bluuebunny/crossref_metadata_2025 huggingface dataset:
"The Realities of their World": Engaging Pre-service School Librarians with International Literature
Authors: Garrison Kasey L. , Forest Danielle E. , Kimmel Sue
Published: April 2021

As the idea of global citizenship grows stronger in a world with blurring borders, issues of social justice and international human rights should be available in the school library collection and alive in the curriculum. This paper reports findings on a study exploring the perceptions of preservice educators in using international literature to teach youth about international human rights. The 2013 Batchelder Honor title Son of a Gun (de Graaf, 2012), translated from the Dutch into English, tells the story of a young brother and sister forced to become child soldiers during the Liberian civil war of the 1990s. Study participants enrolled in a masters level course in the United States read the title and the United Nations’ Declaration of the Rights of the Child (1959) and then participated in group literature circles to apply the DRC to Son of a Gun and discuss teaching international human rights to youth.
Kindness Counts: Encouraging Empathy in Secondary School Library Programs
Authors: Foust Molly
Published: April 2021

What is the role of the school library in creating a compassionate school culture? How can we forge a stronger connection between empathy and literacy?  Why are libraries the best place to teach the communication skills that facilitate empathy?  Inspired by recent research proving the connection between literacy and empathy (Castano and Comer 2013), we decided to make empathy a priority in our library services.

Our two primary goals were to 1) create literacy-based programs that would encourage empathy 2) to encourage the exhibition of empathetic behaviors by training a library volunteer corps.   We designed simple activities to encourage both empathy and literacy simultaneously. Our anecdotal survey positively reflected that students and staff noticed a more caring, empathetic library environment.
Developing Online Master's Programs for Teacher-Librarians
Authors: Branch-Mueller Jennifer , De Groot Joanne
Published: April 2021

This paper explores the development of the Teacher-Librarianship by Distance Learning Program at the University of Alberta in Edmonton, Alberta, Canada. It explores the development of the program from 1997 onwards, discusses the challenges and opportunities of Learning Management Systems, and explores key changes in the program over time. One key change has been the impact of technological changes and advances on teaching and learning. Participatory Culture and Connectivism are explained and the implications for this program are discussed. The authors understandings of teaching and learning in online environments have changed over the past 15 years. Key lessons learned and future plans are also highlighted.
Opening the Journey of Exploring Cultural Geography for Students
Authors: Liu Shucheng , Wu Quiru
Published: April 2021

In modern society, how to improve students' cognitive abilities is an important challenge facing high schools. The school library as the information center of the school should fully play its role in addressing this challenge. With the help of Evergreen Education Foundation, the library team of Danfeng High School located in a rural county of western China, initiated the collaboration with subject teachers to guide students in learning. After several years of experiments, we found that the inquiry-based learning projects jointly developed by librarians and teachers can help improve students' cognitive abilities. This paper studied an example of these projects, “Cultural Differences and Geographical Environment" project, co-developed by a geography teacher and a librarian. By reviewing the project process and assessing its outcomes, we summarized the design factors contributed to the improvement of the students’ cognitive abilities, and reflected upon what can be done better, to benefit the future development.
Professional Education for School Librarianship: The Rutgers University Experience
Authors: Todd Ross J.
Published: April 2021

This paper addresses the processes in place to help Master of Library and Information Science (MLIS) students at Rutgers University meet the education requirements for being a school librarian in New Jersey. It outlines both curriculum and certification structures and processes, and identifies a range of support initiatives in place at Rutgers to enable the journey from student to professional.
From one-to-one to one-to-many
Authors: Mardis Marcia A.
Published: April 2021

Pre-service teacher librarians in the United States often are en route from careers as classroom teachers and view field experiences as needless repetitions of student teaching. Meaningful internships can be pivotal in helping students explore potential roles, build collegial networks, and gain valuable on-the-job insight. For an educator in transition from a single classroom to a manyfaceted school library, field practica can provide crucial opportunities to shift to the organizational, collaborative mindset outlined in Information Power, the U.S. school library guidelines (1998). This paper presents an instrumental case study gathered as part of an ongoing study of practicum experiences.
Library Practice Patterns in Community High Schools Project
Authors: Lan Chiu-Hsai , Shieh Jiann-Cherng
Published: April 2021

In this article, we try to investigate the community high schools project policies implemented by current educational units in Taiwan through document analysis and questionnaire survey methods. We also investigate what role the school library should play and what jobs the school library should promote in the point of view of a director of library in a senior high school. We try to conclude operation items which meet the spirits of government’s policies. In the mean time, based on a thinking that the school library should participate in local cultural activities aggressively, we try to investigate further, when the availability of school is extended into local community, what would be the possible cooperative contents and ways between school library and the local community? The research result is going to be used as a reference for future development and operation of school library in senior high school and vocational high school.
The National Policy on Teaching Information Literacy Skills
Authors: Önal H. Inci
Published: April 2021

Society is being transformed by global competition and the power of technology. Everyone needs to develop the capacity to search, select, use, and synthesize vast amounts of information to create knowledge. Changes in societies and education systems have made school libraries more important today than ever before and have increased the need to think about how the national policy on teaching information literacy skills should be charted. Many question whether today’s education systems and national policies prepare students to be lifelong, adaptable learners. This paper explores the history, growth, development, and content of the information literacy applications within the Turkish school library system.
School Libraries’ Network: A Report on a Direct Accompaniment Experience
Authors: Conde Elsa , Santos Lucília , Afonso João , Saro José
Published: April 2021

School Libraries’ Network (SLN)i integrates 1650 libraries, directed by school formed teams. They must accomplish a wide and complex work, which demands their integration both into school and the community. SLN fast growth conducted to the need of providing technical support to schools. In 2004, this Program started to designate, in different areas, qualified teachers to accompany the teams which run school libraries. Being a recent experience its results cannot be fully evaluated. Nevertheless, SLN monitorship and the feedback from schools and other partners have been showing the importance of this initiative.
School Libraries, Information Literacy and Reading Promotion Initiatives in Spain
Authors: Vega José Antonio Merlo
Published: April 2021

School libraries in Spain have evolved very quickly in recent years. The educational authorities have been approving school library development policies, and this has greatly improved the situation of these libraries in Spain. This paper will discuss three different aspects of school libraries in Spain: their current situation, plans to promote reading, and information literacy activities. First, the current situation of school libraries in Spain will be discussed, based on different types of data relating to these libraries. Second, the information literacy initiatives that are being implemented in Spain will be analyse
A Study of Information Literacy Initiatives between Secondary Schools and Universities in the UK
Authors: Lonsdale Ray , Armstrong Chris
Published: April 2021

This paper discusses the nature and conclusions of the second phase of a two-part project, CrossEd, undertaken between autumn 2004 and autumn 2005 and funded by the Joint Information Systems Committee in the UK. The study investigated collaborations taking place between secondary schools and universities in the provision of information literacy skilling relating to the use of e-resources. A survey of all university libraries in the UK was undertaken using an e-mail questionnaire to identify the incidence of current collaboration. The data from that survey provided information on the types of collaboration taking place. These were categorised and used to select the survey population of six university libraries for the qualitative study. Data collection was by means of face-to-face and telephone interviews with university librarians, using semistructured interview schedules. Six types of training for school pupils were identified, and the research revealed at least seven distinct positive aspects of cross-sectoral collaboration for school pupils. A fundamental lack of understanding of the respective roles of secondary school and university librarians was evident, and a range of issues to be addressed by librarians in both educational sectors was identified. A strategy for enhancing collaboration in the UK is also discussed.
The teaching of information literacy skills in Botswana’s Community Secondary Schools
Authors: Jorosi Boemo N. , Isaac Goitsemang G.
Published: April 2021

The study investigated the teaching of information literacy skills in select Junior Community Secondary Schools (CJSS) situated in the city of Gaborone, Botswana. Data were gathered from a sample of ten teacher librarians via face-to-face interviews with the aid of a five-question interview schedule. The key findings of the study were: (1) respondents had varying interpretations of. what constituted information literacy skills, (2) a variety of skills were taught under the rubric information literacy skills; (3) by and large, the teaching of information literacy skills was done by teacher-librarians and subject librarians, (4) the main approaches in teaching information literacy skills involved library orientation and the use of the English Language Period, and (5) respondents cited the three challenges, namely, the absence of an office dedicated to school libraries, an exam oriented curriculum and shrinking financial resources.
Fostering a Culture of Reading through School Libraries: Room to Read’s Experience in India
Authors: Ahuja Sunisha , Ehrlich Ami , Maurin Julie
Published: April 2021

Since 2003, Room to Read, an international education NGO, has been working in India to help foster a culture of reading in schools through the establishment of over 1500 school libraries. This paper outlines the evolution Room to Read’s Reading Room program in India as an example of how school library programs can address the reading challenges of children in developing countries. The focus of the paper is on Room to Read India’s Primary Reading Enhancement Program (PREP), which will be piloted in the Reading Room program in 2008. The goal of PREP is to have a significant impact on the way reading is taught in primary schools in India. Details are provided on the approach, materials, activities, parent and community participation, government participation, and student assessments that make up the core components of the PREP design.
School Libraries as Foundation for World Class Learning: Experiences of an Indian Librarian
Authors: Kumbar Rashmi T.
Published: April 2021

The combination of study of Information and knowledge leading to wisdom; intellectual expression and scholarly appreciation leading to culture is the very process of learning. When this study is considered of high standard throughout the world, it becomes World Class Learning. Schools are the educational institutions wherein children are guided and trained to be disciplined and enlightened individuals. This responsibility is the onus of educators and greatly influenced by the facilities provided at school. The role of educators is highly regarded and recognized but equally important is the impact of the facilities provided in the schools. The most distinct facility is the library or the resource centre. We as information professionals agree that “Libraries Change Lives” which is a universal truth, for the kind of reference resources and the scholarly works they contain. What is the outcome if the resources are highly valued, are in great condition, well organized, etc. but there are no takers for these resources or the users lack the skills to use the resources? Some of the reasons for this short coming may be due to the absence of proper initiatives, promotion of resources and the services by the librarians. This paper attempts at combining the librarianship skills and literacy skills, resulting in the emergence of practical techniques and to how to apply this knowledge for promotion of the resources available and the services offered. Some tried and tested successful strategies namely Structured Library Periods (SLP), Adopt a Book Project (ABP), Five Best Friends in the Library (D.E.A.T.Y.), Focus Group Discussions (FGD), Application of Multiple Intelligence (MI) Theory for the effective use of library resources by K-2 Students, Use of Open Access(OA) Resources in ZSE RC experimented at the author’s school are presented. These practices are simple, innovative and create a positive impact on the student. They also increase the library’s contribution in achieving the school mission and very easily adaptable by the school libraries or librarians of the developing countries. But there is always scope for refining and improving the strategies tried and tested, in the course of time to suite the ever changing landscape of information and technology and more importantly, to satisfy the ever demanding user and his needs.
Introduction to Information Literacy: An Online Library Media Course for High School Students
Authors: Lincoln Margaret
Published: April 2021

During the academic year 2007-2008, a hybrid online course was piloted at Lakeview High School in Battle Creek, Michigan. The course was created in response to a newly mandated Michigan Department of Education online learning graduation requirement. Blackboard Learning Management System was utilized for instruction. The curricular focus was information literacy. Students included 11th and 12th graders who also gained real world library work experience. In the new online learning environment, library media specialists are creating an infrastructure to support the dynamic and evolving ways that students and teachers use information resources.
Ruling Relations and the School Librarian An Institutional Ethnography
Authors: Crispin Jennifer
Published: April 2021

The work of a school librarian is shaped by relations seen and unseen. Problematizing the effects of these relations on the institutions of education, librarianship, and school librarianship can lead to a greater understanding of the work of the librarian. I will use institutional ethnography methods to investigate relations of education, librarianship, and school librarianship Institutional ethnography has been used to investigate the coordination of activities in other human services, but institutional ethnography has not yet been applied intensively in educational settings (Smith, 2005). Institutional ethnography can be used as a method of inquiry into the work of people in educational settings.
NEXUS: A School Based Approach to creating a Centre for Advancing Learning Excellence
Authors: Downes Suzanne , Maley Tania , Liseo Stephen
Published: April 2021

The restructuring of the Library at The Hills Grammar School in 2007, has provided a broader concept that links and connects the whole school community (students, teachers and parents) through research, knowledge and learning involving a wide range of collaborative practices and information communication technologies. A deliberate renaming of both the Library to NEXUS and the title of the Teacher Librarian 7-12 to Faculty Liaison Teacher Librarian was necessary to intentionally shift the mindset of staff away from the traditional Library paradigm to reflect the collaborative nature of the newly established centre and to provide the catalyst for change.
Focus on Global Education: Mixed Methods Approach to Understanding Macro and Micro Levels of Effective School Libraries from an Information Science Perspective
Authors: Dow Mirah Ingram
Published: April 2021

The present article describes a longitudinal, mixed methods, case study of Kansas, USA, school libraries. The overall aim in the study is to explore from an information science perspective the school librarian’s involvement in information literacy instruction, student learning and achievement and meaningful educational partnerships. Sources and types of evidence from this five-year investigation are made available on a website with the intent of contributing to a strong community of evidence-based practice.
Elementary School Students’ Perceptions of school library and expectations of Library Space
Authors: Huang Lee-jen , Shieh Jiann-Cherng
Published: April 2021

This study main research purposes were to explore elementary school students’ perception of school library, understanding elementary school students’ experience of school library use and explore elementary school students’ ideal library. Data for this study have been collected chiefly through semi-structured interviews and analysis of drawings. This study was targeted at mid-grade and high-grade students of elementary school. It is expected that understand the students’ perception of library and provide a suggestion for improving library space.
School librarians’ anticipated support for students with SEN: Using a Modified Grounded Theory Approach
Authors: Matsudo Hiroyo
Published: April 2021

The purpose of this study is examining some suggestions on how school libraries can be involved in Special Needs Education in a helpful way. The Modified Grounded Theory Approach is used as the method for this study. In my analysis I focus on the change in perception of 19 school staff members with respect to changes in the school library function and factors for these changes. Based on the result the school librarian’s anticipated four supports are suggested as follows: providing suitable materials that take into account students’ situation, searching study by team teaching, supporting students’ self-affirmation by sympathetic understanding, and educational support encouraging students’ socialization.
Censorship in Israeli High School Libraries: Analysis of Complaints and Librarians' Reactions
Authors: Yitzhaki Moshe , Sharabi Yosef
Published: April 2021

The study sought to determine the extent of censorship in high school libraries in Israel, using a questionnaire mailed to 442 schools and yielding 187 usable replies. Significant differences were found regarding both complaints about book content and librarians' response, between the religious sectors and the non-religious one, indicating a much lower rate in the latter. More complaints were received from teachers than principals, but the latter elicited a higher compliance, probably due to their special status in school. Very little parental involvement was reported, receiving the lowest compliance. Topics of the complaints ranked as follows: pornography, degrading the Jewish religion, hard violence, sexual permissiveness, missionizing, racism, drug use, holocaust denial and bizarre sects. Pornography and violence ranked high in all sectors, but sexual permissiveness and degrading Judaism ranked high among the two religious sectors but much lower in the nonreligious one. Few complaints about certain genres may result from preliminary censorship during book selection process, but in most cases it indicates less sensitivity in that sector concerning that genre.
The Core Values of Information Literacy in the Ubiquitous Information Society
Authors: Kong Siu Cheung , Lee Fong Lok , Li Siu Cheung , Lee Sandra
Published: April 2021

This research aims to study the perception of school practitioners on the core values of information literacy in the ubiquitous information society. An information literacy framework has been proposed that includes four dimensions and eleven derived standards. Seventeen focus group discussion sessions were conducted to gain an understanding of the views of school practitioners. The research findings show that information literacy education should be designed with the humanistic rationale of guiding learners to develop information processing skills, which requires both cognitive capability and the associated affective elements. Students should further develop in the meta-cognitive and socio-cultural domains.
The Educational Aspect of School Libraries’ Design and the Students' Territorial Behavior
Authors: Shoham Snunith , Shemer-Shalman Zehava
Published: April 2021

In a study combining qualitative (observation and interviews) and quantitative (questionnaires) methods, the researchers examined the territorial behavior of students and the implications of the internal arrangement of the library space for the students. The territorial behavior observed in the libraries could be seen in where the students decided to sit and how they used library furniture (including chairs, armchairs, computers and the librarian station). Most of the students preferred sitting in a central area in the library. However, for the most part, students chose to sit in places that enabled them to maintain territorial control. While many students sat in groups for both social and study purposes, some of them (particularly the older students) had a need to protect against intrusion into their personal space. This was achieved by sitting at the tables with their backs to the entrance, by body language and, at times, even by using personal belongings to demarcate personal territory. Library planners and librarians must be aware of these “conflicting” needs in order to adapt the design to the behaviors typical of the groups that use the library.
An Examination of the Correlation of Research Information Literacy Competence and Social-Emotional Behavior Among High School Students
Authors: Farmer Lesley S. J.
Published: April 2021

The purpose of this research was to investigate the degree of correlation of information literacy competency and social-emotional behavior of high school students. Specifically, three assessment instruments were administered to a sample of ninth and eleventh grade students in Orange County. Respondents indicated the relative degree of their information literacy competency and socialemotional behavior. Sample research reports of those students were rated by their teachers. Correlation statistics tested hypotheses linking literacy and behavior. Persistence and “getting along” were the best predictors of information literacy and research success.
Pedagogically Sound Learning Objects: Towards a Useful Classification
Authors: Churchill Daniel
Published: April 2021

In spite of the numerous discussions in literature, the learning object remains an illdefined concept. In this paper, rather than attempting to clearly define what a learning object is, I discuss kinds of computer-based creations that might be recognized as a learning object by the community involved in design and use of technology-based educational resources. This discussion is supported by a small-scale inquiry into kinds of learning objects identified from a collection of resources developed by some teachers and instructional designers in Singapore. Six unique categories of potential learning objects were noted and defined through the inquiry: presentation object, practice object, information object, simulation object, conceptual model and contextual representation. These kinds of learning objects are discussed in this paper. The paper opens a possibility for the proposed categories to be challenged or for more categories of learning objects to emerge in further inquiries involving examination of larger repositories of learning objects.
Problem-Based Learning in the Field for Schools in Hong Kong: PBL Programs in Kowloon Technical School
Authors: Chan Lung Sang , Ho Wing Tze
Published: April 2021

The future development of Hong Kong owes a radical change in our current education curriculum. Modern views of learning argue that the conventional instruction mode of science curriculum should shift from a transmission approach to a constructivist approach through Problem-based learning (PBL). This is a radically different pedagogical strategy of posing significant, real world situations and providing resources, instruction to learners. The field is an ideal setting for conducting Problem-based learning because field problems are those authentic but often referred to as ill-structured. They are innately challenging in part because of no definitive or simple answers, thus require a full integration of knowledge across disciplines in the problem solving process. It is believed that students working collaboratively as a PBL group will benefit through repeated goal setting, planning, acting, sharing, reflecting, rethinking and refining. Kowloon Technical School has put into practice two PBL programs for S.6 and S.2 students with the support of the Department of Earth Sciences, the University of Hong Kong through her pioneering project, the “Problem-Based Learning in the Field”.
School Librarians and Educational Leadership: Productive Pedagogy for the Information Age School
Authors: Todd Ross J.
Published: April 2021

Against a backdrop of emerging paradigms of educational leadership, this research paper will explore and elaborate some of the fundamental dimensions of quality teaching and learning in information age schools based on the framework of Productive Pedagogy, and in the context of instructional interventions of school librarians in partnership with classroom teachers. This exploration is based on an analysis of extensive data collected during an extended school librarian-classroom teacher collaboration at Gill St Bernards’ School Gladstone, N.J. in 2003-2004. Underpinning productive pedagogy is the belief that high quality teaching and learning should be the focus of professional learning communities and all stakeholders in the school environment. This paper overviews the significant findings of this study, with particular emphasis on an elucidation of the dimensions of productive pedagogy that have enabled students to learn successfully in this collaborative inquiry learning program.
Using Portfolio Items to Assess Information Literacy
Authors: Robins Jenny , Snow Juna
Published: April 2021

In 1998, the American Association of School Librarians (AASL) developed nine standards for information literacy skills. Students with these skills are equipped to recognize their learning objectives, identify their information needs, acquire information, evaluate information, and share the results of their effort. These skills are keys to lifelong learning. Standard assessment tools, such as select response, closed-constructed response, and even open-ended-constructed response questions are sufficiently dynamic to align with the real-world experiences of learners exercising information literacy skills. In this study, an information structure was designed for students to use to describe learning activities. These written, student-generated items become part of a student’s portfolio. It is proposed that this information structure can serve as an alternative, authentic tool to assess students’ information literacy skills. Two student portfolio items are presented in this report along with a description of the process used to create assessments.
Narrative Inquiry as an Assessment Tool
Authors: Farmer Lesley S. J.
Published: April 2021

In an effort to study assessment as an element in the scholarship of teaching, the investigator incorporated narrative inquiry into two courses. A content-analysis matrix of student reflections was developed to capture choice of topic, source of conflict/programme, interaction with information/situation, and demographic information. Electronic journaling enabled students to self-assess areas for improvement and to assess peers' situations and problem-solving approaches. Journals helped instructors to assess students' areas of concern; how students solved critical issues; and degree to which course content dealt with the critical events. The activity also fostered a sense of a community and helped link academic coursework and field experience.
The Local Community as Story and Culture
Authors: Lukenbill W. Bernard (Bill)
Published: April 2021

This paper considers community as part of cultural literacy and cultural story. It is based on theories suggested by folklore, sociology, community psychology, and community planning that explain how community life is vibrant and exciting and how modern students can be directed to be involved in their communities stories through community resources and services provided by their school libraries. Various library models and techniques are offered based on experiences, research and observations. Effective use of the Internet and other computer technologies is likewise outlined. A review of the important role of community resources in students' multicultural education concludes the presentation.
Bridge to Cultural Understanding
Authors: White Maureen
Published: April 2021

This longitudinal study on recommended children's books translated into English and published in the United States between 1990-2003 allowed the researchers to identify trends in translations based on language, genre and subject. The most frequent language of translation was German, followed by French and Swedish. Animal Personification was the most popular genre, followed by Realistic Fiction and Information books. A majority of the translated children's books were in the picture book format, primarily from the Animal Personification genre. Popular subject headings included Animals (specific)-Fiction, Fairy Tales/Folklore, Family Relationships-Fiction and Friendship-Fiction, much the same as in the United States.
Learning and the School Library Resource Centre
Authors: Williams Dorothy , Wavell Caroline
Published: April 2021

School librarians are under increasing pressure to evaluate and justify their service provision in terms of benefits to the learner. The research project reported here examines the impact of the school library resource centre on learning. Using a range of focus groups, interviews and case studies, the work identified a range of potential indicators of learning which provide a useful starting point for librarians to begin examining activities in relation to the learner. The study was conducted in Scottish secondary schools between August 1999 and February 2001 and complements empirical work carried out in other countries. All these studies were the subject of a critical review of literature recently completed by the research team. The paper discusses some of the major themes that emerge from the empirical study and were reflected in other studies; such as the impact the library has on formal academic attainment and informal personal achievements, factors that limit the learning and how this relates to the type of library provision in terms of resources and professional expertise.
Factors of Effective School Libraries: A Survey of Perspectives of Teachers, Teacher-Librarians, and Principals
Authors: Asselin Marlene
Published: April 2021

This study assessed factors of effective school library programs in one school system. All teacher-librarians and principals and a sample of teachers in all public schools in an urban district were surveyed about a) background information of the teacher-librarians and school; b) library collection; c) library program; and d) issues facing the school library. Results of descriptive and correlational analyses indicate recent district-based initiatives to strengthen school libraries appear positive. Recommendations include increased leadership activities by teacher-librarians, advocacy targeted at principal education about school libraries, augmenting the number of teachers participating in substantive partnerships with teacher-librarians are recommended, and working toward a shared vision of the school library as the information center of the school.
Thinking and Informing: A Reality Check on Class Teachers and Teacher Librarians
Authors: Henri James
Published: April 2021

The literature suggests that twenty first century schools must pay as much attention to how students learn as they do to what students learn. Part of the `how students learn' encompasses attempts to address student mastery of the processes of becoming informed. At one time it was considered the role of the teacher librarian to teach students information skills or an information process. At one time it was assumed that class teachers could teach these skills and this process. In more recent times it has been suggested that teacher librarians and class teachers must form partnerships to enable the building of a school culture that facilitates an emphasis on ways of learning rather than on what is learned.

A number of writers have suggested that the key agent in the fight for information literate schools is the teacher. The teacher is at the front line working with students on a day to day basis and influencing student expectation and behaviour. As teaching practice changes from teacher focused quantitative approaches to student centred and more qualitative approaches the importance of the teacher as role model and mentor becomes paramount.

A common thread to these approaches is the assumption that class teachers and /or teacher librarians are themselves information literate. That is, it is assumed that teachers (and especially teacher librarians) have mastered the processes of becoming informed. It is assumed that they work with an information-processing model (whether that entails a formal model or a systematic approach) and that they themselves employ higher order thinking skills when undertaking complex information tasks.

This paper reports on a project that tested the validity of these assumptions. It seeks in part to identify whether or not teachers understand the information process and whether they are able to use a process to undertake a complex information task. Are teachers equipped to act as role model and mentor to their students? Does being employed as a teacher librarian (as distinct from being a qualified teacher librarian) make a difference to understanding, and use of, an information process?
Transforming Instructional Practice: Two Case Studies of Inquiry-based learning
Authors: Oberg Dianne
Published: April 2021

A comparison of case studies of two elementary schools in the United States, in two different Library Power project sites, reveals that the implementation of a new instructional approach such as inquiry-based learning is a complex and multifaceted endeavour. Provision of enhanced collections, improved facilities, full time librarians, flexible scheduling, and professional support was not sufficient for the transformation of instructional practice. Although the two schools appeared to have benefited from similar improvements in resources, only one of the schools demonstrated the transformation in instructional practice that is essential to improved student learning. The roots of this difference appeared to lie in the beliefs held by educators in the two schools about the nature of children, the nature of learning, and the nature of teaching.
Blocking Access to Information and Ideas: The Use of Internet Filtering Software and Levels of Satisfaction in North American Schools
Authors: Haycock Ken
Published: April 2021

A primary purpose of the school library program is to enable young people to access and make effective use of information and ideas. This role has been enhanced through access to electronic resources. The Internet, however, is not a pre-selected menu of information sources deemed appropriate for children and young adults. Therefore, some libraries employ software to block or filter unfettered access to information. The purpose of this study was to measure the penetration of this filtering software in North America, to ascertain which types of software are used, and to determine librarians' levels of satisfaction.
Information Literacy as a National Agenda: A Case Study of Singapore
Authors: Butterworth Margaret
Published: April 2021

Singapore is a small country in South East Asia with a population of some 3.7 million. It achieved independence from Britain in 1965 and since then has made remarkable progress as a nation, so much so that other countries are now looking closely at its policies with a view to discovering its secrets of success. While the policies attracting attention range from Singapore's national pension scheme to the way in which traffic flow is controlled, the major area of interest here is to investigate the country's promotion of information literacy.

Singapore is largely devoid of natural resources, so there has always been an emphasis on seeing people as capital. As in many Asian countries, cheap labour was at first the basis for building strong manufacturing industries to earn revenue by exporting goods to richer nations. Economic growth would occur as long as inputs of labour and of capital investment went on growing, but eventually this would slow because the sources of these inputs are finite. Krugman (1994) described this as the "perspiration theory": success was based on working harder, not working smarter. Krugman's writings aroused hostile reaction in many Asian countries, but even he did not predict the extent of the economic crisis in the region during the late 1990's. By this time, though, Singapore's leaders were working on the problem and laying the foundations that would produce a workforce with something more to offer than perspiration.
Evaluating your Collection to Facilitate Literacy
Authors: Everhart Nancy , Bishop Kay
Published: April 2021

How can we evaluate a library collection to facilitate literacy? Before we can effectively answer this question we first need to look at the terms "collection" and "literacy." The meanings of both of these terms, particularly as they relate to school librarianship, have evolved in the past several years.
Information Literacy: Seeking Clarification
Authors: Langford Linda
Published: April 2021

This paper begins with a brief overview of the concept of literacy. It then focuses upon a series of definitions that deal with an expanding notion of literacies and finally refocuses on information literacy.
Authentic Learning and the Research Process of Gifted Students
Authors: Bishop Kay
Published: April 2021

This study utilizes qualitative research methods (observations, interviews, and analysis of written documents) to investigate the research processes of ten gifted students who participated in independent research projects. Research stages dealing with exploring and forming a focus presented the most difficulty for the students. The three students who were able to establish a clear focus were the only ones who demonstrated all aspects of authentic learning. An additional research question deals with the types of resources used by the students. Books and videocassettes were the primary sources used by the students. All students were highly dependent on the teacher as a source of information. The researcher points out the absence of collaboration between the teacher, the school librarian, and the public librarian. The researcher also calls for the examination of cooperative learning, intervention, required assignment deadlines, and the format of products as each of these relate to independent research projects.
Unleashing the Theory: Connecting Learning Theory to Building Information Seeking Skills
Authors: Danley Elizabeth B. , Maddox Beverly K.
Published: April 2021

This study surveyed 126 school librarians in eighteen countries, representing 131 schools serving more than 113,260 students. The survey instrument requested respondents to describe techniques they used to facilitate information literacy, their perceptions of their functions in the development of independent learners, and the training they received that enabled them to mediate information seeking and use skills. Survey data revealed that the respondents relate information skills instruction to students' interests, work with other teachers to place information seeking skills within the context of students' course work, and encourage students to share ideas and skills with each other as they build their own search strategies. Results indicate that the creation of independent, self-directed, lifelong learners is the goal of school librarians over the world But data also reveal that most of the respondents spend less than a quarter of their time working with teachers to plan connected programs and that many school libraries are understaffed.
Revealing Thinking: Teachers Working Together on Information Literacy
Authors: Moore Penny
Published: April 2021

Collaboration between library and teaching staff on single projects often goes well, but does not always lead to sustained collaboration or independent teaching in support of information literacy. Where teachers' understanding of information problem solving processes is under-- developed and library media support is not available, multiple approaches to professional development are essential if teachers and children are to be empowered as information problem solvers. This paper presents and discusses two research initiatives in elementary schools in terms of factors influencing the path of professional development and sustained attention to information literacy. One has information problem solving as the primary focus whereas the second centres on teachers as learners and information problem solvers in their own right.
Social Information Science and the School Library
Authors: Baruchson Arbib Shifra
Published: April 2021

The paper discusses the correlation between Social Information Science and the school library by expanding the social activities of the school library and building a unique self-help section. This new section will include direct social information as well as belles lettres for support and encouragement A model of such a section was built in 1996 in a school library in Or Yehuda, Israel. It was very successful. Most of the pupils expressed interest in the new section: there was a significant increase in reading, mainly among the boys The subjects that most of the young readers were interested in were: general teenage problems, death, and sex. The new section became an attractive part of the library and of the whole school. Building such a section in schools will expand the activities of the librarian and increase the social contribution of the library to the community.
"As soon as the sword was sheathed, the book was opened again"
Authors: Gillis-Carlebach Miriam
Published: April 2021

This paper deals with the question, whether reading could be forgotten by skilled readers deprived from reading during a long period. Forty questionnaires and interviews of Israeli Holocaust survivors - who actually were cut off from all reading activities during their imprison - were analyzed and summarized.

A number of interesting facts came up: There was hardly any desire or possibility to read in KZ-Camps, nevertheless a strong strive for a high cultural level was felt in order to keep the minds sane, such as 'reading as if' in many variations: Reading by heart, citing poems, discussing philosophic questions, imagining recipes, etc. were reported as a means to conserve the taste of reading. But, reading Camp-orders or an occasional piece of paper was not considered reading (only books or newspapers), while writing even a tiny single note was considered writing.

The first reading-experience after liberation was "strange," but only in a few cases was real difficulty encountered in going back to reading, in no case was reading forgotten. General sadness was expressed about the lost years of reading.

After release: free newspaper reading was not only expressed as "back to literature," but served as a means to the acquisition of the new language (Hebrew). Only very few cases indicated reading encouragement or ambitious book-education of the second generation.
The Principal's Role in Developing Information Literacy: Finding from Australia and Canada
Authors: Hay Lyn , Henri James , Oberg Dianne
Published: April 2021

IASL and IFLA have provided funding for an international study of the principal's role in developing and supporting information literacy. In this paper, the researchers describe the development of this international project and report on the progress of the study in two of the participant countries, Australia and Canada. Some preliminary findings are presented related to both the research questions and the research methodology. This information will be of interest to researchers who might want to replicate the study in other countries. The completed research should provide information that will be useful to principals and school librarians in countries throughout the world, as they struggle in difficult times to provide quality schooling and information services and to contribute to the development of literate and independent library users.