bluuebunny/crossref_metadata_2025 huggingface dataset:
Information Needs and Information Seeking Behaviours of Elementary School Students in Taiwan
Authors: Liu Shing-Wen , Chang Chia-Ching , Tsai Chung-Han , Fan Jie-Hsin
Published: April 2021

In this article, we mainly want to investigate the transition of the subjects of children’s information needs and we discuss the context behind those needs. Moreover, in order to more understand the education of information literacy in Taiwan, we deliberately set our two sample groups from two different schools. One school is Taipei Xin Sheng elementary which is not a information seed school, and another is Taipei Wan Fang elementary school, an information seed school. We respectively interviewed with the students of two schools. Then we analyzed the common of the two schools and so did the differences. The findings of our study are presented in five parts: stimulus, source, channels, ways and the result. Finally, the main purpose and recommend of our study emphasize the importance to improve education of information literacy on children in Taiwan.
To What Extent Could "Weblog" be the Tools of Learning, Sharing and Assessing
Authors: Chu Wah Hing Betty
Published: April 2021

Weblog is being initiated as a personal organized diary. Resources uploaded are arranged chronologically. The trackback will provide easy review of the previous posts and pages in the digital repository. It has some multi function. People can share and interact among the community. The ideas from this social networking provoke deeper thinking and reflection. Thus, weblog, not only provides owners to post their personal daily accounts, reflections and experiences, also provides chances for metadata exchange. To support learning and teaching, this paper will try to investigate how can weblog create a new learning landscape? To what extent it will provide opportunity of sharing, interacting reflecting among learners? Moreover, how can it be used as a webfolios of recording learner’s process of learning?
Study of Mathematics Programs Imbedded in Digital Learning Formats to Bridge Junior and Senior High School Curriculums
Authors: Shy Haw-Yaw , Hung Chien-Hsiang
Published: April 2021

The purpose of this study was to investigate the e-learning method in math to implement the curriculum articulation between junior high school and senior high school, and evaluated its learning effects to improve the implement method of curriculum articulation, to strengthen the students’ digital mathematical materials of curriculum articulation and to quantify the analyses of the students’ learning effects. The research strategies firstly concentrate on interviews to set up teaching content units; secondly evaluate and establish e-learning administrative platform, and then design e-learning materials in ADDIE systems. By previewing and revising contents of these materials, they are practically used in the library activities. In addition to record the pretest and post-test scores of the learners, the data of on-line voting are collected in order to do the comparative analyses to form conclusions as reference for the related researches.The research result showed that using e-learning methods to implement curriculum articulation activities got positive improvement not only in human efforts but also in materials and time; besides, the methods inspired the learners’ motivation, strengthened the learning effects and got the positive satisfaction in the whole learning activities. Researchers suggest that the related researches should be conducted continually so as to meet problems of curriculum articulation in new curriculum of senior high school and help those students who are in need to do automatically learning. Gradually, it can promote school into the learning resources center in the community. I
Creating A Reader-based Digital Gallery
Authors: Lo Yueh-Feng
Published: April 2021

School libraries are knowledge centers and platforms for teachers and students in campuses. Readers can be resource takers also producers under the implement of school knowledge management strategy. The NEHS library created a reader-based digital gallery to catch readers’ eye ,to inspire their participation , trying to make a Library 2.0 platform for 3000 k-to-12th readers, to make them not only readers but also writers, not only resource takers but also producers and sharers. Action Research is the approach to practice with for 2 years. Changes happened to readers. Precise evidence and criteria need more efforts and further research.
Reconnaissance and Reflection
Authors: Asselin Marlene , Doiron Ray
Published: April 2021

In this paper, we describe the process of an often experienced, but rarely documented, process of shaping a new research focus. Specifically, we report our initial work in planning a collaborative research initiative between educational institutions and libraries in Canada and Ethiopia. Using multiple qualitative methods for collecting a variety of information from different sources, and employing hermeneutic perspectives to begin to understand the context and challenges of literacy education and libraries in Ethiopia, we conclude with a framework for research questions centered on expanding basic literacy to digital literacy and the role of libraries in that endeavour.
School Libraries Serving Disadvantaged Populations in the USA
Authors: Du Yunfei , Martin Barbara Stein , Lorica Marjie D.
Published: April 2021

School library media specialists in the United States were surveyed to determine their perceptions of the most critical needs in their school libraries. The purpose of the survey was to develop information to be shared with grant-making agencies and foundations to provide suggestions in determining how money might be appropriated for spending. Results of the survey may also be used to compare the priorities of the general population of school library media specialists with those of specific subsets, such as those serving disadvantaged populations.
I-LEARN
Authors: Neuman Delia
Published: April 2021

The I-LEARN model—Identify, Locate, Evaluate, Apply, Reflect, kNow—both describes the process of learning with information and provides a learning sequence that can be taught. Grounded in research and theory from information science and instructional design, it is also based on the author’s own research and writing. The model reflects an inquiry approach built on the three-part information-literacy paradigm that underlies many instructional activities in library media centers: accessing, evaluating, and using information. It expands that paradigm to focus specifically on the use of information as a tool for learning. Plans to validate the model in a digital library and in face-to-face environments are currently underway.
School Libraries as Learning Environments
Authors: Schultz-Jones Barbara , Ledbetter Cynthia
Published: April 2021

This paper presents preliminary results from a 2008/2009 research study examining the application of a learning environment paradigm to the school library setting. With a focus on Grade 5 science classes, we examined the relationships among student perceptions of science programs and library programs. From a practical point of view, this study presents a new model for considering the contribution of school libraries to the field of education, specifically science education. From a research point of view, this study makes a unique contribution to the field of learning environments by evaluating school library programs and their relationship to classroom environments. The research will continue at other grade levels and be extended to assess the relationship between learning environments in the school library setting and student achievement.
Connect 2.0
Authors: Phillips Sandy , Manning Mary
Published: April 2021

The use of Web 2.0 has fostered a major shift from the dominance of independent study to more collaborative and interactive learning. This is reflected in the curriculum expectations in Victoria, Australia where students develop as creative, active and inquiring learners. Web 2.0 technologies provide an ideal medium for this curriculum model to be realised. This presentation illustrates the journey made possible through the ongoing partnership and shared objectives of the Victorian Department of Education and Early Childhood Development (DEECD) and the School Library Association of Victoria in identifying, sharing and exploring best possible online resources and tools for 21st Century learning.
The Provision of school library resources in a changing environment
Authors: Dlamini Busi , Dlamini Busi , Brown Anna
Published: April 2021

Before 1994 education in South Africa was divided along racial lines. There were separate departments of education for whites, coloureds (people of mixed decent), Indians (people of East Indian decent), and blacks (black Africans). Education for white children was much better funded than any of the others. The quality of the education that white children enjoyed was also much better as schools were better equipped, teachers were better qualified and classes were smaller. This inequality also applied to school library provision. All white schools had well-equipped libraries and full-time teacher-librarians. A start was made with libraries in the other departments, but , for example, only secondary schools for black learners had libraries. Black primary schools were just provided with classroom collections.
Commonalities in content of International Children’s Book Awards
Authors: Hilbun Janet , Hilbun Janet , Claes Jane , Griffiths Paula
Published: April 2021

Children’s book awards give us a mirror of the culture of a country and the books that children enjoy. While the majority of school librarians are very familiar with the books that win awards in their country, very few are cognizant of books that win awards in other countries. This paper examines major awards for children’s books in as many countries as these awards could be determined. This examination will look at numerous aspects of these books—genre, format (picture, chapter book, graphic novel), age and gender of protagonists, theme, philosophy and/or spiritual beliefs, personal values, traditions and customs.
Developing information literacy through independent learning projects in a UK setting
Authors: Jones Rebecca
Published: April 2021

Two information literacy skills pilot projects are being undertaken at Malvern St James School (MSJ) with Year 6 and Year 9 pupils during 2009-10. The projects encourage the development of independent learning skills, with pupils planning, managing and executing both the research and practical elements of their project. Each pupil sets their own aims and objectives and it is the process skills as well as the project that is assessed. The projects examine pupil motivation levels, if pupils can use research to inform their practical project and how pupils respond to opportunities to undertake self-directed learning.
Promoting a reading culture in school community: how to engage reading activities cross curricula, directors, teachers, students, parents, administrative services, local authorities, public libraries and other partners – Relating a project
Authors: Martins Ana Bela , Marques Alexandra
Published: April 2021

The main purpose of this paper is to present how an intensive collaboration between the National Portuguese Reading Plan and the School Libraries Network Programme plays an important role in the promotion of reading literacy as a baseline to develop all kinds of other literacy abilities and empower the role of school libraries and the collaborative work between the school community and the school library, by reporting on one of the most significant projects, which shows the relevance of this partnership. School libraries are a privileged structure in the school for skill development, not only in accessing information, available locally or remotely, enabling students with critical thinking, transforming information to knowledge, supporting curricula, but also in readers training and the promotion of reading habits, which is a basic tool for lifelong learning.
Building Internationally Literate Communities
Authors: Day Katie , Philip Barbara
Published: April 2021

How can we as librarians bring children and books from a variety of cultures and backgrounds together to create a more internationally literate community? This workshop addresses that question with a discussion of what it means to be internationally literate as well as internationally-minded, followed by an outline of some evaluation criteria useful in selecting international children's literature. Examples will be offered of what a school library network can do to promote wider reading of literature from around the world. All supporting materials, including booklists, for this workshop can be found online (after 30/09/10) at Kids Global Read website.
Using social networks and ICTs to enhance literature circles
Authors: Walker Andrea
Published: April 2021

The purpose of this paper is to describe and demonstrate how social networks such as Facebook and Goodreads, and information and communication technologies (ICTs) tools like laptops and iPods can support and enhance literature circles. The innovation described is implemented by the library and aims to promote reading for all students regardless of their reading ability. The approach seeks to encourage and support language learning through the use of ICT tools and social networks. It aims to stimulate participation and discussion outside the classroom.
Are we there yet?
Authors: Combes Barbara , Hanisch Jo , Carroll Mary , Hughes Hilary , Millington Aliese
Published: April 2021

Library and Information Science (LIS) education faces considerable opportunities and challenges in the 21st Century. Institutions must produce a range of information professionals, including teacher librarians. These future professionals must be able to respond flexibly to rapidly evolving social, economic and technological change. Multimedia elearning environments and the interactive nature afforded by Web 2.0 technologies mean that LIS programs can be delivered globally and collaboratively to an international audience. Attracting students who will take LIS and the challenges posed by a rapidly evolving information landscape into the twenty-first century, is an integral part of building strong and sustainable educational programs.
Introducing and establishing a wide reading program in the middle years of schooling
Authors: Teese Nerelie
Published: April 2021

This professional practice paper outlines some of the purposes of a Wide Reading Program and discusses ways in which this has been introduced to English classes in the middle years of schooling. Some of the challenges encountered in the introduction and establishment of this program are also discussed. These can include the reluctance of some readers to engage with the program and how teacher’s administrative duties can prevent their full involvement in Library reading sessions. The evolution of formats used for the collection and presentation of evidence based data is also outlined.
Increasing Qatari Students’ Motivation Through the Use of Blogs
Authors: Golkowska Krystana , Bendriss Rachid
Published: April 2021

Growing up in an oral culture, students in the Middle East often start their university studies with insufficient reading comprehension and critical thinking skills, which negatively impacts their performance in institutions following a Western style curriculum. Both the literature and anecdotal evidence emphasize the need for helping Arab students to become fluent readers. The authors, who teach in the Pre-Medical Education Program at Weill Cornell Medical College in Qatar, advocate combining explicit instruction in reading strategies with activities that encourage extensive reading. This article describes their pilot project aimed at increasing students’ motivation for reading through the use of a Web 2.0 technology tool.
The Shifting sands of School Libraries
Authors: Todd Ross J.
Published: April 2021

This paper reports on selected findings from the Phase 2 New Jersey School Library research study “One Common Goal: Student Learning” completed in 2011 that provides insights into the future of school libraries, and their evolution and transformation in the digital age. The study examines a selected sample of effective school libraries in New Jersey to establish the key inputs (both library and school-wide inputs) that enable these effective school libraries to thrive, contribute richly to the learning agendas of the schools, and to continually be developed and improved in their schools. The findings are selected through the lens school effectiveness and school improvement literature, and identify dimensions of school library practice that have contributed to their sustainability and continuous improvement. Key dimensions include a substantive instructional role of the school librarians, an inquiry-centered pedagogy, a collaborative school culture of distributed leadership, a knowledge-outcomes orientation of the school library, and school librarians as professional development leaders.
Other Ways of Knowing: How School Librarians Can Take a Leadership Role in Addressing Multi-literacies Across the Curriculum in the School Library
Authors: Harper Meghan
Published: April 2021

School librarians have a unique, unprecedented, and unparalleled opportunity to affirm their role in students’ use of basic literacy skills – reading and writing – while highlighting their relatively new role, guiding students through the acquisition of information through multiple modes of communication with new technologies. School librarians can create and facilitate opportunities for students to enhance their learning and become multiliterate. These learning opportunities and a focus on “core” literacies shed a much needed spotlight on the important role and influence of the school librarian on overall academic achievement and the acquisition of multiliteracy skills that have become a necessity in a changing technological and global environment. This article isbased on a presentation given at the International Association of School Librarians Conference in Doha, Qatar (2012), the goals of which were to share an overview of the multiliteracies concept, suggest strategies for facilitating literacy in the school library and classroom, and share professional resources for continued learning and the integration of multiliteracies across the curriculum.
Ow(l)etter party - Tulum s(l)ova – Project of Promoting the Enjoyment in Reading
Authors: Stancic Draženka
Published: April 2021

The basic goal of the Ow(l)etter party project is strenghtening of the positive attitude of the pupils toward the enjoyment reading. It was concieved as the annual cycle which begins with the Night reading session in the school library on the last week in Octoberof the school year. The session includes various activities, but the obligatory activity is the ceremonial enjoyment reading, and the recommended socializing with other school libraries through the Skype, and sleeping in the sleeping bags, since not all librarieshave the adequate conditions. In the next 11 months, the pupils conduct the Reading in the local community (in institutions, associations, companies and in public spaces). The actions are documented, and in the last month of the project, the decision is made about the most successful school library. The project presently includes 22 school libraries.
Trend toward Integrating Information Literacy in the Curriculum and Its Implications to Academic Settings in Vietnam
Authors: Hoan Pham Xuan
Published: April 2021

This secondary research explored the challenges associated with information literacy (IL) integration into the curriculum, and suggested strategies to develop holistic IL programs for education institutions in Vietnam and more beyond. The meta-synthesis method was employed to gather qualitative data and then synthesize them to make more sense of IL integration research evidence. Four research questions were formulated to frame the study. Research findings indicated eight challenges including management support, stakeholder’s perceptions of IL integration, librarian’s capacity, IL assessment methods, facultylibrarian collaboration, learning and teaching methods, IL training contents, and curriculum overload. Accordingly, six strategies which comprise: top-down management approach, assignment design, IL assessment, capacity building for IL trainers, strengthening the faculty-librarian collaboration, and enriching IL training contents were proposed to help education institutions to achieve a systematic IL integration into the curriculum. This study also showed the significance of IL integration to the enhancement of student’s lifelong learning skills.
Creation and Use of Online Gateway for School Libraries from Free Web 2.0 Tools
Authors: Gorospe Marion Jude M.
Published: April 2021

The school library is challenged to remain relevant in the 21st century learning environment. With young learners always consulting Google and other free search engines for subject assignment and other information needs and with the underwhelming quality of much web-based information, the school library must find an interesting and effective way to deliver authoritative and relevant information services through online tools. However, effective information services online are most often hosted from subscribed or paid Web 2.0 sites. These online services are capable of interactivity among learners and flexibility for individual schools’ administrative concerns. However, the ability to afford these services is frequently beyond the financial capability of schools from developing countries. The researcher explored the possibility of creating a school library website that serves as a pathfinder to online resources and electronically delivers other library-based school services using free Web 2.0 tools.
School Librarian's Role Redefined
Authors: Kumbar Rashmi
Published: April 2021

School librarian plays the role of a resource advisor, literature search expert, life coach, etc, Apart from maintaining an efficient collection and providing effective information services, the librarian contributes significantly to students’ holistic development. This paper shares the experiences of a librarian who had the opportunity to teach life skills in her school. Simple strategies were employed using literature as a tool which helped in building a bridge between students and resources. Success stories of a few students using library programs have been listed. The approach to deal with students emotional issues using the concept of bilbiotherapy which has been justified on the lines of Ranganathan’s laws of library science, has been discussed. Librarian’s efforts to instil in them the essential life skills needed to traverse the journey called life are outlined.
Eagles not Pelicans
Authors: Greef Elizabeth
Published: April 2021

Reading is a foundational skill for academic success. However, a wide range of other skills are also essential for equipping students for life in the 21st century. These skills are considered in relation to the school library and help inform teacher librarians of the qualities they are seeking to instil in their students. Two programs run through the school library at St Andrew’s in collaboration with the English Faculty are explained: the Independent Research Project incorporating reading and guided inquiry, and Wide Reading Programs supported by well-designed activities to encourage reflection and development of information literacy skills; examples of the tasks and activities will be provided to attendees. Original research into students' reading is used to strengthen the program, and strategies to help reluctant students achieve and approaches incorporating Carol Dweck’s Growth Mindset are employed to create a positive, supportive climate of high expectations in the classroom and to help the school library make a substantial difference within the school community.
Impact of School Libraries on Students' Life Skills
Authors: Koimett Elizabeth
Published: April 2021

The main aim of this paper is to examine the importance, implications, and opportunities of the school library in providing information and ideas that are fundamental to functioning successfully in today’s information and knowledge-based society. The school library equips students with life-long learning skills and develops their imagination, enabling them to live as responsible citizens. This paper will explore how school libraries enable all members of the school community to become critical thinkers and effective users of information in all formats and media. Further, it will stress the need to link school libraries to the wider library and information network in accordance with the principles in the UNESCO Public Library Manifesto. More specifically, this paper will examine the link between life skills and the school libraries in building cognitive, personal, and interpersonal skills in the background of a developing country like Kenya. It will endeavour to corroborate Douglas (2000) statement that ‘every child must become fully competent in reading so as to succeed in school and discharge responsibilities as a dependable citizen of a democratic society’. Students in every field must read in order to keep abreast of what is happening around them. What better way can there be than having well equipped school libraries that are effortlessly accessible? This paper is based on the premise that life skills which represent the psycho-social skills that determine valued behaviour and include for example reflective skills such as problem-solving and critical thinking, personal skills such as self-awareness, and interpersonal skills can be developed through exposure to a variety of media. Reference will be made to a range of research which suggest that practicing life skills leads to qualities such as self-esteem, critical thinking, decision making, sociability and tolerance among others. For purposes of this paper, it is worth noting that UNICEF defines life skills as “a behaviour change or behaviour development approach designed to address a balance of three areas: knowledge, attitude and skills”. In Kenya today, the citizens are grappling with a myriad of problems including illiteracy, poverty, HIV/AIDS, displacement, hunger, high inflation levels, domestic violence, and terrorism. This paper will investigate how the school library can, by and large, be used to stem the challenges, and be employed to develop and grow the nation. Indeed, if young people are empowered with life skills, they will be able to make the right choices through situational analysis, critical thinking and informed decision making. Consequently, they avoid risky behaviour, reduce their vulnerability to HIV/AIDS and other vices since life skills are essentially those abilities that help promote mental well-being and competence in young people as they face the realities of life.
Supporting the Personal and Interpersonal Skills of Global Citizens Through Fiction
Authors: Reid Barbara , Roulston Siobhan
Published: April 2021

How can Teacher-Librarians collaborate with teachers, school counselors and parents to support and teach values, coping skills and the management of interpersonal relationships? What tools can Teacher-Librarians use to inform the school community about the range of resources available? This practical presentation introduces a variety of texts that can be used with Primary and Middle school students and suggests how they might fit into a school setting. The selected texts will be predominantly picture books written in English and sourced from a range of countries and cultures. Teacher-Librarians are often approached to suggest books that will assist the school community to develop confident, empathetic global citizens. They must ensure that these books are easily accessible. They should promote them and suggest how and when they may be used with individuals and/or in a classroom setting. Participants will be invited to add their own suggestions to the list of books provided.
Using Mobile Devices as Effective Learning Tools in a Library Setting
Authors: Pickworth Margo
Published: April 2021

Mobile devices are prolific and young people have embraced this technology in all facets of their lives. Using a small number of iTouch and iPad devices in a school library has provided students rich learning opportunities which have enhanced cognitive, personal and interpersonal skills. By harnessing their power and motivation, mobile devices can become powerful learning tools. Integrating QR codes, Student response apps, Thinking and Presentation tools have been used to develop cognitive skills. This article will explain, justify and provide illustrations of practice of how these devices have been used and demonstrate their value in making connections in the school library.
Case Study of the Exchange Learning Program Established within Three Elementary Schools using Video Conferencing Systems
Authors: Ohira Mutsumi
Published: April 2021

Three elementary schools located in remote areas, (Kyoto, Shimane and Fukushima Prefectures) join a common program. Each of the school’s students spend “SogotekinaGakusyu no Jikan” (periods of integrated study), together through the use of the Video Conferencing System. The System enables the students to deliver their presentations and exchange ideas, while taking into account the environment and circumstances of the local community, school, and student. In the process, students will develop the ability to conduct research at the school library. The teachers will gain knowledge of, and acquire skills in this subject, and have the ability to implement these tools in their respective classrooms. In this presentation, the effect and problems of the Exchange Learning Program will be shown.
Connecting Classrooms to the world: School librarian - An Agent of Change in Modern Educational Approaches to Teaching
Authors: Bhargava Madhu
Published: April 2021

The paper will demonstrate a library program of an International School in India which connects its pupils with global partners on various curriculum contents. Technology is the key component used by the teacher librarians to achieve the objective. They build awareness of global issues to pupils and motivate them to research and find partners around the world including their own country with same or similar issues. During the research process students reflect critically on their own practice and compare with the partner schools. The librarians also collaborate with the classroom teacher to take action for embedding the same in teaching. The activities have a great impact on teaching and learning and the collaborations offer a myriad of ICT and global communication skills to students.
Promise of MOOCS
Authors: Branch-Mueller Jennifer , De Groot Joanne , Stephens Michael , Jones Kyle , Salerno Kandise , Orobio Katherine
Published: April 2021

This research paper presents the findings from a final survey of those who registered in The Hyperlinked Library MOOC (Massive Open Online Course) offered by the School of Library and Information Science at San Jose State University in the fall of 2013. The survey questions analyzed deal specifically with the development of a sense of community within the MOOC. Key findings include: purpose (shared interests and shared experience), people (connecting with others – participants and instructors and those outside the MOOC), participation (reading, writing, sharing, joining, responding, etc.), pedagogy (decisions about teaching and learning in the MOOC are so critical) and platforms (spaces for collaborative learning inside (BuddyPress) and outside (social media). School library organizations should look to the power of MOOCs to connect teacher-librarians with each other and provide professionaldevelopment.
Information Literacy Teaching and Collaboration with the School Library
Authors: Mertes Nathalie
Published: April 2021

What do school librarians and teachers know about each other? When two individuals with different professional backgrounds and expectations work together, knowledge of the other is required. The study that is presented in this paper contributed to librarians’ discovery of the world of teachers. A qualitative case study approach allowed to gain an in-depth understanding about teachers’ conceptions of student information literacy learning as well as teachers’ practices of information literacy teaching and collaboration with the school library in an entire faculty in a US independent high school. The study revealed that information literacy teaching in formal education is a highly complex endeavor. A major implication for practice is that school librarians need to take into account this complexity and agree with teachers on common understandings of information literacy and negotiate opportunities, objectives, and responsibilities with them for providing pedagogical interventions about information literacy.
Are trained teacher-librarians making a difference for school libraries in South Africa?
Authors: Zinn Sandy
Published: April 2021

The purpose of this research was to trace former UWC students who trained as teacher-librarians between 1976 and 2000 in order to ascertain how influential they have been in their school’s library and reading programmes. The study revealed that although most respondents had progressed in rank at schools, their role in the library programme was minimal. Most schools had either no library or defunct library programmes. Respondents were much more active in formal reading programmes. Computers with Internet access were evident at most schools but teachers were using computers mostly for managing marks and setting exams.
Information Literacy through Guided Inquiry: Preparing Students for the 21st Century
Authors: Kuhlthau Carol C.
Published: April 2021

Across the globe, school libraries play an essential role in preparing students for living and working in the 21st century through information literacy. The Rutgers University Center for International Scholarship in School Libraries (CISSL) promotes this initiative in information literacy through research on the impact of school libraries on student learning, research symposia for international scholars, and training institutes for school librarians and teachers. Our research shows that guided inquiry is a dynamic, innovative way of developing information literacy through the school library. Guided inquiry is carefully planned, closely supervised, targeted intervention of an instructional team of school librarians and teachers that leads students through the research process toward independent learning. Guided inquiry develops research skills and subject knowledge as well as fostering cooperative learning, motivation, reading comprehension, language development and social skills that underlie competency for our young people in the 21st century.
A is for ADVOCACY School Library Networks: Influencing education policy and reform
Authors: Hones K. E.
Published: April 2021

A is for Advocacy provides a framework for library media teachers to consider the local opportunities they have to influence educational policy and reform. Library media teachers can build on personal strengths find opportunities at hand and capitalize on connections. Four main ideas will be developed: the message they want to spread, the mode in which they want to work, the means by which they can influence others, and how to build momentum to carry through their work.
Marketing Strategies of Tuku Vocational High School’s (TKVS) Library in Taiwan
Authors: Wu Hao-Yen
Published: April 2021

Traditionally, rather than using books in the library, a typical Asian student preferred reading and studying from textbooks in order to pass the college entrance examination. Likewise, this trend was the same in the small suburban town in Taiwan like Tuku with the area is 46 square kilometer, its population of 32,000 people, and 70% of its population is farmers. Due to its agriculture background, there are only two libraries to service its residents. One is the public high school’s library that belongs to Tuku Vocational High School that has approximately about 28 classes and 1000 students while the other is Tuku’s public library. Owing to the textbooks edition from one tomany, the exam content has changed a lot from the past to the present. In order to master the examination, multiple facets of literacy should be mastered. Because of this, library should be gaining popularity than before. In contrary, this was not the case. Library books were seldom checked out according to the electronic tracking system for library books. From three years ago, the average of books checked out was below 15 per day. That average has steady climbing to about 120 with the maximum around 370. Recently, by conducting an open-end questionnaires and chatting with its students, it was found that some marketing strategies are needed to educate them the importance of utilizing the books in the library as the primary source of mastering multi-facets of literacy instead of textbooks.
Promotion of reading habit among school children in Sri Lanka
Authors: Wijetunge Pradeepa
Published: April 2021

School Library Development in Sri Lanka is a large scale project which covers 4000 schools and includes building construction, distribution of books, furniture and equipment and training of human resources funded by the World Bank. BOBLEP (Book Based Language Enrichment Programme) developed from the concept of reading promotion within the library project. The project not only promotes reading using the purchased books, but it also promotes production of books by school children as well as teachers. It was decided as a result of the success of the project, to expand similar reading promotion activities in general. Teacher and Teacher Librarian education programmes of Sri Lanka incorporated a variety of such activities to train reading promotion among school children. The full paper will present the history and the structure of the project and activities carried out by the teacher librarians to expand it from an English language project to a reading promotion project conducted by the school libraries. It is expected that by sharing the information of this project, other developing countries which face similar constraints in providing suitable reading material can gain useful ideas.
A Study on Implementing a Library Process-based Knowledge Management System
Authors: Lee Chi-Lung
Published: April 2021

The importance of knowledge to human development is beyond doubt. Efficient knowledge management can reduce learning time and avoid repeating mistakes. Many enterprises have applied knowledge management in their organizations to increase the knowledge value of their organizations and effectively enhance their competitiveness. This study generalizes a conclusion from the collection of knowledge management process, and proposes the Library Knowledge Management Process (LKMP) of school. According to the LKMP, the study establishes a Library Process-based Knowledge Management System (LPKMS), and designs the questionnaire to collect the opinions of the system users.
Understanding the Multiple Faces of Literacy: Librarian as Reading Innovator and Developer of Thinking Skills
Authors: Woolls Blanche
Published: April 2021

Historically, school librarians have promoted reading as a major task. In the 21st century, a new role is evolving, that of the teacher and librarian collaborating to guide students to become information literate as well as lifelong readers and also to develop critical thinking skills. Critical thinking skills are essential. They provide students with the ability to sift through the information available to them, analyze it in relation to their past learning, and create new knowledge. To be ready for their place in a global community, students must be able to read, to know, and to do.
The Without Frontiers Digital Literacy Project
Authors: Tavares Sérgio
Published: April 2021

Good practices for the accessibility of people with Special Needs, through assistive and adaptive technologies. The Biblioteca Municipal Aquilino Ribeiro, of Vila Nova de Paiva, develops an integrated system of services, in public and private partnership which associates: inclusive conversion of computer posts at a Documentation Centre, Itinerant Library and School Library (with technologies of augmentative communication, voice synthesis, optical character recognition and universal interface design); acquisition and edition of Digital Talking Book and website accessibility content under DAISY specifications; an official training and certification program in ICT basic skills. We draw the outline.
School libraries, information gap and social inclusion in Papua New Guinea – Making it happen
Authors: Filippi Marlene
Published: April 2021

School libraries, just like the school community, do reflect the social environment in which they operate. This is the story of the emergence of one such library, within Papua New Guinea and its development through the assistance of AUSAID. It looks at an idea – Resource Based Learning - which has enabled the local community to take ownership of a resource centre which will now be able to provide a true teaching/learning environment for all of the community. It is more than a collection of books! It has the beginnings of a vibrant active resource for the whole community.
Using Technology to Prepare World Class School Librarians to Deliver Learning and Literacy
Authors: Fuller Daniel , Lincoln Margaret , Swarlis Linda
Published: April 2021

The preparation of school librarians for schools in the United States poses challenges significantly different from other library specializations. One difficulty, finding the best method to prepare school librarians, is confounded by the shortage of qualified school librarians. Can a school librarian preparation program using distance independent technologies, effectively prepare world-class school librarians to deliver learning and literacy? The results indicate the goals of the program were met. When compared with other cohorts, the retention rate was significantly lower. The results are discussed and future directions are considered.
The Net Generation: Tech-savvy or lost in virtual space?
Authors: Combes Barbara
Published: April 2021

Recent findings from PEW Internet and American Life studies in the US, the JISC Information Behaviour of the Researcher of the Future report and the Educational Testing Service 2006 ICT literacy assessment, all indicate that the students from the Y or Net Generation are not as tech-savvy as portrayed by the world’s media and large Internet software providers. If this is the case, then assumptions currently being made about the information-seeking behaviour of today’s students need to be rectified at the school level to ensure that tomorrow’s citizens are not disenfranchised or disempowered as users in a world where Governments are increasingly committed to the provision of essential services and information wholly online. This paper discusses the secondary results of a much larger PhD study on the information seeking behaviour of the Net Generation and the need for schools and particularly teacher librarians, to become more involved in teaching students how to use the electronic environment effectively.
“I Hate to Read-Or Do I?” Low-Achievers and Their Reading
Authors: Gordon Carol , Lu Ya-Ling
Published: April 2021

Phase 2 of the Barnstable Study of a web-based summer reading program focuses on low-achieving students who had a low participation rate in the first two years of the program. The researchers interviewed and surveyed seventy students who formed seven focus groups. This study challenges assumptions about struggling readers. Do struggling readers consider themselves readers outside of school, where they have choices that relate to what they like to do? Do they read? What do they read? Do they really hate to read? Gender and grade level emerged as factors in participation rates in the program. Student responses emphasized the importance of relevance of reading materials to reading preferences. Low achievers had a strong preference for alternative reading materials.
Connecting and making coherent teachers' knowledge: Building a knowledge-oriented culture
Authors: Langford Linda C.
Published: April 2021

This paper is partly based on a doctoral thesis entitled Knowledge creation, knowledge sharing and knowledge use: A case study. The paper challenges teacher librarians to view themselves as knowledge architects in the designing and sustaining of a teachers' learning community - one which values teachers' knowledge as core business in the school. This paper builds a case for teacher librarians to realign their role by focusing on their colleagues' knowledge and asking: "How can teachers' knowledge be shared, and captured and disseminated to better enable a knowledge-oriented culture?"' and "What are the structures and processes that bring teachers' knowledge out into the open to be shared?" Part A of this paper presents a synopsis of the study's purpose, rationale and key issues. It brings together the theories of learning community and knowledge management in establishing a discourse that is centred on valuing, connecting and making coherent teachers' knowledge as essential in enabling a knowledge-oriented culture to grow and to flourish. Part B presents an overview of the study with a focus on one of its three themes: knowledge sharing. Part C concludes with a brief discussion on how this research can contribute to the role of school libraries and teacher librarians in the emerging discourse on professional learning and knowledge sharing within and across work place units.
A Learning Object Approach for Designing Information Literacy Instructional Materials
Authors: Meng Mark
Published: April 2021

The use of a Learning Object is a new concept in designing online instructional content. It values the creation of small lego-like instructional components (objects) that can be readily assembled, delivered and reused in multiple instructional and learning contexts. Unlike conventional tutorials, learning objects are designed for building a collection of learning resources that are not bound by a particular context or situation. Information literacy instruction lends itself well to the learning objects approach. With this approach, the tagging of lego-like objects allows matching objects with individual competency levels, hence provides greater flexibility and relevancy for end users. Other advantages of developing material to be reused as learning objects such as ease of update and search, customization, interoperability and increased value of content are discussed in relation to information literacy instruction.
Helping Struggling Readers Comprehend Information Texts
Authors: Lee Elizabeth A.
Published: April 2021

This experimental study examined the effect of an instructional intervention that combined the use of information texts and instruction in reading strategies to improve the reading comprehension of struggling grade 5 students. Elementary (primary) school children are infrequently instructed in strategies for reading informational text, with its genre specific text structure although this is an essential component of information literacy. Two grade 5 classes were pre- and post- tested for reading comprehension. One class received instruction in collaborative strategy instruction for reading informational text. The post-test revealed that students in the experimental class achieved significantly better comprehension scores than the control class. This study examined the effect of an instructional intervention that combined the use of information texts and instruction in reading strategies to improve the comprehension of struggling fifth grade readers.
Children's Literature in School Libraries
Authors: Bastos Glória
Published: April 2021

To recognize differences between equals, to accept and retain diversity implies the intervention of school, in particular in if S practices. In this context, children's literature - in particular one Portuguese book analyzed here in relation to a school library experience - gives the possibility to work on the topic of diversity. That book is an interesting literary work that may develop intercultural education and conviviality in a society with a plurality of cultures. In this presentation the intercultural messages presented by the book and analyzed through young children's reaction to the story.