bluuebunny/crossref_metadata_2025 huggingface dataset:
Development of a Collaborative Program for Information Skills Teaching at Liceo "Conaro" in Padua
Authors: Bolletti Marina , Matteucci Annamaria
Published: April 2021

The “Alvise Cornaro” High School in Padua has been implementing for the last ten years a method for teaching information skills, that has been developed to enhance students’ long life learning strategies as a research process. The method follows a student-centered model, and is focused on the information searching process and the active use of school library, in order to develop key competencies for active citizenship within compulsory education. The activity is included in the normal school curriculum and aims to provide every student with information skills strategies, including identifying, accessing, selecting, and evaluating relevant information in different sources and media.
How Can We Raise the Level of Competence Among School Librarians?
Authors: Damgaard Niels
Published: April 2021

School libraries in NorwayBasic course for school librarians, University of AgderCourses for school librarians and teachers, Biblioteksentralen, 2004-2009The Web 2.0 SchoolExperiences from International Online course Your School Library, Spring 2009Conference for School Librarians in Norway, Biblioteksentralen, March 2009How to cooperate to get a common focus on raising the level of competence of school librarians in Europe?
WorldReaders
Authors: Doiron Ray
Published: April 2021

WorldReaders is an online social network site for exploring students’ independent reading interests, while providing them with an opportunity for communicating with readers in other countries. The analysis presented draws from blog postings, member profiles, the use of various media tools and general reflections by the author and teacher-librarians who facilitated students’ use of the site. This project provides librarians with a successful example of using social networking to achieve teaching/learning goals, and presents new knowledge on how learners use social networks for learning; how social networks can be a rich resource for studying reading interests; and how best to develop the use of social networking for library applications.
Library E-Learning
Authors: Branch-Mueller Jennifer
Published: April 2021

This paper analyzes the state of learning spaces as they impact library education. Specifically, it reviews the literature about current trends in designing learning environments that facilitate e-learning. The report also lists cited examples of good practice in contemporary school library e-learning spaces.
Determining, Implementing, and Evaluating Training for School Librarians in Rural China
Authors: Henri James , Warning Peter , Shek Jacqueline , Leung Angel
Published: April 2021

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.
Dispositions of Exemplary School Librarians
Authors: Jones Jami L. , Bush Gail
Published: April 2021

As former students ourselves, we know instinctively the qualities of exemplary educators even if we have difficulty naming these ourselves. A review of the extensive body of dispositional literature indicates that educators struggle with the concept of dispositions, what these entail, and their assessment; however, little has been written about the dispositions of school librarians. Interest in this topic has increased since the development of Dispositions in Action as an essential component of the American Library Association’s American Association of School Librarians Standards for the 21st Century Learner published in 2007. The authors provide foundational information about dispositions and justification of their importance to student learning and present a self-assessment instrument which is the first step to understanding one’s dispositional strengths and weaknesses. Additionally, a theoretical framework for obtaining dispositions is presented.
School Library 2.0
Authors: Pinheiro Carlos
Published: April 2021

Until the beginning of the 21st century, the web was mostly a place to retrieve information. Then, around 2004, the web 2.0 new tools allowed common people, with no programming skills, to add content to the web, full of interactivity. Schools started using web 2.0 in order to reach out and engage with generation Y. Today web 2.0 technologies are transforming the ways in which school libraries operate and deliver their services in this fast changing online social and collaborative world. We believe that web 2.0 tools will help us to provide authentic learning experiences for students, encouraging creativity, innovation, critical thinking and collaboration, promoting the information literacy skills that are required in the 21st century, in order to have a positive impact on student’s achievement.
Using Web 2.0 Tools to Teach Reading Biography
Authors: Rachmawati -
Published: April 2021

Education development in Indonesia has begun to show its progress. Apart from improvement in the opportunity of basic education, the progress is also shown in the school libraries and the utilization of ICT in teaching and learning. Web 2.0 is the newest technology that has its impact on teaching and learning. Based on the literature and best practice in the developed country, some schools in developing countries have tried to apply this technology. Al Kausar Boarding School has applied Web 2.0 tools in teaching reading biography in Bahasa Indonesia for its grade seven students.
Increasing Science Literacy through Collaboration between Teachers and School Library Media Specialists
Authors: Schultz-Jones Barbara , Ledbetter Cynthia , Jones Richard C.
Published: April 2021

This paper presents current research, and complementary perspectives on how and why interdisciplinary collaboration efforts contribute to positive outcomes for student science achievement. Undergraduate students, practising science teachers, and school library media specialists are included in this discussion.
"What's in it for me?"
Authors: Skirrow Ingrid
Published: April 2021

The International Baccalaureate organisation (IB), with headquarters based in Geneva, Switzerland continues a world-wide expansion of their three educational programmes. An understanding of, and involvement with the programmes to support the school community is vital for the school librarian in those school which are considering adoption of any of the programmes. The three IB programmes encompassing teaching and learning from 3 years to 19 years are:- the Primary Years programme ( PYP); Middle Years Programme (MYP); and the Diploma Programme ( DP). The IB “Standards and Practices” guide the Authorisation process for IB World Schools and these in turn can effect and direct the way libraries and librarians are used. The IB mission statement, the IB Learner Profile and programme specific documentation guide a ‘continuum of international education’ being promoted by IB World Schools. Some aspects of these areas will be explored in the context of possible changes for the school librarian. ‘What is in it for me?’ will be answered through challenging school librarians to become part of a whole school learning initiative based on International Baccalaureate principles of inquiry and internationalism, and to possibly rethink their role through developing collaborative practices in their educational institution.
Razzle dazzle
Authors: Combes Barbara
Published: April 2021

Creating an interactive and engaging school library environment for your school community is an important prerequisite to establishing a creditable identity with teaching staff, which in turn, leads to opportunities to develop collaborative curriculum programs. The library and its personnel must be perceived as a hub for learning and part of the core business of the school by the whole community, including senior administration, teachers, students and parents. Such an environment demonstrates the value adding to the curriculum, literacy, information literacy and student learning outcomes that occur when professional library staff are part of the staffing equation in a school.
The leadership role of the teacher librarian in technology integration
Authors: Everhart Nancy , Mardis Marcia A. , Johnston Melissa
Published: April 2021

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.
Invited guest or wedding crasher?
Authors: Everhart Nancy
Published: April 2021

Nationwide education initiatives are underway in various parts of the world, including a push for national curricula in the U.S. and Australia. In Australia, school librarians have been invited guests to provide input into the integration of digital/information literacy across curriculum areas. Conversely, U.S., school librarians crashed the wedding by actively responding to the Common Core Standards initiative by highlighting areas where information literacy skills, dispositions, responsibilities and assessments are integrated – even though they weren’t asked. Other examples of successful and not so successful national school librarian involvement to infuse 21st century skills and implications for professional practice are discussed.
Why did a U.S. secondary school district retain teacher-librarians in a time of economic crisis?
Authors: Ewbank Ann Dutton
Published: April 2021

The number of U.S. teacher-librarians has greatly diminished despite advocacy efforts by stakeholders. This case study investigated the factors that led governing board members in a mid-sized urban high school district to retain certified teacher-librarian positions despite a major economic crisis. Themes constructed through the analysis were: stakeholder involvement; transparency in communication; trust between district leadership and the governing board; a commitment to the district’s core values; and the value placed on the school library program by the district’s stakeholders. Future research should investigate school districts’ decision-making processes in the retention of teacher-librarian positions during economic crises.
High standards or a high standard of standardness?
Authors: McWilliam Erica
Published: April 2021

This paper explores the difference between high standards and a high standard of standardness of professional service provision in teacher-librarianship. That is to say, it explores the difference between a demonstrated deep commitment to 21st century learning (high standards) and demonstrated compliance with a pre-determined checklist of skills and capacities (a high standard of standardness). A case is made for maintaining scepticism about all schema for defining ‘standards’ at the same time that professionals should work for their advancement and improvement.
Developing independent learners
Authors: Pavey Sarah
Published: April 2021

Box Hill School is an independent school in Surrey, England. In 2008 the English curriculum was abandonedin favour of the International Baccalaureate Diploma (IBD). A library is a statutory requirement of theInternational Baccalaureate Organisation (IBO) endorsement who also recommend this be managed by aqualified teacher-librarian. In May 2008, I was employed to create a library and develop independentlearning throughout the school. This paper considers the rationale behind the physical design. It outlines theimplementation of independent learning in an international school community where no infrastructure topromote this style of teaching and learning previously existed.
Boys, blogs and books
Authors: Pickworth Margo
Published: April 2021

In an action research project, young male students from Sydney, Australia and Richmond, USA contributed to a collaborative writing blog. Both groups of students shared the same text with their class teachers, while using the medium of collaborative blogging, a process which was facilitated and managed by the teacher- librarian. Data was gathered using both qualitative and quantitative methods to determine whether the project assisted boys to become powerful, prolific and confident writers. Results indicated that the blogging process failed to provide any increase in the volume of writing; however the opportunity to share opinionsand ideas globally provided motivation to write more powerfully and with increased confidence.
Assessing school libraries as learning environments
Authors: Schultz-Jones Barbara , Ledbetter Cynthia
Published: April 2021

This paper presents the full results from a 2008/2009 research study examining the application of a learning environment paradigm to the school library setting. The preliminary results from the examination of the Fifth Grade science classes were presented at the IASL 2009 Research Forum. We now report the process of completing our comparative examination of the relationships among student perceptions of science programs and library programs with Third (ages 8 and 9), Fourth (ages 9 and 10) and Fifth (ages 10 and 11) Grades. In addition, we extend the assessment of these relationships to a correlation with student achievement on the standardized State tests for Texas.
Inquiry learning with senior secondary students
Authors: Stotter Jill , Gillon Kirsty
Published: April 2021

This workshop will model for classroom teachers, one way to plan, teach, resource and assess inquiry-based learning which encompasses the guiding principles of a newly gazetted curriculum. The vision of the New Zealand curriculum is to produce “…young people who will be confident, connected, actively involved lifelong learners” (p. 8). This is further supported by a strong focus on the importance of student attitudes and values, plus the five Key Competencies that need to be embedded into all learning and teaching in New Zealand schools.
Preliminary insight of information literacy competencies among school library media teachers
Authors: Tan Shyh-Mee , Singh Diljit
Published: April 2021

This study examines library media teachers’ perception of information literacy, their current levels of information literacy competencies, and the factors affecting information literacy implementation in secondary schools. 36 library media teachers from Selangor, Negeri Sembilan and Kuala Lumpur participated in this self-report questionnaire-based survey. Respondents knew what information literacy is and perceived it as much needed skills. Skills to identify information needed obtained a mean of 3.94 and skills to synthesize information scored the lowest mean of 3.47. They need continuing education opportunities, professional development, information literacy and LIS training. The country needs a national information agenda, policy and guidelines to implement information literacy.
MLC Libraries – a school library’s journey with students, staff and Web 2.0 technologies
Authors: Viner Jane , Lucas Amanda , Ricchini Tracey , Ri Regina
Published: April 2021

This workshop paper explores the Web 2.0 journey of the MLC Libraries’ teacher-librarians, librarian, library and audio visual technicians. Our journey was initially inspired by Will Richardson and supported by the School Library Association of Victoria (SLAV) Web 2.0 professional development program. The 12 week technological skills program ‘23 things’ assisted in motivating the MLC Libraries’ team to adopt Web 2.0 technologies into their daily work with students and staff
Building our social landscape in cyberspace
Authors: Houston Cynthia
Published: April 2021

Developing a community of learners and leaders in school librarianship is fundamental to effective practice in professional preparation programs. As more and more school librarian preparation programs go online, staying focused on community building and collaboration becomes the key challenge to the best practices ideal. The Internet provides excellent tools and resources for developing online professional communities, as well as opportunities for academic programs to create social landscapes that students will engage in after they finish their academic program.
Researching Data Sets to Develop State Library Standards
Authors: Farmer Lesley S. J.
Published: April 2021

California developed standards for library program factors that provide the conditions for students to meet library standard outcomes. To base those program standards empirically, the researchers analyzed three 2008-9 reputable data sets: California’s school library data set, AASL’s School Libraries Count data set, and a national School Library Journal data set. Standards were clustered into two sections: baseline factors, and statistical standards for resources. Findings revealed that school libraries that met the “baseline” standard were significantly different from those libraries that did not meet those standards. Once the baseline set of factors were determined, descriptive and correlational statistics were applied to the data sets, with the resultant figures based on the average figures supplied by those libraries that met the baseline factors.
Academic achievement and/or educational attainment – The role of teacher librarians in students’ future
Authors: Novo Ana , Calixto José António
Published: April 2021

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.
A touch of humour!
Authors: Pope Kerry
Published: April 2021

Come and learn about GiggleIT! See how we have successfully implemented the GiggleIT Project, an initiative of IASL, with Year 5 and 6 students as part of our library program at William Clarke College in Australia. Involvement in this new, exciting, online project based on humour has given the students a reason to read, research, discover, discuss, write, reflect, communicate with others and publish their work. The successful collaboration between Teacher Librarians and teachers through this project has provided aplatform from which to promote the library across the school community and beyond. Working closely with class teachers provides opportunities to assess, evaluate and modify the program as necessary. The extensive use of technology and the strong international focus is appealing to all students. They can‟t wait to get to library lessons!
Confronting the ‘Crisis of Significance’ in 21st Century School Libraries
Authors: Doiron Ray , Asselin Marlene
Published: April 2021

The demands of life in the 21st century have evolved dramatically, giving rise to the need for a complex set of interrelated and interdependent skills in order to cope with this complexity and to achieve success in life. Unfortunately, there is a widening gap between the world experienced and created by youth outside of school and their in-school experiences leading to what Michael Wesch has called a “crisis of significance” (2009) facing teachers and schools today. Many would suggest school libraries today are also struggling to find their place and regain their significance in the learning lives of students. How should schools and school libraries respond to this „crisis‟ and change the learning landscape to better match 21st century realities? This paper explores these issues and clarifies the characteristics of 21st century learners and learning, and provides ideas for re-visioning schoollibraries to meet the expectations for 21st century learning.
Shifting the Sands of Summer Reading
Authors: De Groot Joanne
Published: April 2021

This study investigated ways in which summer reading programs (SRPs) support children’s recreational reading interests and habits and help to promote reading and literacy throughout the summer months. The primary research question was: How do children, parents, and library staff experience their public library summer reading program? This paper will present selected findings from the study related to children’s reading experiences in school and during the summer, reading games and incentives, and designing summer reading programs that emphasize the social aspects of reading. Findings from this study suggest that school and public libraries should consider moving away from traditional summer reading programs that include reading games and rewards and focus instead on providing children, their parents, and library staff members with greater opportunities to interact with books and reading, and one another, throughout the summer.
Building Communities Through Online Spaces
Authors: De Groot Joanne , Branch Jennifer , Salerno Kandise
Published: April 2021

This paper explores the perceived information learning needs of students registered in the Teacher-Librarianship by Distance Learning (TLDL) program at the University of Alberta. This paper reports on the findings related to two main questions: 1. To understand the perceived information needs of students who are completing a Master of Education degree completely online. 2. To understand students’ perceptions of “community” in online spaces. To address these questions, an online survey was distributed to current and former students of this online teacher librarianship education program. Respondents indicated that they had a strong sense of community through the program and the online courses. Community within the TLDL program is built through student-to-student and instructor-to-student interactions. Respondents’ perceived sense of community aligned with the existing literature about building online communities. This study indicates that as more students choose to take courses online, instructors need to carefully consider how to make rich learning experiences that are as good as, or even better than face-to-face learning experiences.
Turkish School Libraries
Authors: Yuksel-Durukan Ayse
Published: April 2021

This paper focuses on school libraries in Turkey. It is a general outlook on K-12 education and how the community perceives the school library. A short history of school libraries and the problems they face will be described. Is a school library part of the education or is it a supplementary issue? How do librarians view the issue? How does the Ministry of Education see the centers? The current trends in Turkish school librarianship: what is the near future of the library media centers and how will the learning-commons strategy affect them? The Turkish government is about to release a new version of Intellectual Property Rights. School librarians and all educators should stress the importance and the necessary practices in order to go hand in hand with the global world.
The Creation of Arabish: How Young People are Adapting Technology to Communicate in the Arab World
Authors: Al Hajjaj Mae
Published: April 2021

For Arabs living abroad with a QWERTY keyboard, Arabish is the only option if they want to communicate with their friends and family. Arabish is a teen language. It has become an icon and gives teens the Arab identity they are seeking.
Digital Citizenship and Distance Education
Authors: Farmer Lesley S. J.
Published: April 2021

This chapter describes the role of digital citizenship, particularly as it relates to school librarianship in online learning environments. It discusses the need for digital citizenship, its curriculum and standards, its place in school librarianship program preparation, distance education issues, learning resources, and implementation for the school community. Emerging issues are also noted.
Primary School Libraries in the Southern Region
Authors: Tsimanyane Olga , Moahi Kgomotso H.
Published: April 2021

Botswana has a long term vision for the nation up to 2016 when Batswana shall have been independent for 50 years to be a prospective, productive and innovative society. This vision has 7 pillars, amongst which, is the achievement of an educated and informed nation. This clearly calls for Batswana to work together and collaborate to achieve ideals of the vision. The primary school libraries project of the Southern Region of Botswana is one example of how various organizations and individuals collaborated.The collaboration is discussed in this paper, with a focus on the benefits of the collaboration as well as some of the challenges faced and how these may be addressed. The paper discussed the observed impact of the project and future plans. Recommendations are made for other jurisdictions that may wish to embark on similar projects based on lessons learnt during the collaboration effect.
The Role of Abadina Media Resource Centre in Bringing Novelty and Creativity to School Library Services in Nigeria
Authors: Oyewusi Fadekemi Omobola
Published: April 2021

This article looks into the role of Abadina Media Resource Centre in expanding school library services in Nigeria. The article revealed the novelty seen in the functions of the Centre especially in the training of qualified personnel for the positions of teacher-librarians, media specialists, reading teachers and other school media personnel in pre-primary, primary and post-primary institutions in Nigeria and organizing of programmes relevant to reading and library use for Nigerian Children. In addition, core activities of the Centre were highlighted and challenges facing the school library media centre were also discussed. Abadina Media ResourceCentre has developed training programmes to produce qualified personnel that will run virile school media programmes in Nigerian schools, teach school media and conduct scientific and reliable researches to extend the frontiers of knowledge in the field.
"Learning to be a Learner"
Authors: Garrison Kasey L. , Spruce Robin S.
Published: April 2021

“Learning to be a learner” is how Tessa, a grades 6-12 teacher librarian, said she would describe the idea of self-regulated learning to her students. Teacher librarians are in a unique position within schools to truly serve as lifelong learning coaches for students, focused on process and skills instead of content. Further, their reach extends across levels in the school, touching every single student through their teaching and the development and maintenance of the library collection. This paper presents findings from a study investigating how US teacher librarians apply metacognitive strategies in their teaching. An unexpected theme emerged from the interviews as participants described lifelong learning skills they strive to impart to students. These skills included cognitive, personal, and interpersonal skills as defined by UNICEF (2003) and exemplified by the theme for the 2013 International Association of School Librarians’ Conference.
Role of the National Institute of Library and Information Sciences to Empower Teacher Librarians in Sri Lanka
Authors: Prasanna P. R. Ranaweeragei
Published: April 2021

The National Institute of Library and Information Sciences (NILIS), an Institute affiliated with the University of Colombo, in Sri Lanka, was established in 1999, with the main objective of training Sri Lankan school librarians and other library staff, under the World Bank project. Accordingly, in 2002, NILIS commenced Certificate, Diploma, and Post-graduate courses for teacher librarians. Concurrently the Ministry of Education selected and trained 4000 teacher librarians with the assistance of NILIS. The training consisted of short term and long term programs commencing at the certificate level and leading to the post graduate level . Teacher librarians were mainly trained to manage school libraries; while being empowered to teach the subjects in which they specialized in the university, or Information literacy, in order to give them the same status as the other teachers. To date NILIS has trained around 2000 teacher librarians under the different categories. In this study, the number of training sessions conducted, number of teachers trained, and the outcome of the programs are elaborated and discussed. Finally, the performance of the teacher librarians after the completion of the masters in teacher librarianship course conducted by NILIS is critically discussed, using the data collected by the interview method with the random sampling technique. The results show that most of the teacher librarians trained at NILIS are performing school library organization activities at a more satisfactory level than prior to receiving their training. Nevertheless, the teaching of information literacy by the teacher librarians to the school children is not being fulfilled at a satisfactory level. Most of the teacher librarians who have obtained higher professional qualifications at NILIS are unsatisfied due to problems with regard to their promotional schemes. Since 2005, NILIS and other relevant bodies have been striving to resolve the problems of the teacher librarians, but so far their efforts have not been successful.
Zimbabwean School Libraries as Social Spaces
Authors: Chisita Collence Takaingenhamo
Published: April 2021

The success of students in the future is dependent upon the foundation laid down during years spent at school. Libraries play a critical role in shaping the future of students by preparing them for life beyond the school. The school library as a key component of the school curriculum has great potential to shape students through providing opportunities for independent learning. The paper will seek to find out the strategies that school libraries employ to develop student’s interpersonal skills in the advent of ICT’s. It will also examine the role of school libraries in promoting interpersonal skills development amongst students to promote responsible behaviour or citizenship. The paper will explore the extent to which school libraries can utilize technology to enhance interpersonal communication thus enhancing social inclusion. The writer will use a phenomenological paradigm to highlight the challenges and opportunities facing school libraries in urban Harare to provide effective library services to students so that they can be adequately prepared for the dynamic technology driven life premised on such skills like information literacy.
Jamaican School Libraries Empowering Students with Life Skills
Authors: Stewart Paulette
Published: April 2021

There are many school library activities that can be planned and implemented collaboratively with classroom teachers or be designed as library-only activities to build students’ self-confidence, develop responsible citizens, and improve students’ interpersonal skills. A survey was conducted to determine which activities were planned and implemented by twenty school librarians to develop these life skills and to determine four hundred students’ perception of the impact of these activities in the development of these life skills. The findings show that the activities implemented in these school libraries made a positive impact on the target life skills for the majority of students. However, it was discovered that certain important activities were not implemented by some school librarians and that a collaborative approach was not always used in the planning and implementation processes.
Library Lovers Build Community Relations
Authors: Yuksel-Durukan Ayse
Published: April 2021

Community Involvement Projects in Turkey are volunteer work by students while a faculty member acts as an advisor. A group of Robert College students initiated a project that was to develop a library in another school. Working at RC library made them familiar with all the necessary fields of the profession. They arranged lists of activities for the primary school students like reading or creating stories from pictures. The exercises they tried in their own library, the planning and correspondence they used with other institutions made our students aware of the network around them, developing their social competencies. All learned to work in teams, collaborating with other schools. They became decision makers in selecting sources for a school library. They empathized with other students who had no libraries. Not everything went well, but when problems arose they were able to come to a resolution. It was learning, sharing and teaching with fun.
Inspired Learning in the Library
Authors: McIlvenny Leonie
Published: April 2021

The iCentre at Iona Presentation College has created a unique program that merges the traditional aspects of information literacy, study skills and critical and creative thinking into a holistic program. It traverses all year levels and embraces various learning groups and curriculum support programs. Using the library program as the foundation and technology as a key delivery platform, this initiative attempts to ensure that every student in the school not only receives ongoing opportunities to master skills and knowledge considered essential for 21st century learners, but also develops the cognitive and affective predispositions towards learning, personal development, self-efficacy and accountability.
Helping Students Achieve
Authors: Teese Nerelie
Published: April 2021

Setting personal learning goals is an important life skill that students are encouraged to develop from the middle years of schooling onwards. However, some students experience difficulty with the processes involved in setting and achieving their goals. This professional paper looks at the role teacher librarians have in collaboratively planning, resourcing, and extending and enriching goal setting activities. Providing resources with authentic examples of goal setting by people from the wider community is one way of developing and extending the motivation and commitment students need to become successful in goal setting tasks and activities. One such resource is recommended and details of it are outlined with suggestions for extending and enriching it with a visit or virtual presentation from its author.
Empowering Students' Abilities and Personalities through Student Librarians Programs
Authors: Indrasari Stefana Evi
Published: April 2021

Learning Resource Centre will be a meaningful and engaging learning environment if there are interactions between librarians, students, teachers and all staff. Creating programs which involve students to be more active not only in the learning process but also in encouraging their abilities and talents will benefit them in the future. Having interesting and fun activities can be the best way to promote the library for all learners. Students as the main users of the library are introduced and welcomed to design programs that can make library more alive. This paper looks at the need of the students to develop and build up their confidence, creativity, commitment and enthusiasm as a part of the library and learning community.
Makerspaces@your School Library
Authors: Houston Cynthia
Published: April 2021

Community centers called “Makerspaces,” “Hackerspaces,” and “Hubs” are materializing in schools, libraries, and industrial buildings across the globe. Educators believe that the Maker movement has the potential to stimulate interest in learning in the STEAM areas (science, technology, engineering, art, and mathematics) because hands-on inquiry learning is embedded in every Maker activity. School libraries have always been resource centers for student inquiry learning and many school librarians see Makerspaces as a means to attract students and faculty to the school library for instructional collaboration. This paper provides an overview of Makerspaces in school and community settings and offers advice for school librarians interested in becoming involved in the Maker movement.
SL@Bibli8 What did we do for ISLM 2012
Authors: Kinanthi Inez
Published: April 2021

SL stands for student librarians, and @Bibli8 is a short name for our library. This is about our routine yearly event. For the third year of our participation in International School Library Month (ISLM) 2012, we did several events. Some of them are common events that we always hold, and some others are new activities. Some new events were guitar clinic and Hangeul lesson. The guitar clinic involved a room with the guitar coach (which were students), the participants (which were also students) and me – as the moderator. This clinic facilitated sharing knowledge between students. Sharing knowledge between students could happen anytimeand anywhere. But here, I played a role as a mediator, who prepare everything for a great event. Being able to use a musical instrument is a life skill. I knew some students who knew how to play a guitar, and students who wanted to able to play guitar. Iarranged a time to facilitate a meeting between the two groups and they met in the library. The guitar clinic event was very successful, as the students were able to easily share their knowledge and learn how to play. The Hangeul lesson was similar in concept to the guitar clinic. In the Hangeul lesson, those who attended were students who are able to read and write in Hangeul words (Korean words) and those who wanted to learn that skill. These two events were new in my school. They were not expensive to facilitate, and the students were able to easily share their knowledge and learn from each other, enhancing their life skills, both for those who taught and those who learned.
School Libraries on the Agenda: An IFLA / IASL Project
Authors: Oberg Dianne , Schultz-Jones Barbara , Das Lourense
Published: April 2021

School library advocacy is a concern worldwide. Getting school libraries on the agenda for consideration by a school staff, or a ministry of education, or a library association is often a challenge. This paper describes the process being undertaken by two international school library groups to develop school library advocacy training materials which will be freely shared through the Online Learning Platform of the International Association of Library Associations and Institutions (IFLA). The two-year project, entitled School Libraries on the Agenda, is funded by IFLA and is being managed by the Joint Committee of the International Association of School Librarianship (IASL) and the School Libraries Section of IFLA. The final project will include a variety of materials: a trainer’s manual, workshop plans, case studies, and video clips.
Exploration of Video Game Construction and Student Learning
Authors: Salerno Kandise
Published: April 2021

Video game construction in school environments is an emerging field of study. The National Media Consortium (NMC) suggests that playing and designing video games will become an important use of technology for kindergarten to grade twelve environments in the next two to three years. Researchers are beginning to suggest that constructing video games has the potential to transform the learner (Kafai, Ching & Marshall, 1997; Kafai & Ching, 2001; Peppler & Kafai, 2007; Salen, 2007; Squire, 2006), through higher-level thinking (Salen, 2007), analytic and conceptual thinking (Clark & Sheridan, 2010), reflection and evaluation (Dickey, 2006) and a context to learn about and with technology (Kafai, Ching & Marshall, 1997). This literature review will further illuminate the research surrounding video game construction and some of the potential roadblocks that might exist for educators looking to integrate these technologies into the school environment.
"This role pushed me in new directions"
Authors: Branch-Mueller Jennifer , De Groot Joanne
Published: April 2021

This study explores the experiences of five participants as they transition from teacher to teacher-librarian. The study examines reasons for becoming a teacher- librarian, the opportunities, barriers/challenges and successes in the first year as a teacher-librarian, and the previous experiences that informed their practice. Some these emerging included: exposure to teacher-librarians while teaching, desire for change in their professional life, sharing a love a reading and/or inquiry- based learning, desire for more of a leadership role in a school, collaborating with teachers, building a reading culture, promoting literacy initiatives, trying to have an impact on the whole school, lack of understanding of the role of the teacher- librarian, technology and connectivity challenges, library design and space issues, clerical work, time and priority management and debunking stereotypes about librarians. This study contributes to our understanding of the early experiences of teacher-librarians and brings in the framework of possible and provisional selves as a lens to examine teacher-librarian identity.
Developing Online Master's Programs for Teacher-Librarians
Authors: O'Connell Judy
Published: April 2021

A multi-disciplinary degree program in education and information studies can uniquely facilitate educators to develop or enhance their capacity to be responsive to the demands of a digitally connected world. Charles Sturt University’s new Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning, with expertise in navigating diverse information pathways, creative learning environments, and socially connected global networks. By examining key features and influences of global connectedness, information organization, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, to improve learning and teaching in digital environments.
Investigating Differences Between Male and Female Students' Perceptions of School Library Learning Environments
Authors: Schultz-Jones Barbara , Ledbetter Cynthia , Bishop John
Published: April 2021

Gender as a context within the learning environment is examined through the results of four studies in the past three years where learning environment instruments were used to evaluate the school library. Previous research indicates that male and female students have physiological differences in terms of brainbased learning and cognitive development. Research has also applied an examination of gender differences to reading preferences. The current research extends an examination of gender by asking the question: To what extent do differences between male and female student perceptions of the same school library learning environment occur, and how can these differences be addressed? The results indicate that females generally have higher expectations of their learning environments than do males, and experience less satisfaction with their actual learning environment than males.
Developing Online Master's Programs for Teacher-Librarians
Authors: Oberg Dianne
Published: April 2021

Over the past four decades, in Australia, Canada and the USA, school library education at a distance has been delivered though three primary modes: (1) correspondence study; (2) two-way or interactive television and videoconferencing; and (3) Web-based onlinelearning management systems. The theoretical foundations of distance education emphasize that the particular technology or mode of distance education is not as important as the pedagogy employed. Major pedagogical approaches evident in school library education at a distance are: behaviourist/cognitivist; constructivist; and connectivist. This brief history of school library education at a distance focuses on efforts to free school library education from the bounds set by the traditional location and scheduling of library education--on-campus, in universities in cities, with regularly scheduled face-to-face meetings, most amenable to fulltime students. Today’s school library education at a distance is primarily an anytime/anyplace endeavour that is attractive to part time students who are employed full time.
Developing Online Master's Programs for Teacher-Librarians
Authors: Stewart Paulette
Published: April 2021

The Department of Library and Information Studies (DLIS) at the University of the West Indies, Mona campus presently offers the Master of Library and Information Studies (39 credits) and the Master of Arts in Library and Information Studies (36 credits). These programs offer a wide range of courses over two to three years. As a result of the decrease in registration and the heavy demand for a multi-modal delivery approach, the DLIS has written a proposal to the university to implement the two postgraduate programs in this format. The Our Virtual Learning Environment (OurVLE) has been selected as the learning support system for these programs as its features are ideal for multi-modal delivery. The DLIS awaits final approval from the campus-wide committee.
Bibliotecando: The new “social” role of school libraries
Authors: Colla Gabriella
Published: April 2021

The project “Bibliotecando” began in September 2005 and lasted till April 2006. Its aim was to define the “new” rule of the school library in the region of Piedmont (Northern Italy) from the point of view of the students, of their relatives and of the citizens .It was carried out by the so called Nucleo Biblioteche (Task Force for School Libraries) of the Regional School Office from Turin. “Bibliotecando” consists of three phases: a survey, a competitition and an action called “To read or not to read?”. Thanks to the survey on line we had information about the best practises which show an interesting and efficient interaction between the school library in Italy that is to say as Centres of Resources where not only students learn and make research but even people can interact in many ways. Moreover we had considered and collected the different links that the school libraries have in the context of local, national and international networks. The greatest challenge for our school libraries is how to promote themselves in the public opinion.
Challenging school libraries in Portugal: Compromise, consideration, communication and collaboration
Authors: Bastos Glória
Published: April 2021

School libraries in Portugal are facing several problems concerning their integration in school’s culture. This situation is due to different factors, which I intend to analyse in this paper. The first one comes from central administration and the institutionalization of the role of teacher-librarian. At the school level, the commitment of school administrators and the collaboration with classroom teachers also need special attention.