bluuebunny/crossref_metadata_2025 huggingface dataset:
School Libraries
Authors: Lukenbill W. Bernard (Bill) , Immroth Barbara F.
Published: April 2021

Health education is a major social, educational and political issue in today’s world and it is fundamentally tied to teacher-librarians and their important roles in promoting information literacy. Although this may be considered a new responsibility for schools, history shows that since the 19th century, schools have played vital roles in the prevention of diseases and in encouraging better health behaviors. This presentation presents some of the major current developments in health information literacy including guidelines suggested by the U.S. Centers for Disease Control through its CHSP program (Coordinated Health School Program). This program emphasizes the importance of schools serving all grades as important agents in promotion health information. UNESCO’s suggestions on how health information can be integrated in all curriculum areas are likewise highlighted in this discussion. Overall, the emphasis is practical and presents concrete suggestions about how teacher-librarians can and are assuming a leadership role in promoting health information literacy. Included are overviews of instructional strategies that have proven successful in promotion better health information in various communities. A major portion of the presentation highlights how health instruction can be integrated into curriculum areas that have not often been considered as venues for health information. These areas include literature, biography, art, music, and dance. For example, musicians, dancers, and artists, like athletes, have health issues that must be carefully considered in fulfilling their artistic goals. Likewise, biography offers examples of personalized models showing how a variety of persons have faced health crises. The presentation concludes with a review of how globalization is influencing health issues and how the teacher-librarian can better respond to those important developments now and in the future.
Reaching for the Top
Authors: McNeil Barbara
Published: April 2021

This paper draws attention to the important role school libraries, teacher-librarians, and principals can and need to play in the lives of marginalized adolescent boys in order to advance the goals of social justice and equity, and to make school libraries more relevant to citizens and communities. As an illustration of how teacher-librarians can intervene in the lives of such students, the author presents preliminary insights from a recent literacy research project that involved a school principal, a professor/school library specialist, and a professor in school leadership. Using a modified, contextually tailored version of literature circles, the researchers explored ways of enhancing the critical literacy engagement of marginalized adolescent boys in an urban school in western Canada.
School Library Self-Evaluation
Authors: Mendinhos Isabel
Published: April 2021

This paper describes the work that is being done in a school library of a Portuguese school, in the outskirts of Lisbon, concerning Information Literacy and its development through the collaboration with classroom teachers. The experience we have been carrying out in the last four years is based on the perception that the school library, by itself, cannot significantly influence students’ outcomes and make them lifelong learners. Classroom teachers must be engaged to fulfil this mission. We will refer to the several ways we have experimented to achieve the best possible results in this area of school library work and to how self-evaluation has enlightened our way.
Diverse Roles and Challenges for Teacher Librarians
Authors: Reed Jan
Published: April 2021

Central to creating lifelong learners, supporting curriculum, and implementing reliable information access, the library media centre is the umbrella for the school’s core subjects and the library media specialist is the connection between information and diffusion of that information to students. This paper examines school library media specialist roles in the United States and international schools, using the Quality Schools International (QSI) K-12 international school in Tirana, Albania, as a case study. Particular emphasis is placed on technology challenges, education requirements, and the impact of these elements on students, in particular the third culture students found in many international schools.
Post-Occupancy Evaluating Space Utilization of Elementary School Libraries
Authors: Shieh Jiann-Cherng , Wang Tan-Yi
Published: April 2021

The elementary school libraries have the most appropriate reading environments for pupils and teachers. They are the primary users in elementary school libraries. For library management, it is much important to investigate the library space usage from users’ point of views. Adopting the post occupancy evaluation in this research, we record and analyze users’ activities in libraries by observation, interviews and painting. We clearly disclose what activities users do, what space usage experience users have and what roles elementary school libraries act. The research results give critical references for elementary school library management in space utilization and maintenance.
They are never too young to develop research skills
Authors: Skirrow Ingrid
Published: April 2021

The International Baccalaureate’s Primary Years Programme (PYP) described in the framework document “Making the PYP happen” (2007) promotes learning through guided inquiry. It is an educational programme spanning the years from ages 3 to 12. This paper will introduce the audience to a very brief overview of the five essential elements of the PYP and demonstrate how Information Literacy skills, arguably one of the main charges for school librarians, are embedded within the programme. Mention is made of constructivism to place inquiry and information literacy within this context. Understanding the programme will help the school librarian in developing a programme of authentic learning in the library for the students through collaborative planning with the class teacher or grade level teams.
Beyond Google
Authors: Carter Brenda
Published: April 2021

The internet is often students’ first choice when researching school assignments; however students’ online search strategies typically consist of a basic Google search and Wikipedia. The creation of library intranet pages providing a range of search tools and the teaching of customised information literacy lessons aim to better utilise library resources and improve students’ research skills and learning outcomes.
Principals, School Library, SL Professionals, Learning Outcomes, Partnerships, and SL Web Advocacy
Authors: Vitorino Marie José
Published: April 2021

Even within many different school leadership styles, it seems to be an evidence to many SL professionals that Principal’s role is always a key factor for SL services, curriculum enhancement and learning outcomes, valuing or, in the contrary, giving hard times to SL professionals projects and SL teamwork. School Principal ́s role is particulary important concerning teachers-SL cooperation, the very heart of learning success. How could each SL professional and each SL professional team learn to act wisely, improving communication and advocacy skills, managing strategies according to different School Principal’s profiles and contexts? Which are School Principal’s “valued” information sources on SL issues – official, professional, networking, public librarians sources? And which, and how, could be reinforced, locally, nationally and internationally (IASL included)? Web 2.0 is making/could make/should make a difference for these purposes?
Teachers-librarian collaboration in building the curriculum for an IB World School
Authors: Bhargava Madhu
Published: April 2021

Many schools are in the transition stage from passive learning environments into active ones. Teachers, librarians and administrators are forced to rethink the curriculum in terms of content and teaching methodology because of advancement of technology and competitions. The paper will demonstrate the need of collaborative work of teacher-librarians and class room teachers. It will analyse the need of students and faculty for viable information skills offering librarians a new entrée into the classroom curriculum. Librarians are designing a variety of outreach programs to work more closely with teachers to integrate information skills into the curriculum. The paper will present a case study
Christchurch City Libraries ‘Ready for Reading’
Authors: Buckley Phillipa , Meek Brad , Street Pat
Published: April 2021

This paper reports on the experiences of the Evaluation Team, comprised of experienced librarians from the Christchurch City Libraries and primary teacher educators (from Canterbury University) as they planned and implemented interventions working with the children of teen mothers (one marginalised cohort within a wider study). In particular it focuses on the Christchurch City Libraries’ (CCL) use of the Ready for Reading kit (R4R) to provide an intervention for a group of non-library users. It explores the diversity of strengths within the Research Evaluation Team and describes the challenges faced, and resilience required as they focused on motivating non-library using parents to support their children’s literacy development. Strengths of a multidisciplinary team are explored and how the ingredients of community connections and passion for literacy, together with clear knowledge of the reading process, were needed to develop interventions that would meet the needs of the target groups by supporting children’s transition into school.
Collaborating across new media and gender
Authors: Edwards Hazel
Published: April 2021

Gender transitioning, with a punk music setting was always going to be controversial. Especially in this internationally ‘first’ YA novel with a trans co-author Ryan who had transitioned from female to male (ftm). However we did not expect the speed of social media which made ‘f2m: the boy within’ a fascinating case study in online collaboration techniques. These included Skype plotting, webchats, guest blogs, book trailer and Twitter, by the co-writers in different countries, and the YA readers and reviewers. Authors are not solo creators. Professionally, they may work at home, but are linked internationally, by new social media.
Culturally-sensitive learning practices
Authors: Farmer Lesley S. J.
Published: April 2021

In today’s global world, to provide meaningful education, teacher-librarians and their students need to become culturally competent: open to learning about other cultures and sharing one’s own culture, able to change personal perspectives, and able to communicate effectively across cultures. Hofstede’s model of cultural dimensions provides a framework for examining culturally-sensitive library implications. Specific strategies are suggested to address language barriers, student-teacher relations, choosing resources, learning activities, technical issues, and assessment.
The role of the librarian in developing leadership capabilities in staff
Authors: Hough Michael
Published: April 2021

This session will focus on the dilemmas and challenges of providing effective leadership skills for modern schools with digital information and communication technology (ICT) capabilities. It will review the selected challenges of engaging different generations of staff in ICT based learning and recommend strategies for effective leadership of ICT based schools. It will particularly focus on the issues of how a librarian and a library can assist to provide relevance and appropriateness of ICT based proposals andprograms, and suggest ways to implement leadership policies which enable senior staff to remain accountable whilst all the changes enabled by ICT based learning are occurring within a school.
Smart collections
Authors: Leibbrandt Richard , Yang Dongqiang , Pfitzner Darius , Powers David , Mitchell Pru , Hayman Sarah , Eddy Helen
Published: April 2021

This paper reports on a joint proof of concept project undertaken by researchers from the Flinders University Artificial Intelligence Laboratory in partnership with information managers from the Education Network Australia (edna) team at Education Services Australia to address the question of whether artificial intelligence techniques could be employed to help with creation and consistency of learning resource metadata and improve the efficiency of digital collection workflows? The results show some success with automated subject categorisation on a small sample, and the researchers conclude that automated classification based on artificial intelligence is useful as a means of supplementing and assisting human classification, but is not at this stage a replacement for human classification of educational resources.
Enhancing literacy and curriculum using digitalized collections and approaches
Authors: Luckenbill Bill
Published: April 2021

Digitized collections offer a wealth of resources for improving a wide variety of literacies that promote critical thinking skills, instruction and curriculum enhancements. Digitized collections and processes are increasing rapidly in their development and availability and as such introduce issues such as public access, copyright laws, limitations on use, and the integration of both free and commercially available digitalized materials. Governments around the world offer an abundance of digitalized information, often with curriculum guidance. Together with these issues, questions concerning how to evaluate and integrate curriculum and literacy ideas into instruction using digitalization are considered. This paper provides examples of subject areas attuned to digitations including literature, history, current events, sociology, health and science, and local collections. Suitable policies and procedures are discussed promoting efficient programming including collection development, project management, technical needs, online dissemination, and reference and consultation services.
The school library and e-learning platforms
Authors: Morscheck Monica
Published: April 2021

The teacher-librarian should be the most effective weapon for collaborative teaching and learning within a school. Teacher-librarians do struggle to find time to effectively plan for the cooperative teaching and learning activities. Often school libraries run their own website as they struggle to offer a digital 24/7 library service for its users. The school library website makes it easier for the teacher-librarian to manage the information delivery but isolates the content. The teacher-librarian managed website is often not an effective tool for cooperative planning and teaching. This paper will look at how the teacher-librarian can use e-learning platforms to deliver a digital 24/7 library service, and in addition, offer a great collaborative space for effective cooperative planning and teaching. This paper will focus on examples of practice in two schools. The first school is a New South Wales government high school and uses Moodle as the e-learning platform. The second school is an international K-12 private school and uses StudyWiz as the e-learning platform.
Future of the book?
Authors: Pledger Pat
Published: April 2021

In the last ten years there has been much speculation about the role of e-books and e-book readers. This paper will look at the impact of e-book readers on publishing and reading, the types of e-book readers, their advantages and disadvantages. Some ideas for future e-books and e-book readers and their use in the library and classroom will be discussed, as will the skills that are needed to read e-books. The future of the printed book will be discussed.
Learn to read-read to learn @your library
Authors: Stewart Paulette , McLean Evadne
Published: April 2021

Against a background of low literacy among many Jamaican children and young adults, the Learn-to-ReadRead-to-Learn@ Your Library was launched by the Jamaica Library Service and the Library and Information Association of Jamaica. The year-long program seeks to develop creative and literate learners through reading, writing and artistic expression. It is hoped that by the end of the year participants would have improved their literacy and creative skills and be better able to cope with the communication demands of everyday living.
A study of secondary students’ decision-making processes with respect to information use, particularly students’ judgements of relevance and reliability
Authors: Watson Curtis L.
Published: April 2021

This report details an ongoing investigation of the decision-making processes of a group of secondary school students in south-eastern Australia undertaking information search tasks. The study is situated in the field of information seeking and use, and, more broadly, in decision making. Research questions focus on students’ decisions about the relevance and reliability of information. Data collected include video screen captures, think-aloud reports, and interviews. Qualitative data analysis developed a preliminary grounded theory to describe decision-making processes. Students depended on system-provided relevance cues, rejected particular resource categories, examined remaining items for general and specific relevance, and primarily used a process of corroboration to assess reliability. Selected implications for educators are raised.
Serving up a smorgasbord of collaborative practice
Authors: White Senga , Watt Donna
Published: April 2021

Collaborative practice which acknowledges differentiated learning needs of students, diverse long term educational outcomes, and acknowledges the respective skill sets of both teacher and librarian in delivering a curriculum which embraces the future focused needs of 21st century learners – to be literate and numerate, critical and creative thinkers, active seekers, users and creators of knowledge, informed decision makers, and active participants in their future world. Looking at the journey of two school library managers and their diverse school communities, both involved in the Otago/Southland Information Literacy Project from June 2007 to November 2008. This project, commissioned by the National Library of New Zealand in collaboration with the Otago University Education Department and the New Zealand Ministry of Education, involved the participation of librarians and teachers from seven schools from the Otago and Southland regions of New Zealand looking at a collaborative approach to student learning outcomes and focused on year 8 students.
Fearless, playful and connected
Authors: Branch Jennifer L. , De Groot Joanne
Published: April 2021

This paper presents findings from a graduate-level required class for teacher-librarians in Web 2.0. It provides a rich description of how teachers and teacher-librarians are using Web 2.0 technologies in their personal, teaching and learning, and professional development. No longer are they consumers of Web 2.0 but they are creators and sharers of new content on the Internet. There was a much more balanced use of Web 2.0 after the class – many of the teachers and teacher-librarians had never used a Web 2.0 tool in their personal, teaching or professional life before the class. Teachers and teacher-librarians who completed the Web 2.0 class saw themselves as technology leaders in their schools and districts.
Focusing the library on the reader
Authors: Lee Elizabeth A.
Published: April 2021

This study examined the effect of orientating library programming around the reading of manga by special education students in a secondary school. Data was collected through observation, student and teacher interviews, and videotaping student discussions of two novels. A social community of readers was established that altered student behaviour and views of reading.
Incorporating information literacy in the Croatian school environment
Authors: Banek Zorica Mihaela , Spiranec Sonja
Published: April 2021

Despite the relevance, potential and impact of IL activities on the wider social and pedagogical context, libraries in Croatia are lagging far behind the emerging global information literacy movement. Due to the general lack of written and widely published educational programs, mission statements or policies of Information Literacy on a national level, the majority of school libraries in Croatia are forced to provide only simple and most fundamental forms oriented more towards library and not information literacy. Diagnosing the emerging problem and trying to find a solution to the problem presented an idea for a pilot project. Educating the educators i.e. school librarians was set as a starting point in implementing information literacy in the educational environment.

Results of the pilot project carried out with the Education and Teacher Training Agency in advocating information literacy in the school environment are presented in this paper. Research on the theory of current education problems together with research on best case scenarios was used as a foundation for creating learning materials and organizing a series of workshops for educating school librarians. Future plans for expanding the project with all participants of the educational process (principals, teachers and school librarians) are discussed and key elements of possible information literacy program are defined.
The learning ecology of Web 2.0 tool use by teacher librarian candidates
Authors: Houston Cynthia R.
Published: April 2021

The learning ecology captured by this survey of Web 2.0 tool usage among teacher librarian candidates at Western Kentucky University paints a narrow landscape of Social networking and communication tools used for personal activities, which are used to a lesser degree in the professional and academic spheres. Results indicate that the Top five Web 2.0 tools (Social Networking, Communication, Photo/Video Sharing, Blogs, and Productivity Tools) are being used more often in professional settings than previously reported in other national and state studies. Age does not appear to be significant in the learning ecology of teacher librarian candidates' Web 2.0 tool use, indicating that an overall enthusiasm for technology among teacher librarian candidates putthem in a special category of user. Suggestions for further study include exploring how ―gateway‖ Web 2.0 tools such as collaboration and networking tools used by teacher librarian candidates in their personal lives could transfer to the professional and academic spheres, and spur motivation to use other less commonly used Web 2.0 tools such as social gaming, pod-casting or virtual environments. This study confirms that the potential for educators to integrate Web 2.0 tools into all aspects of their lives are currently hampered by limited bandwidth at home, and the use of restrictive acceptable use policies and filters in schools.
Online programs in school library education: Preparing librarians to support twenty-first century learners
Authors: Oberg Dianne
Published: April 2021

The online distance education program, Teacher-Librarianship by Distance Learning (TL-DL), was developed and implemented at the University of Alberta, Canada beginning in the late 1990s. In this paper, TL-DL is used as an example to explore: how an online program was established and maintained and how the challenges facing the program have been and are being addressed. TL-DL‟s approach to preparing school librarians to support student access to new and emerging technologies was compared and found to be similar to the approaches used in two other types of programs identified through recent research conducted in the United States and Australia. Emerging from the research are questions about the need for shifts in curriculum content and pedagogy to engage digital age learners.
The role of the teacher librarian in the bookless library: information literacy and resource creation
Authors: Herring James E.
Published: April 2021

This modified Delphi study examined the views of the leaders of Australia’s teacher librarian associations on the bookless school library i.e. a library with no printed books or other printed material. Interviews were used to gather data on the participants’ views of what a bookless school library might look like, and what the role of the teacher librarian would be in relation to information literacy and resource creation. Results showed that a bookless school library would contain flexible learning spaces and be a learning commons in the school, which made use of a range of advanced technologies, including interactive walls. The roles of the teacher librarian as information literacy leader and as resource creator would be more important than today.
Standards for Brazilian school libraries
Authors: Campello Bernadete , Gonçalves Abreu Vera Lúcia Furst , Da Terra Caldeira Paulo , Barbosa Ricardo Rodrigues , Da Conceição Carvalho Maria , Duarte Adriana Bogliolo Sirihal , Araújo Carlos Alberto Ávila , Vianna Márcia Milton , Fialho Janaína Ferreira , Alvarenga Maura
Published: April 2021

The article describes the process of developing standards for Brazilian school libraries. It presents the principles, theoretical framework and criteria upon which such standards were based. The main goal of the standards is to help schools implement the Law 12244/2010, which determines that, as of 2020, each Brazilian school must have its own library. More broadly, the standards allow comparative studies that may support public policies aimed at improving the quality of education. The standards may contribute to the creation of quality libraries in every school in the country, or in other words, towards each school having a true library.
Directing the Digital Moral Compass
Authors: Farmer Lesley S. J.
Published: April 2021

As technology advances, so do the techniques for abusing it. While traditional crime has not increased in some countries, cyber crime is becoming increasingly common and steadily growing. One of the duties of teacher librarians is to teach the learning community about digital citizenship so everyone can understand, address, and prevent technology abuse. This paper defines digital citizenship, discusses its ramifications on individuals and the learning community at large, and recommends strategies for digital citizenship education.
IASL Conferences
Authors: Stewart Paulette
Published: April 2021

There are many reasons for librarians’ attendance at professional conferences and equally many why their attendance is either regular or irregular. This research was conducted to find out the push and pull factors that affected members’ attendance at annual conferences from 1998-2010. It also sought to ascertain whether virtual conferences would be accepted as an alternative to face-to-face conferences. A quantitative approach was used to conduct the research. Four hundred-fifty five members were randomly selected as the sample. Eighty-eight (88) responded. The findings revealed that participants attended mainly for professional development and only a very small number attended regularly over the 13 years. The main reason identified for the irregular attendance was the geographic location. A slight majority mentioned that they would recommend virtual conferences although there were disadvantages. Among the recommendations was the need for IASL to group countries by geographical regions to give members a better opportunity to attend more regularly.
Information Literacy Awareness Within the Diploma Years Programme of the International Baccalaureate
Authors: Callens Jeroen A. B.
Published: April 2021

In an information-centred society, information literacy (IL) skills have become increasingly important. The International Baccalaureate (IB) focuses on these skills through an inquirydriven educational approach. This research examined IL’s place within IB’s Diploma Programme. Through case studies at three IB schools, students’, parents’ and teachers’ perceptions of IL’s significance, the need and preferred methods for improving IL and the librarians’ current practice of IL education were analysed.IB is gradually giving the librarian’s role for IL education more visibility but its view of a holistic IL concept, as defined in the literature, remains ambiguous. The case studies revealed low levels of librarian-teacher collaboration, even though in-context learning proved to be the stakeholders’ shared preferred method for IL education. Preconditions are nevertheless favourable for increasing the emphasis placed upon IL as all stakeholders acknowledge IL’s significance and expect to be taught IL skills throughout life but especially within secondary education.
Collecting Data About the Impact of School Libraries on Education, at International Level, in Developing, Emerging and Developed Countries
Authors: Boelens Helen , Van Dam Henk
Published: April 2021

This paper describes “work in progress”. It outlines attempts being made by the IASL Research SIG, the ENSIL Foundation and the Royal Tropical Institute in Amsterdam to collect consistent data about school libraries in developing, emerging and developed countries, using an international definition of what a school library actually is. During a meeting of the IASL Research SIG on 24 January 2012 it was agreed that a set of simple questions (approx. 10 questions for each group) which could be answered by pupils, teachers, school librarians and school leaders in different countries throughout the world should be developed . Sets of questions are now being reviewed by a selected group of school library practitioners and academics and by a small sub-committee of the Research SIG. Using the agreed sets of questions, preliminary data will then be collected by a number (school) library associations or other affiliated organizations in different parts of the world. Initial progress and results will be presented. It is to be hoped that some (initial) useful data and comparisons will demonstrate the international scope and impact of school libraries to all stakeholders, at international level.
The Challenges of School Libraries in Vocational Education in Tampere Region (Finland) – with EU-collaboration Project to the Future
Authors: Hirvimäki Eija , Suoniemi Anne
Published: April 2021

It is not usual that there is a good library or learning centre in vocational institutes in Finland. Finland has a functional network of general libraries, but no national policy for school libraries. Nevertheless, some vocational institutes in Tampere Region have been able to realize a vision of the school library as an open learning environment; as a pedagogical tool and a source of innovations.AVOKI project – Developing of Open Learning Environments in Secondary Education in Tampere Region, is our answer to the biggest challenges of school libraries in vocational institutes.
Forging Strong Links
Authors: Greef Elizabeth
Published: April 2021

Integrating information skills into the school curriculum is one of the prime focus areas of the teacher librarian and strong collaboration is a key to the library becoming a vital cog in the teaching and learning mission of a school. This is easily said, but how do we make it happen? What strategies can we use for building information literacy and effecting change? This paper will briefly consider definitions and models of information literacy and collaboration, particularly Montiel-Overall’s work, including the theoretical and pedagogical underpinning of these ideas. As well as reflecting on the role and the mindset of the teacher librarian, a range of practical macro- and micro-strategies for effectively developing information literacy in collaboration with teaching staff will be presented, including technology, special learning needs, building a reading culture, literacy and instructional design. A self-diagnostic tool developed from this paper will be offered to enable each teacher librarian to evaluate opportunities for further developing information literacy through his/her library.
Ontological Model of School Librarianship Based on Collaboration
Authors: László Marija
Published: April 2021

Considering the definition of ontology as a common vocabulary for researchers (practitioners) who need to share information in a domain, we have established a set of concepts concerned with identifying, analyzing, describing and representing shared conceptualization in Croatian school librarianship. We have given a survey of research areas in the last 24 years. Approaching the problem of ontology, we applied it in the sense of information science, i.e., modeling language based on a common vocabulary and understanding when and how the modern concept of librarianship like media and information literacy, information needs, curriculum integration, e-learning etc. were introduced into Croatian school librarianship practice. The next step could be to dentify and to evaluate the strength of the various semantic links between found concepts. The key issue of school library ontology modeling is the answer to the question: how well the Croatian school librarian community is prepared to participate in building 21st century learning environments.
School Libraries across Cultures
Authors: Boelens Helen , Van Dam Henk , Tilke Anthony
Published: April 2021

Migration and globalization throughout the world have caused many schools to become multicultural (or intercultural) institutions where students from more than 40 nationalities, who speak many different languages, receive their education under one roof. Some come from families who have lived in that country for generations and speak the official, national language; others represent small, indigenous groups; others are recent immigrants, including those who are more transient, sometimes called ‘Third Culture Kids’or global migrants. All these students use the same learning spaces at school as other students, including the school library. Furthermore, bilingual (secondary) education is being encouraged by a number of national governments. Its goal is to increase students’ proficiency in a “world language” and to provide them with an international orientation. Multicultural situations within the school also impact school libraries which need to become multicultural learning environments providing library services at a multicultural level.
School Library Learning Environment Assessment in International Schools
Authors: Schultz-Jones Barbara , Turpin Betty , Ledbetter Cynthia
Published: April 2021

Evidence of how an assessment of the learning environment in an international school library equips the teacher librarian with valuable data that may challenge assumptions of how the learning environment is perceived by students is presented through disclosure of the full results of a two year research study examining the application of a learning environment paradigm to the lower school library setting in an international school in Germany. The process of completing a comparative examination of the relationships among student perceptions of their lower school library program with grade levels Third (ages 8 and 9), through Five (ages 10 and 11) is detailed. In addition, the assessment instruments will be discussed and presented. Use of these instruments in this study of the psychosocial aspects of the learning environment offers valuable ideas and techniques for teacher librarianconsideration and development.
Social Role of the Librarians of the Federal Institute of Education, Science and Technology
Authors: Ferreira Becker Caroline da Rosa
Published: April 2021

The study was carried out through the theoretical foundation about the conceptions and objectives of the Federal Institute of Education, Science and Technology, and also on the social role of the librarians of this educational institute. These Federal Institutes were created in Brazil in 2009 and they offer basic and higher education. This study aims at investigating, analyzing, and understanding if the librarians of the Federal Institutes of Education, Science, and Technology recognize their social roles as professionals that can contribute to the development of cognitive skills with regards to the information in the library’s users. A case study was carried out with all the librarians of the Federal Institutes and questionnaires were the method used for collecting data. It should be noted in the librarians’ answers that they recognize their social roles, and they act according to what they recognize. In their everyday practices, these librarians try to minimize the difficulties that the library’s users face in relation to the search, location, use, assessment, dissemination, and understanding of information.
Issues in Teen Technology Use to Find Health Information
Authors: Farmer Lesley S. J.
Published: April 2021

Teens need and want information about health issues. Even though teens tend to prefer asking people for help, increasingly they access digital resources because of the Internet’s availability, affordability, and anonymity. Teen health information interests vary by age, gender, social situation, and motivation. This paper discusses several issues about how teens access and seek that information, how teens use technology for seeking health information, and offers recommendations to insure optimal library services to address health information needs of all teens.
Building Healthy and Sustainable Communities for Youth
Authors: Immroth Barbara , Lukenbill W. Bernard (Bill)
Published: April 2021

Healthy communities are based on social justice and mutual respect. Healthy communities for youth promote values such as fairness, equal treatment, accountability, opportunity, participation, and opportunities to make choices. This paper is based on definitions and activities from the U.S. President's Council on Sustainable Development (1993-1999). School librarians serve communities when they develop venues ensuring the development of social values and personal life skills for youth. Workable suggestions, including reading programs, for a variety of school situations are provided. Case reports are offered illustrating how school librarians can develop life skills for youth as active community social agents.
Reading Across the World
Authors: Garrison Kasey L. , Kimmel Sue K. , Forest Danielle E.
Published: April 2021

21st Century learners live in a shrinking world with advances in technology and transportation with political, social and economic choices made in one corner of the globe affecting the opposite (Friedman, 2005; Zahabioun, Yousefy, Yarmohammadian, & Keshtiaray, 2013). To help navigate this changing landscape, global citizenship is an important life-skill for youths. UNICEF (2003) describes lifeskills in three dimensions: cognitive, personal, and interpersonal. These can be enhanced through the provision of high-quality international literature in the school library. Critical reading of translated literature provides an opportunity for youths to enhance their life-skills in reading the world and connecting their own experiences to others (Buck et al., 2011; Louie & Louie, 1999). Using the UN’s Declaration of the Rights of a Child (1959) as an analytical lens, we identify powerful examples of youths enacting agency and managing profound difficulties related to their cultural memberships in a set of award-winning translated titles.
Investigating an International Exchange of Best Practices
Authors: Johnston Melissa P.
Published: April 2021

As educators, it is the responsibility of teacher librarians to prepare students to become productive and responsible members of society. In this age of information, jobs require cognitive, personal, and interpersonal skills such as “innovative thinking and solving skills, effective communication skills, teamwork, and the ability to manage information effectively” (AASL, 2009, p. 7). In order to prepare students for living and working in today’s world, traditional instructional practices and beliefs of teacher librarianship have to change and adapt to meet the needs of the learners. This research investigates an international exchange of best practices between German and American teacher librarians as an effort to learn about changing practices of teacher librarians. The context of institutional ethnography offers a critical approach for understanding the institution that is teacher librarianship and the organization of professional practices of teacher librarians on an international level.
Building a Vibrant Future for School Librarians through Online Conversations for Professional Development
Authors: O'Connell Judy
Published: April 2021

Technology and social media platforms are driving an unprecedented reorganization of the learning environment in and beyond schools around the world. Technology provides us leadership challenges, and at the same time offers opportunities for communication and learning through technology channels to support professional development. School librarians and teacher librarians are often working as the sole information practitioner in their school, and need to stay in touch with others beyond their own school to develop their personal professional capacity to lead within their school. The Australian Teacher Librarian Network aims to make a difference, and supports school library staff in Australia and around the world to build professional networks and personal learning connections, offering an open and free exchange of ideas, strategies and resources to build collegiality. This ongoing professional conversation through online and social media channels is an important way to connect, communicate and collaborate in building a vibrant future for school librarians.
It Takes Courage to be an Independent Learner
Authors: George Robert A.
Published: April 2021

In developing independent learners the complex associated information literacy skills needs to inculcated in our learners. In this process the information literacy skills are usually broken down into key components to facilitate their acquisition in manageable steps. As learners mature this scaffolding of information literacy skills needs to be removed to enable agile learners. To ensure that this unscaffolding of the process is supported, educators need to effectively build these information literacy skills into the planned assessment for learning to all relevant assignments. To provide the necessary time for one-to-one assessment the author this paper believes that educators need to move in the direction of the flipped classroom.
School Library eBook Providers and Linguistic Equity
Authors: Paganelli Andrea , Houston Cynthia
Published: April 2021

If school library collections must meet the needs of the communities they serve, the native languages of the student population must be an important consideration when making purchasing decisions about eBooks. Many professionals in the library community believe that materials in electronic format have the potential to enrich library collections with linguistic diversity. To ensure that school library collections reflect the linguistic diversity of the community, as school library professionals we need to gain a better understanding of what resources are available for our students in digital format. Recent studies indicate that eBooks available from vendors to schools libraries do not meet the linguistic needs of children whose native language is not English. Several international organizations have recognized this issue and are developing initiatives to resolve the growing digital and linguistic divide.
Enhancing Students HIV/AIDS Prevention Skills through a Graphic Novel
Authors: Gavigan Karen , Albright Kendra
Published: April 2021

South Carolina (SC) ranks 6th in the United States for new HIV cases (South Carolina Department of Health and Environmental Control, DHEC, 2011). To reduce this troubling trend, education and prevention efforts are needed to raise young adults’ awareness of HIV/AIDS issues. Existing prevention information is rarely in a format that appeals to youth. Visuals in graphic novels can motivate students to read, and can aid in their understanding of text (see Carter, 2007, and Gavigan, 2011, for example). To meet this need, the researchers and a graphic illustrator, working with students in the SC Department of Juvenile Justice School District, developed an age-appropriate, culturally diverse graphic novel on HIV/AIDS, entitled, AIDS in the End Zone. It was tested with young adults in SC public libraries in 2013 using pre- and post- surveys to measure knowledge gains from reading the graphic novel. Preliminary results of the surveys will be discussed and focus group data will be presented. Ways in which the project could be replicated in other libraries and classrooms will also be discussed.
Effective Learning in the School Library
Authors: Pereira Martins Ana Bela , Conde Elsa , Mendinhos Isabel , Osório Paula , Martins Rosa
Published: April 2021

The purpose of this paper is to present School Libraries Network Program (Ministry of Education) and its strategy concerning the creation and development of a national network, the elaboration of an Evaluation Model and the reference corpus of Learning Standards. This is the main goal of this presentation. Nowadays educational agents have a general concern regarding the tremendous transformation that technologies and social networks brought up to the present, placing on the agenda of educational institutions, policies, and new standards of reference about curricula and learning that today schools and school libraries must ensure. The conviction that school libraries can play an undeniable role in the acquisition of a set of critical skills vital in 21st century education, led us to the creation of learning standards for school libraries, associated with their mission and intervention in schools, called "Effective Learning in the School Library: the Portuguese School Libraries’ Learning Standards Framework".
Educational Roles of Primary and Secondary School Teacher-Librarians in Hong Kong
Authors: Warning Peter , Chan Chun Ho Randolph , Ma Hing Yuk Bernie , Chu Samuel Kai Wah , Wu Wendy Wai Yue
Published: April 2021

This study explores the professional development and current work situation of Teacher-librarians (TLs) in primary and secondary schools in Hong Kong, and investigates and compares the educational roles of primary and secondary schools TLs in teaching subject courses, developing stakeholders’ information literacy, collaborating with teachers and cultivating students’ reading habits. Key findings include: relatively more secondary school TLs have professional qualifications; secondary school TLs spend on average more than one-quarter of their time teaching subject (non-library related) courses, compared to primary school TLs (15%), which they see as restricting their ability to provide library services; primary school TLs spend more time on the preparation and delivery of library lessons than secondary school TLs; both primary and secondary TLs spend less that 5% of their time collaborating with teachers; and that primary school TLs appear to have a more holistic approach to information literacy acquisition.