Teacher Librarians Research Articles

Library Resources Knowledge And Its Utilization Among Health University Colleges: South Coast

Introduction: Students most often use libraries for learning, research, teaching, and literary works. The library resources and services should be sufficient in quality, depth, diversity, and currency to support the institution's curriculum.

Pustakawan Guru sebagai Agen Literasi Informasi di Sekolah Madania Parung Bogor

This paper aims to analyze the role of teacher librarians as agents of information literacy at Madania Parung Elementary School, Bogor. Librarians are information literacy agents in libraries. As the "agents", librarians have duties and responsibilities to users in information literacy. The teacher librarian as an information literacy agent has duties and responsibilities to its users, especially students to be information literate through the activities carried out. The Madania school library has a teacher librarian who can create information literate users from an early age. Therefore, this study examines the role of teacher librarians in information literacy. The research method used is qualitative with phenomenological methods. The results of the study can be seen as the teacher librarian is an information literacy agent at the Madania Parung Elementary School, Bogor. This can be seen from the three main roles of teacher librarians, namely teacher librarians as curriculum leaders; teacher librarians as information specialists; and teacher librarians as managers of information services. These three roles can be realized in activities carried out by teacher librarians, namely library classes, best readers, storytelling, and library tours by collaborating with various parties, both internal to the school and externally through collaboration with schools in the Bogor environment.

The Role of the Teacher in Developing the Literacy Movement Through Library Visit Activities in Elementary School

Purpose of the study: This study aims to describe the role of the teacher in developing the school literacy movement through library visiting activities in class II in Elementary School 112 Perumnas. Methodology: Research data was obtained with a qualitative approach. A qualitative approach uses observation, interviews, and documentation with residents of Elementary School 112/I Perumnas, namely class II teachers, librarian teachers, and students. After the data is obtained, the data is analyzed using the Miles and Hubberman technique through data reduction, data presentation, and concluding. Main Findings: The results of this study indicate that the teacher's role is to provide facilities and infrastructure to support literacy activities, the teacher and students carry out literacy activities regularly, the teacher invites students to carry out literacy activities by visiting the library, guides students in carrying out literacy activities, and helps students who experience difficulties. Novelty/Originality of this study: From the results of this study, it is suggested that teachers can overcome the obstacles that occur in literacy activities in class and library visiting literacy activities, and teachers must also pay attention to their students in carrying out literacy activities so that they run well.

Jeff Sundquist, Julie Artman, and Douglas R. Dechow. Your Craft as a Teaching Librarian : Using Acting Skills to Create a Dynamic Presence, Chicago, IL: ALA Editions, 2022. 130p. Paper, $52.00 (ISBN: 978-0-8389-3917-8).

Your Craft as a Teaching Librarian is a revised and expanded edition of The Craft of Librarian Instruction , published in 2016. Authors Sundquist (Dean of the Library at Monterey Peninsula College), Artman (librarian at Chapman University with experience as a theatre director, producer, acting coach, and actor), and Dechow (digital humanities and science librarian at Chapman University) state on page one of the prologue that they “hope to demonstrate how acting techniques can sharpen your instructional skills and establish your teaching identity, enliven your performance, and create an invigorating (and stress-free) learning experience for your students.” They maintain that the book is “intended for newly hired instruction librarians, librarians with little or no teaching experience, those dealing with shyness or stage fright, as well as more experienced librarians in need of a refreshed perspective” (p. viii).

Teacher Librarians Supporting STEM Education

STEM education is an approach to teaching and learning that integrates the content and skills of science, technology, engineering, and mathematics; which promotes critical thinking, higher-order thinking, and problem solving (NSTA, 2020). This research was conducted with the purpose of identifying the influence of this PD on improving teacher librarians’ knowledge, skills, and abilities to support STEM education efforts in their schools. This study utilized a pre/post-test quasi- experimental design to determine the influence of the PD on teacher librarians’ knowledge, skills, and abilities to support STEM education (Creswell, 2013). The pre-test data confirms previous research, that there is a significant gap in the knowledge, skills, and abilities of school librarians when it comes to supporting STEM education efforts in their schools. Additionally, school librarians aren’t being offered many professional growth opportunities to further their knowledge in this area. Post-test data provides information on the influence that the PD had on the participants' knowledge, skills, and perceived abilities in supporting STEM education.

KBANZSL

KBANZSL, the Knowledge Bank of Australia and New Zealand School Libraries, is an open access knowledge bank collating key documents, collections and other resources for and about Australian and New Zealand school libraries and teacher librarianship. The resource was created in response to recommendations from the Australian Parliament over a decade ago but still highly relevant in today’s educational climate. KBANZSL holds strong potential in supporting advocacy, professional development, and research for school libraries and teacher librarianship in the Oceania region and beyond. This paper shares ways KBANZSL can be used for research and advocacy projects.

Information about the Proceedings

We are pleased to share the Proceedings of the 50th Annual Conference of the International Association of School Librarianship conference and the 25th International Forum on Research in School Librarianship held virtually and in person in Columbia, South Carolina from July 11-15, 2022. The Research Papers and Research Abstracts were peer-reviewed by a minimum of three school library researchers. A very special thank you to the conference committee chaired by Dr. Lucy Santos Green.
 To cite these proceedings follow this example.
 Johnston, M. P. (2022). Teacher librarians supporting STEM education. In C. Stang & J. L. Branch-Mueller (Eds.). Proceedings of the 50th annual conference of the International Association of School Librarianship and the 23rd international forum on research in school librarianship. Edmonton, Canada: University of Alberta. (You can add the direct link to your paper as well as the unique DOI)

The State and Conditions of School Libraries in Vhembe District, Limpopo Province, South Africa

School libraries or media centres are an essential element of quality in education and learning for all the South African learners. The objective of this paper is to assess the state of library materials and resources obtained in school libraries. It is therefore important that schools should have a library or a media centre for the provision of materials for the purpose of conducive learning and reading for learners. This study investigated the state and conditions of school libraries in rural areas of Vhembe District in Limpopo Province, South Africa. The method used in this study is a qualitative research approach through face-to-face interviews with foundation phase literacy teachers and teacher librarians in eight schools, which were purposely selected for being known to have a school library or media centre buildings in their premises. The conclusion from the findings is that school libraries and media centres in these rural schools do not provide a suitable and conducive learning environment to learners.

An Investigation of the Role the School Library Space Plays in Promoting Reading Habits in Foundation Phase Learners in Vhembe District in South Africa

The school library space is of utmost importance in the school community as a whole. A library space provides, both teachers and their learners, with a space, which is safe and conducive to learning. The aim of this paper is to explore the role the school library space plays in promoting reading habits of the foundation phase learners in Vhembe District. The paper employed or followed a qualitative research method based on the nature of the study. The population of the study is the teacher librarians who are responsible for school libraries in the foundation phase. Purposive sampling was used to select eight schools from Vhembe District. Eight participants were sampled by virtue of their being teacher librarians serving in the Foundation Phase school libraries. Data was collected by means of individual interviews. The finding revealed that although they have a separate building for the library, the sitting space for learners is not sufficient because there are many learners. Secondly, the finding was concerned with the capacity of the school libraries in as far as the space to accommodate bookshelves, computers and other library facilities required in the library. The third finding was concerned with the challenges like overcrowding due to the lack of enough space in the school library. The fourth finding was concerned with the school libraries being used for purposes other than library activities. The study recommended that the library should also provide both teacher and learners with a space that encourages individual study, group cooperation and big group exhibition.

Start With Cats! Innovative Virtual Opportunities that Bring the Community Into the Classroom

Virtual field trips and programming were one way in which K-12 teacher librarians leveraged their resources, expanded equitable access, and pivoted during in-person school closures of the pandemic. Creative virtual programming provides equity of access and connects classrooms with rich and diverse experiences and perspectives. Virtual experiences can remove geographic and economic barriers, provide access to resources and strengthen community connections. This article discusses practical teaching and programming strategies that leverage video conferencing systems to create virtual classroom experiences which enhance lessons, embrace diversity, build community connections, and provide equity of access to resources.

РАБОТА С КИНОПРИКАЗКИ В ПОДГОТВИТЕЛНА ГРУПА

The research reveals peculiarities using cinema fairy tales in the process of literary education in kindergarten. The author’s work with students creates new methods and techniques and also enriches with new content the existing ones: introduction of film terminology, screening and discussion of film footage, making a movie poster, guessing a film title by listening to an excerpt from film music, arranging a movie puzzle, guessing the name of a character from a movie line and etc. The introduction of film pedagogical accents raises the problem of the synchronous use of theater pedagogy, media pedagogy, library pedagogy and other scientific fields corresponding to pedagogical research.

Critical Library Pedagogy in Practice, edited by Elizabeth Brookbank and Jess Haigh

Critical Library Pedagogy in Practice, edited by Elizabeth Brookbank and Jess Haigh

Intentional failure and Rihanna's tattoo as pedagogy

Academic teaching librarians are often classroom visitors, with limited time to build relationships with students and teach them something useful. To maximize impact, librarians commonly deploy a canned search to demonstrate information seeking strategies. Demonstrating instant perfection is a detriment to student learning that reinforces classroom power inequities and portrays an unrealistic expectation of reallife searching and research. This column invites teaching librarians to instead demonstrate failure in classroom instruction as a way to bolster student confidence, experiential learning and mutual trust.

“Single Threads Woven Together in a Tapestry”

This generic qualitative research study examined if and how the dispositions of six exemplary teacher-librarians evolve after a move into a formal leadership role. All of the participants were classroom teachers and teacher-librarians prior to moving into leadership roles in their schools/university or districts. Findings from this study are organized and presented based on the leadership dispositions identified by Kimmel, Dickinson and Doll (2012) in their Dispositional Continua and include descriptors used by teacher-librarian leaders that help clarify each disposition. Further research is needed to create a valid and reliable disposition assessment tool for pre-service and in-service teacher librarians and TL leaders.

Today’s library psychology in the context of N.A. Rubakin’s legacy

An outstanding Russian enlightener N.A. Rubakin left rich scholarly legacy related to the study of psychological and pedagogical aspects of reading. The article deals with the basic theoretical provisions of library psychology, as well as shows the relevance of this field of scholarship and practice for the libraries of today. The author outlines the future of the development of library psychology and library pedagogy in the reality of the digitalization of reading, proving that no proposals to rename library psychology to noocommunicology are tenable.

News from the Field

ACRL 2019-20, 2020-21 fiscal year financial reports now available 2022 EDUCAUSE Horizon Report Teaching and Learning Edition released ARL, CARL, Ithaka S+R release final report on aligning the research library to organizational strategy ACRL releases Interim Leadership in Libraries Peer Review: A Critical Primer and Practical Course now available New from ACRL—Your Craft as a Teaching Librarian CUPA-HR releases annual workforce surveys ASERL expands oral history collection

Strengthening teacher–librarian partnerships

This article addresses the question: What would it take for collaborative teacher–librarian partnerships to flourish in Aotearoa New Zealand secondary schools? We provide a three-part model that explores how professional expectations and local (school) conditions can influence whether the school librarian is siloed or integrated within a school. Our analysis is based on Patricia Montiel-Overall’s 2005 categorisation of teacher–librarian partnerships. The article concludes by discussing how change can be effected in the role of the library in schools, arguing that school managers and teachers can take steps now to provide the local conditions to enable teacher–librarian partnerships in the interests of student learning.

Video killed the multiple-choice quiz: capturing pharmacy students’ literature searching skills using a screencast video assignment

Background:In a flipped, required first-year drug information course, students were taught the systematic approach to answering drug information questions, commonly utilized resources, and literature searching. As co-coordinator, a librarian taught three weeks of the course focused on mobile applications, development of literature searching skills, and practicing in PubMed. Course assignments were redesigned in 2019 based on assessment best practices and replaced weekly multiple-choice quizzes used in prior iterations of the course.Case Presentation:Following two weeks of literature searching instruction, students were assigned a drug information question that would serve as the impetus for the search they conducted. Students (n=66) had one week to practice and record a screencast video of their search in PubMed. Students narrated their video with an explanation of the actions being performed and were assessed using a twenty-point rubric created by the course coordinator and librarian. The librarian also created general feedback videos for each question by recording screencasts while performing the literature searches and clarifying troublesome aspects for students. The librarian spent about twenty-four hours grading and six hours writing scripts, recording, and editing feedback videos.Conclusion:Most students performed well on the assignment and few experienced technical difficulties. Instructors will use this assignment and feedback method in the future. Screencast videos proved an innovative way to assess student knowledge and to provide feedback on literature searching assignments. This method is transferrable to any medical education setting and could be used across all health professions to improve information literacy skills.

Librarians’ development as teachers

This article reports on findings of an online survey of teacher librarians about their instructional work, approaches, and roles and how these aspects of their teaching have changed over time. Academic librarians who had at least one year of library teaching experience and who had been actively involved in library instruction within the past two years completed the online survey. Participants were asked a series of questions, the majority of which were open-ended, about the types of instruction-related activities in which they presently and previously engaged, if/how their views of their instructional work and their instructional roles had changed over time, what experiences had been particularly influential in their teaching, and if they identified as teachers. The responses were analyzed through manual textual coding, through which emerging themes and variations in participants’ responses were identified. These findings provide further insight into academic librarians’ ongoing teacher development and their experiences as teaching librarians. Fuller understandings of this development and experiences can inform professional development and communities of practice in which librarians foster a sense of agency, confidence, responsiveness, and purpose in their teaching, cultivate and sustain meaningful teaching practices, and prevent burnout.

TEACHER LIBRARIAN CAPABILITY IN CLASS MANAGEMENT OF THE LEARNING PROCESS IN INTEGRATED MADRASAH IBTIDAIYAH

<span lang="EN-US">The purpose of this study is to determine the librarian teacher's ability to manage the learning process in the classroom. This type of research is qualitative in the sense that it generates descriptive data in the form of written and oral words based on the behavior of the people observed. The researcher employs a purposive sampling technique to gather the necessary information. and the principal. The results showed that the fifth grade teacher at MI Terpadu Almadinah's classroom management ability in the learning process was quite good, as in the application of classroom management principles such as warmth and enthusiasm, challenge, variety, flexibility, emphasis on positive things, and inculcation of discipline. While designing the learning process and the physical environment of the classroom, it is possible to create a positive learning climate; however, there are still obstacles in terms of using media methods and completeness in the classroom.</span>