunee20@gmail.com)논문접수일자: 2012년 1월 15일 최초심사일자 : 2012년 1월 17일 게재확정일자 : 2012년 2월 7일한국문헌정보학회지, 46(1): 99-117, 2012. [http ://dx.doi.org/10. 4275/KSLIS.2012.46.1.099]

Connecting K–12 School Media Centers to University Library Resources Through Interlibrary Loan: A Case Study From Eastern North Carolina

Providing interlibrary loan service to K–12 schools is investigated in this article. Request analysis of a university interlibrary loan service to schools is presented along with a survey of those schools’ use of the service. Results from a survey of other libraries that provide similar loan services to schools are also presented. A lengthy literature review of interlibrary loan for K–12 schools places modern offerings in an historical perspective.

미국 청소년의 독서행태 및 환경에 관한 고찰

이 연구의 목적은 미국 청소년의 독서행태 및 학교 안팎의 독서환경의 특성에 대하여 분석 및 기술하는 것이다. 먼저 미국, 영국 및 아일랜드 청소년의 독서행태에 관한 주요한 연구 및 각종 통계보고서들을 검토하고, 가정의 독서환경, 학교도서관을 중심으로 한 학교 독서환경 및 공공도서관을 중심으로 한 사회적 독서환경을 기술하였다. 1950년대 이후 학교도서관의 비약적 확산과 공공도서관 청소년서비스의 발전을 가져온 미국의 사례는 점점 감소하는 청소년 독서율의 제고 및 독서환경의 조성에 국가, 학교, 사회, 가정이 협력해야 함을 보여준다. The purpose of this research is to analyze and describe the characteristics of reading environment for the teens and their reading behavior in the U.S.A. Some researches and statistics on the reading behavior of young students in the U.S.A., the U.K. and Ireland were examined, and the reading environments for the teens in society and at schools and home were described. The development of school media centers since the 1950s and services for young adults in public libraries in the U.S.A. confirms that government, school, society and home should altogether cooperate in order to help students read more and build better reading environment for the teens.

Book Review: Managing and analyzing your collection: A practical guide for small libraries and school media centers

Book Review: Managing and analyzing your collection: A practical guide for small libraries and school media centers

Managing and Analyzing Your Collection: A Practical Guide for Small Libraries and School Media Centers

Managing and Analyzing Your Collection: A Practical Guide for Small Libraries and School Media Centers

학교도서관의 학교미디어센터화를 위한 3단계 전략 연구

본고는 학교도서관의 3수준 중에서 수준2에 해당하는 학교전자도서관의 구축에 초점을 두고 단계별 개발 전략을 제시한다. 학교전자도서관의 구축은 곧 학교도서관의 학교미디어센터화를 말한다. 본고는 수준2인 학교전자도서관의 구축을 다시 3단계로 나누어, 학교미디어센터화를 위한3단계 전략을 제시한다. 1단계는 시설의 구축이고, 2단계는 웹 기반의 정보시스템의 구축이며, 3단계는 1단계와 2단계를 바탕으로 학교도서관 협력망의 구축이다. 또, 본고는 이러한 3단계를 지원하기 위한 교육제도적 측면의 기본 방향을 제시하는 데 연구의 초점이 있다. This thesis presents a step-by-step development strategy to implement electronic school libraries corresponding to level 2 among 3 levels of the school library. The implementation of electronic school libraries means the transformation of school libraries into school media centers. This thesis divides the implementation of electronic school libraries into 3 steps. The first step is the implementation of facilities, the second step the implementation of web-based information system, the third step the networking of school libraries, on the basis of the first and second steps. And this thesis presents the basic policy of educational administration aspects to support 3 steps.

Designing the Research Commons: Classical Models for School Libraries

School libraries and media centers today are embracing the idea of the "learning commons," an approach to learning which makes use of the facility's physical openness and group meeting places to facilitate current shifts towards computer-based resource sharing and collaborative student projects. How can libraries yet to make this transition reverse a prior, mid-twentieth-century architectural bent toward segmentation of school library resources from the surrounding institution, and implement a more inclusive school library design?

Using Professional Development as a Retention Tool for Underrepresented Academic Librarians

Summary With a slow, steady rise in the number of under-represented individuals entering the profession, academic libraries are challenged to compete for and retain the talents of these individuals as are public libraries, special libraries and school media centers. Libraries that succeed in recruiting must simultaneously focus on retention and promotion. This article will discuss the use of professional development as a retention tool for entry-level, underrepresented librarians. Using the 1998 University of Minnesota Training Institute for Library Science Interns and Residents as a model, attitudes, skills, training and technology necessary to foster career advancement will be identified. The article will also identify potential external barriers to advancement and suggest ways to eliminate or reduce these barriers. It does not suggest that underrepresented librarians require a different or separate standard, but rather that they must meet the professional requirements made of all librarians while also dealing with such thorny issues as race, inequality, concrete walls, and hostile environments.

Pressure Groups and Intellectual Freedom

This article explores the rise of conservatism in the United States during the 1980s and the corresponding increase in reported instances of censorship in public libraries and school media centers. The rise of pressure groups and their impact on intellectual freedom is reviewed.

Stanly Technical College LRC Initiates Cooperation with Local High School Media Centers

Stanly Technical College LRC Initiates Cooperation with Local High School Media Centers

School media specialists: Changes and challenges for the next millennium

It has long been recognized that media programs and media centers contribute to the successful schooling of students. Studies over the past ten years have linked the presence of school media centers with students’ academic achievements (Bowie, 1984). Persons providing media services, therefore, play key roles in the overall success of instructional programs. Some of these roles have remained fairly stable since the founding of the first public school library. However, with every new round of challenges to the schools and advances in instructional technology, some roles have shifted emphasis. Responses to the many demands and challenges have varied in degree, but programs have been expanded and adapted to provide needed services to learners and teachers. This ability and willingness to adjust and to meet new challenges has enabled media specialists to assume their role as curriculum and instructional leaders. This article suggests future directions media specialists must take to meet the challenges of today’s educational climate. These suggestions are made against a framework of both traditional and contemporary functions assumed by media professionals. It also suggests sources from which these challenges have sprung and how such forces are reshaping media programs in the schools.

CD- ROM and its application to libraries and school media centers

There are a few questions circulating among the professionals in the library media field these days. One of the big topics of conversation today has to do with the question of the CD-ROM. The librarians want to know what all this CDROM business is, in which direction it is going, and what impact it is going to have on libraries and how they function. They want to know how it will effect current developments in the adaptation of new technologies in school media center programs. School media centers facilitate access to formal knowledge. Computer data storage and software assist the media specialist in providing access to that portion of formal knowledge available in machine readable form. Computer data storage mediums are now undergoing a dramatic reduction in cost and increase in capacity. This is accomplished by combining laser technology and digital encoding techniques, that connect from one system of communication into another, to record, store, and retrieve computer data. The most promising and cost effective of the new laser data storage mediums for school media center use is the CD-ROM. One of the first things needed to be done to approach this topic of the CD-ROM

Introducing Governmental Documents in Academic Libraries and School Media Centers: A Selected Bibliography and Guide

Library patrons' lack of awareness about the governmental documents held in public and academic libraries is an often repeated theme in the literature of documents librarianship. Various programs are implemented in academic libraries to inform students about governmental publications, including one of the more common methods of user‐education, namely, bibliographic instruction. Classes can range from those that introduce general library resources and mention documents, to those that are devoted exclusively to describing governmental documents. Few college students without specialized training are aware of governmental publications, and some academic librarians and elementary and secondary media specialists may share this ignorance. One illustration of this point is Smelser's study, done in 1978, which showed that only 10 percent of the librarians in Minnesota secondary school libraries and media centers had completed any formal course work in governmental documents. Another 60 percent had taken a course that devoted nine or fewer actual hours of class time to some aspects of governmental publications. Library schools commonly offer only one course on governmental documents; thus, many public and academic librarians feel inadequately prepared to provide assistance in this changing field of reference work.

Circulation Systems for School Media Centers: Manual to Microcomputer. Nevada Wallis Thomason

<i>Circulation Systems for School Media Centers: Manual to Microcomputer</i>. Nevada Wallis Thomason

The Soviet Union and Eastern Europe: A Bibliographic Guide to Recommended Books for Small and Medium-Sized Libraries and School Media Centers. By Stephan M. Horak. Littleton, Colo.: Libraries Unlimited, Inc., 1985. xiv, 373 pp. $27.50. - Eastern European National Minorities, 1919–1980: A HANDBOOK. By Stephan Horak et al. Littleton, Colo.: Libraries Unlimited, 1985. xv, 353 pp. Tables. $47.50 (U.S.)/$57.00 (outside

The Soviet Union and Eastern Europe: A Bibliographic Guide to Recommended Books for Small and Medium-Sized Libraries and School Media Centers. By Stephan M. Horak. Littleton, Colo.: Libraries Unlimited, Inc., 1985. xiv, 373 pp. $27.50. - Eastern European National Minorities, 1919–1980: A HANDBOOK. By Stephan Horak et al. Littleton, Colo.: Libraries Unlimited, 1985. xv, 353 pp. Tables. $47.50 (U.S.)/$57.00 (outside

Planning School Media Centers

Planning School Media Centers