bluuebunny/crossref_metadata_2025 huggingface dataset:
Ghost of National Final Exams that (still) haunts the Indonesian School Libraries' Information Literacy Activities and Students' Reading Interests
Authors: Sulistyo-Basuki L.
Published: April 2021

The Indonesian government introduced the compulsory-nation-wide National Exam (called Ujian Nasional in Bahasa Indonesia shortened to UN) since 2005. The systems required the students of class 6,9 and 12 to pass the National Exam in certain courses. This paper limits to class 12 as they will enroll to higher education. For class 12 there are threee compulsory courses, that are Indonesian Language, English and mathematics. As class 12 was divided into three departments (i.e. natural sciences, social sciences and language), each students must participate in the related-courseexams such those who choose natural sciences must take Physics, Chemistry, Biology; for social sciences the students must take Economics, Geography, Sociology while those from language department must take Indonesian literature, Anthropology and selected foreign languages (Chinese n, Japanese, German, Arab language) respectively. As the National Exam are compulsory, then the schools teach the students mostly in those subjects, sometime sacrificing other courses, the students are crammed only the required courses. Indirectly the students supported by the teachers are involved in information literacy activities albeit limited to certain subjects and usually using widely internet and google (a disadvantage for students with limited technological infrastructure and not 24 hours-electricity facilitiy). As being drilled into National Exam required courses, then the students are not really complete information literate person, they just partly information literate. Sacrificing other subjects, the students do not read literary books, they just read the novel excerps(!) This findings supported the acclaimed Indonesian poet Taufik Ismail who denoted that the Indonesian high school students since 1970s do not literary works at all. Apart from the (controversial) National Exam systems, from library point-of-view it is suggested that the school libraries actively took part in the information literacy holistically not partially in order to support the life long learning through information literacy program.
The Virtual Learning Commons
Authors: Loertscher David V. , Woolls Blanche
Published: April 2021

We are now living in a world where one can download information onto smaller laptops, notebooks, and even cell phones. This opens the school library to the wide world, and, for school librarians, it requires them to rethink their role in the lives of students. Loertscher et al in their The New Learning Commons: Where Learners Win! Reinventing School Libraries and Computer Labs describe a physical facility with a “completely flexible learning space where neither computers nor books get in the way.” (p. 11) This open, flexible space has two major functions, the Open Commons and the Experimental Learning Center. The central focus was to transform the idea of a library as a storage and retrieval space into a fresh new learning space. By opening up the space and using various movable pieces of furniture, the space could be re-arranged at any time of the school day to accommodate individuals, small groups, and large groups while balancing the need for quiet, purposeful group work, mobile technology, project-based learning, and even performance.
My Book Buddy
Authors: Spierenburg Cathy
Published: April 2021

In 2010, the My Book Buddy foundation started the first children’s library at a primary school in the slums of Nairobi in Kenya. Not a children’s library in the traditional sense of the word, but an evidence based concept which is already embraced by 18 countries, and which has allowed 22,500 children to participate in active reading. This paper gives an insight into the various aspects of the concept, the success factors in the different developing countries, and the necessity to realize more My Book Buddy children’s libraries in co-operation with expert librarians who have knowledge of knowledge of children’s literature and insight into the reading process of children. A window to the world has been opened for children who are usually deprived of books because they are too expensive or out of reach for them, not only figuratively speaking, but also in the literal meaning of the word.
School Libraries and School Librarianship in Brazil
Authors: Campello Bernadete
Published: April 2021

This paper aims to outline a summary of the situation of school libraries in Brazil and of issues that affect their development, using the methodology of textual analysis. Two points emerge from the analysis: 1) the emergence of academic research groups since the 1990s and the consequent increase in school library studies indicate that the theoretical foundation for the improvement of these institutions is being built and 2) the enactment, on May 24, 2010 of Act 12244 which enforces that each Brazilian school of basic education has a library represented a great achievement but its effectiveness remains to be proven.
Strategic Framework for Portuguese School Libraries: 2014-2020
Authors: Conde Elsa
Published: April 2021

The main purpose of this paper is to present the School Libraries Network Program of the Ministry of Education and its strategy concerning the creation and the implementation of a National Strategic Framework for School Libraries: 2014-2020. According to “Europe Strategic 2020”, the School Libraries Network Program (SLNP) conceived an action plan to align with and contribute to the European goals for education. To respond to the current challenges, due to the digital revolution and the way we deal with information and acquire knowledge, the educational systems need, more than ever of strong school libraries, able to teach and support students achieving a good educational attainment and the skills essential to the future. With this professional paper we propose to underline the need of new managing tools and a new strategic thinking and discuss how this standards framework cancontribute to the progress of the school libraries in a rapidly changing world, a world much more demanding and much more focused on results, that have an impact on students’ achievement and make a difference in their lives.
Literature Quizzes: Celebrating the Ongoing Importance of Wide Reading
Authors: Judkins Gerri
Published: April 2021

Literature Quizzes are an integral part of the Southwell School Library programme. Students read widely, hoping to represent us in the annual Kids’ Lit QuizTM (www.kidslitquiz.com ). In this time of electronic entertainment entice your students to enjoy literature, books and ebooks. Reading encourages empathy with others whose lives and situations differ, global awareness, and knowledge of history. Myths and legends influence cultural practice and social realism helps them cope with life’s problems. Reading is a resource for our humanity. At this workshop play brain-training games. These will be given away along with signed books from New Zealand authors. Learn how to write quiz questions and select teams. Hear how we use cognitive technology to help students retain and retrieve literary information. Make Lit Quizzes part of your library programmes and see your readers grow exponentially. There may be a regional of the Kids’ Lit QuizTM near you!
Finding the Path of Cognitive Education for Remote High School Library in January
Authors: Mei Long
Published: April 2021

In this digital age and the Internet era, can a high school library in the remote West China, burdened with the examination-oriented education, escape the fate of being marginalized, and be able to achieve something in assisting the cognitive educationof the students? The answer is “Yes”. As a past high school teacher, a past school administrator and a current high school library director, the author looked back on her experience working with the Evergreen Education Foundation in developing the services andcapacity of two high school libraries in Southeast Guizhou province, and analyzed possible paths and key factors to achieve this breakthrough. The analysis in this paper provides a useful reference to school libraries in remote West China that set about to explore a path leading to excellence riding the wave of the New Curriculum Reform.
Using the Image Drawing Method to Examine Student Perceptions of School Libraries
Authors: Okada Daisuke
Published: April 2021

This study examine, changes in the pictures university students drew of their school library over time while taking a course focusing on explaining the importance of school libraries. The results revealed an increase in the tendency of pictures to depict librarians; However, even so, librarians featured in only 12 of the 32 pictures drawn by the students. Since the importance of librarians was a focus of the course, there appears to be a need to improve the curriculum.
Promoting Inclusion in School Libraries
Authors: Bastos Glória
Published: April 2021

Several international documents explicitly point out the responsibility of libraries in supporting people with special needs, actively promoting social inclusion processes. In the school context, one of the challenges lies precisely on its ability to achieve that all students, regardless their differences and their specific needs, are able to succeed in their learning. In Portugal, the integration of students with special educational needs in regular schools brought new challenges to school libraries. In this paper we present some insights from some projects held in the SL. The results of these studies show that in general both teachers librarians and special educators are little aware of the important role that the school library can play with these students and that a collaborative work with the teacher librarian have positive impacts, both in increasing the self-esteem of students and developing their reading and information literacy skills.
Levelling Up Your Pedagogy: Understanding Game Construction in the School Library
Authors: Salerno Kandise
Published: April 2021

As a teacher and technology coach I have experienced firsthand the wonder of students playing and constructing video games, as games facilitate incredibly good learning experiences (Egenfeldt-Nielsen, Smith, & Tosca, 2012; Papert, 1980; Salen, 2007; Shaffer, 2006; Squire, 2006, 2011). Student based game construction has the potential to transform the learner and further meet the participatory demands of 21st century learning. This paper will provide teacherlibrarians with a detailed account of my own experiences with video game construction in school environments. As a guiding framework, both Miller, Shell, Khandaker and Soh’s (2010) input-process-outcome game cycle and Koehler and Mishra’s (2008; 2009) Technological, Pedagogical and Content Knowledge (TPACK) framework will be applied to support this video game construction exploration.
Moving Beyond Tradition: Technologies Facilitating Students' Cognitive Ability and Modifying Pedagogical Practices of School Librarians in Jamaica and Antigua
Authors: Rodney-Wellington Kerry-Ann
Published: April 2021

School library collections in Jamaica and Antigua have moved beyond the traditional print-only collection to various technologies that facilitate teaching and learning. Some of these technologies are not directly located in the library but are placed in computer labs where the school librarians have access to them. This research was conducted to determine what types of technologies were used in the libraries studied, how they facilitated students’ cognitive skills, and how they modified school librarians’ pedagogical practices. The sample consisted of 52 school librarians in Jamaica and Antigua. The findings showed that participants had or had access to technologies such as multimedia projectors, interactive SMART Boards, computers with and without internet access, and tablets. These technologies facilitated students’ cognitive behavior by providing them with additional content, and promoted active learning, among other things. Participants’ pedagogical practices were modified as they now deliver instruction using PowerPoint, blogs, Twitter, Facebook, podcasts, and e-books.
'Don't ask me, ask the horse': Evaluating resource-based learning
Authors: Warning Peter
Published: April 2021

This study focuses on a resource-based learning unit, the ‘Chinese Idioms Cocktail’ and the results of its evaluation at a primary school in Hong Kong. The ‘Chinese Idioms Cocktail’ unit utilises a self-designed PowerPoint presentation with the “True or False” game, cartoon film show, worksheets, 80 thematic printed materials on Chinese idioms, an idioms dictionary and encyclopedia and 10 related websites. The unit was carried out in the library. The authors argue that all library programs should be routinely evaluated to assess their effectiveness and to identify areas that can be improved. The results indicated that all of the resources contributed to the successful completion of the unit, although there were some areas that could be improved.
“Don’t They Know How Important It Is?”
Authors: Hart Genevieve
Published: April 2021

The paper comes out of a month-long case study of information literacy education in two public libraries in a small South African town in the rural province of Mpumalanga, undertaken in October 2004. The participant observation study is the second phase of a twophase mixed methods study, which explores the capacity of public libraries in South Africa for information literacy education – in the context of the dire shortage of school libraries. The focus in the second phase is on the connections between public libraries and schools. However, the relations between the two libraries and their staff members are found to impact on these relations - with the study finding that historical context impacts significantly on library programming. The paper concentrates, however, on just two threads of enquiry: the views of teachers and principals in the seven schools of the town on the educational role of libraries as revealed in interviews; and pupils’ use of the two public libraries in seeking information for their school assignments. The study reveals a lack of cognizance of the high level demands of information-seeking in libraries among the teachers. They tend to see the library as a warehouse from which things are “fetched”. The study finds a paradox – a gulf certainly exists between the public libraries and schools but the gulf comes from shared limited conceptions of the educational role of public libraries and of information literacy. The intense gaze of the participant observation contributes a nuanced understanding of the challenges for information literacy education in South Africa.
“Running with the Question” - Action Research and Evaluative Practice in developing an Adolescent Reading Program
Authors: Kurvink Wilma , Turnbull Marie
Published: April 2021

This paper describes how Action Research methodology developed the wider reading programs for children from 9-13 years at Wesley College over a 5-year period. The central question revolved around how the library team could engage every child in years 5 to 7 in wider reading. Strategies used in the program were: Engaging interactive online components, Highly responsive collection development approaches, Hard data collection on usage, and Qualitative measures undertaken by the team in adopting evaluative practice. Interesting and unexpected results began to inform decision making for the team highlighting gender issues in adolescent reading, and a need to re-examine some basic assumptions about the ways students select books for personal reading. The paper chronicles how the team learned from experience to bring about new defined cycles of development and improvement to the program, which has evolved and expanded far beyond the initial concepts.
Allusions, Illusions and Learning: Integrating story into the broader curriculum
Authors: Granger Julie
Published: April 2021

The workshop will be a visual presentation covering the rationale for a unit of research that involves integrated learning/curriculum and concentrates on critical literacy. The presentation will also involve a complete example unit and accompanying course booklet. Participants will be involved in a handson evaluation of the unit presented and assess its suitability to adapt to other “core literature genres”. The unit of work involves the “multiple faces of literacy: Reading. Knowing. Doing.” at the practical teaching level.

The aim is to show how to use texts from “classic fiction” in research units, as vehicles for learning, not only about the texts themselves, but also about their wider cultural significance and associated literary forms, as well as these stories represented in other media. The unit attempts to place everything examined in a meaningful context and to provide opportunities for students with diverse learning styles to enjoy the unit and to succeed. The objective is to make classic stories the integrating vehicles for learning, and so change them from literary “illusions” to “allusions” once more, therefore showing that the “critical literacy” approach can use traditional literature or story in teaching.
Building Information Literacy: An Action Research Approach
Authors: Schutz Helen , Pick Alison , Knox Gina
Published: April 2021

The paper argues that action research at a micro level is a valuable tool that can be used by the teacher-librarian to improve student learning outcomes in information literacy. It investigates ways to assess both students’ current level of achievement in information skills and also the effectiveness of teaching strategies used by the teacher-librarian. It will outline the work of three experienced teacher-librarians from Sydney schools. The issue of the value of action research will be discussed. Observations will be offered in terms of the possibilities of action research as a catalyst for professional learning and enhancing student learning outcomes.
Canadian Books in Canadian Schools: The Need for Teacher/Teacher-Librarian Collaboration in Reading, Knowing and Doing
Authors: Oberg Dianne
Published: April 2021

This Canadian research which explored elementary teachers’ use of, and beliefs about, Canadian children’s books in the classroom, has implications for teacherlibrarians and other educators in many countries faced with the impact of the homogenization and “Disney-fication” of children’s books and other media. The research builds on previous studies which identified some of the supports that facilitate elementary teachers’ use of children’s books in their teaching (e.g., access to teacher-librarians, funding for materials, and opportunities for professional development). The case study school district was committed to supporting the work of teachers through the school library and had these supports in place. The study participants had clear ideas about what it meant to them to be Canadian and about the values that were important to them as Canadians. They believed it was important to incorporate Canadian books into classroom activities. However, they often felt a need to justify their use of Canadian books, whereas they unquestioningly used American books in their teaching across the curriculum. Overall, they were more knowledgeable about Canadian books and Canadian authors and illustrators than teachers in earlier studies. The teachers relied on the recommendations of the teacher-librarians about books, but they rarely collaborated with teacher-librarians in selecting and using Canadian books with their students. The research report concludes with questions about lost potential in terms of the power of books to enhance children’s sense of national identity and their sense of social cohesion.
Children + Young Adults + Information Literacy = Cooperation between public and school libraries
Authors: Cedeira Serantes Lucía
Published: April 2021

The importance of developing and maintaining a regular and systematic collaboration between public libraries and school libraries is established. This relationship is crucial in Spain because of the precarious situation of school libraries. School libraries dedicate major efforts to reading promotion programs, therefore public libraries can collaborate with school libraries in order to promote information literacy programs. An example of this kind of collaboration is the program developed by the Fundación Germán Sánchez Ruipérez, “Biblioteca-Escuela” [Library-School]. Through this program, the Fundación Germán Sánchez Ruipérez works regularly with schools from the city and province of Salamanca to encourage and promote the projects that support teacher’s work and information literacy.
Creating a Book Culture In a Special Needs School With Specific Reference to Visually Impaired Learners
Authors: Devenish Patricia
Published: April 2021

This paper outlines the role played by the library at a special needs school in Durban, South Africa, to create within the school a dynamic and vibrant book culture. The task is a challenging one, because with limited resources, the library staff are endeavoring to create opportunities and circumstances which will facilitate learners who have physical disabilities (including visual impairment), linguistic incompetence and cultural impoverishment, to access the richness of reading, writing, and storytelling and listening. The process began with recognizing the inadequacy of the library. Subsequently, enlarging the library, acquiring 2000 new books, including visually impaired learners and introducing a writing club facilitated a process which is ongoing.
Discussing the Theory and Practice of Propelling Class Reading Club from the Aspect of Knowledge Management
Authors: Hsieh Shu-Hsi , Li Sheng-Lung
Published: April 2021

In the 21st century, knowledge economy has been growing rapidly. In order to strengthen knowledge competitiveness and face the international competition of the new century, Taiwan should achieve the educational goal of lifelong learning, widely build up learning organizations, tend citizens who can learn through lives, and positively give impetus to whole people reading program. To meet the coming of learning society, knowledge management has become the key to tap the treasury of library-using education. Knowledge can be fully developed only by close sharing and intellectual interchange. Thus, it can diffuse effectively.

Reading and pursuing knowledge are the motive power of working out one’s potentialities and inciting creative thinking. “Knowledge is power” is a wise saying of Francis Bacon, a British philosopher. He also stated, “Histories make men wise; poets, witty; the mathematics, subtle; natural philosophy, deep; moral, grave; logic and rhetoric, able to contend.” This statement brings out very profound meanings. It verifies that reading can not only absorb the essence of books, but broaden one’s general knowledge. The Btitish Education Secretary, David Blunkett, said, “Turning the pages of a book is to open a window on the world. Books are the foundation on which other learning can be built.” The saying well indicates that reading is the communication between mind and mind. It is also a valuable secret of being vigorous and keeping away from loneliness.
Engaging readers through choice
Authors: Boon Lesley
Published: April 2021

School Library Policies usually include, .”the development of a life long love of reading/literature”. Choosing a good book to read is like choosing an artwork for your house. It is subject to personal taste, artistic preference and personal experiences. The Teacher Librarian can play a pivotal role in supporting students reading for enjoyment, both formally and informally within the school. By personalizing and developing choice as part of formal reading programs, they can assist students to develop their love of reading and indulge their passion for certain types of literature in a supportive and encouraging environment.
Information literacy: French approach
Authors: Durpaire Jean-Louis
Published: April 2021

Competences to be acquired do not concern a specific field in French secondary education, except for the pupils of “lycée” who choose the option information-communication. They are registered in the programs of the courses of teaching. Their evaluation is thus integrated into each field. In addition, since ten years, devices of formation are set up : they move traditional teaching. Their common characteristic is to call upon the search for information and the production of documents by the pupils. Lastly, B2I has been just instituted to validate competences as regards control of information.
Information literacy: The Backbone of Curricular School Reforms in Croatia
Authors: Lasic-Lazic Jadranka , Špiranec Sonja , Banek Zorica Mihaela
Published: April 2021

The paper will examine how new information and educational environments are build in an EU candidate country, Croatia, and whether information literacy is an integral element of the launched strategies and reformal efforts. A crucial element for the intended transformations is the educational sector, which is thriving for curricula modifications, but also for reconceptualizations of pedagogical processes with a focus on student-centeredness and the quality of education. The authors will investigate information literacy perceptions in the Croatian school library environment, specifically in relation to computer literacy, and the actual current state of influence of libraries on the creation of constructivist classrooms.
Product or Process: Using explicit instructional design in literacy for the primary school to enhance reading, knowing and doing
Authors: Richardson Susan
Published: April 2021

The students of today and tomorrow, the digital natives, interface confidently with thetechnological demands of the multi-literate world. The “face” of literacy is “text” the “changing face” is the availability of these “texts” and the way that “texts” can be used to enhance learning experiences for our students if meaningful contexts and purposeful scaffolding for teaching and learning experiences are provided. The Dimensions of Learning Framework provides a model for explicit instructional design that can focus on knowledge cquisition and integration, and on using knowledge meaningfully. The focus of the work done with students can be on the development of knowledge and skills throughout the process, as well as on ensuring that the final product reflects meaningful learning. Process, product or both?
Literacy Issues in the Era of the New Media
Authors: Furtado José Afonso
Published: April 2021

The digital divide is so deeply entangled with so many other social issues that probably what is first at stake is not the digital divide itself, but the battle for its realistic understanding. Only then we can really fight the very digital divide, which must be prevented, opposed and ultimately eradicated, for building an equitable information society for all.
Productive Partnerships Learning for Life
Authors: Spillman Margaret
Published: April 2021

Our collaborative relationship with Mackay Libraries began informally when we undertook a work shadowing program with our Public Library counterparts. The professional discussions which followed, and an examination of the available literature on the topic of school and public library cooperation, indicated that we had much in common. More importantly, we realized that cooperation could be beneficial for our respective communities. Allan Bundy’s excellent article, ‘Essential Connections School and Public Libraries for Lifelong Learning’ provided a wonderful historical perspective and also investigated attitudes of those involved in both library sectors. It was a challenging article and gave us the encouragement to believe that we could make a difference in our respective communities.
Public Libraries National Network
Authors: Moura Maria José , Braga António Marta
Published: April 2021

Exactly 20 years ago I was asked to build a program for the promotion of public reading in Portugal, which would be supported by a partnership between central and local administration, aiming to create and develop public libraries with all the modern requirements, then pioneering, in our subject. The technical and financial support, conceived as program-contracts – which only after, were generalised for other purposes – was taken as a model for several more recent networks of cultural equipments, as it was considered a success case at a national and international level.
School Librarians, Informal Learning and Digital Reference Services
Authors: Silverstein Joanne , Webb Sarah
Published: April 2021

Digital reference services support informal learning, and integrate it with formal education. Such services can promote the literacy of K-12 students by cultivating children’s desires to learn outside the classroom. Yet few school libraries offer digital reference services to students. This paper describes the use of formal,curriculum reflective, digital reference services that were used outside of school, by children who were seeking answers while pursuing informal learning. Findings and conclusions will be of interest to librarians who want to support informal learning through the use of digital reference services within their school libraries.
Schooling at the Library in Italy for the Social Inclusion: The “Biblioscuole” Project
Authors: Marquardt Luisa
Published: April 2021

“Biblioteche nelle Scuole” (in brief, “Biblioscuole”, i.e. Libraries at Schools), a three year school library pilot project, has been carrying out since 2004 in Italy to improve school librarians competencies and school library services in order to provide an easy access to information for teachers, pupils and their families, and to promote social inclusion. The Project and some reflections - based on learners’ interaction - about the first part of the education and training course, are presented here.
Specific information literacy instruction, in several different languages, for pupils studying for university entrance examinations
Authors: Boelens Helen
Published: April 2021

The purpose of this paper is to describe the instruction in specific information literacy skills, in several different languages, for final examination pupils, which has taken place during 2005. This instruction is part of a structure or matrix for information literacy instruction and training, for pupils aged between 11 and 18 years of age, which has been developed in the School Library and Information Centre at the Kalsbeek College, Woerden, the Netherlands.
Techno Savvy and All-knowing or Techno-oriented?: Information-seeking Behaviour and the Net Generation?
Authors: Combes Barbara
Published: April 2021

During the last twenty years rapid developments in technology have led to changes in the way we work, play and learn. Technology has become an integral part of society’s everyday landscape. Children growing up during what has been called the technological or digital revolution have never known a world without instantaneous communication and easy access to vast quantities of information delivered in multiple formats. For the ‘Net Generation’ of users and consumers, technology is transparent and a part of their social, economic and educational landscape. They are surrounded by information using a multitude of formats, text types, graphics and multimedia. Adult observers of these young people marvel at how they use and cope with a wide range of technologies, often seemingly oblivious to instruction manuals. The Net Generation already seem to have the skills to deal with the array of old and emerging technologies. The terms tech-savvy, web-savvy, Internet-savvy and computer-savvy are being used to describe young people in major educational policy documents and population studies worldwide. While educators recognise that their students have a different culture of use when using and seeking information delivered electronically, they struggle to come to terms with the changes the integration of technology brings to the teaching-learning environment. Teachers are continually being reminded that they are the ones who are being left behind a generation for whom the use of communications technologies appears to be intuitive. The question for researchers and educators is do students have an intuitive grasp of how to use electronic information or is this just an illusion borne of familiarity with the technology?
Utilising Networks in the Field of School Librarianship
Authors: Gough Amanda Jane
Published: April 2021

We are all aware how isolating the role of a school librarian can be. In this paper I will discuss how we can build and cultivate networks both within and outside school to form a harmonious environment that will ensure that encouraging the reader is first most in our minds. I will discuss how some networks have worked in one situation and if it is possible to make the networks work in all situations?
The Whole Campus Is the Library: A Four-Entrance Management Strategy of a Library
Authors: Chang Hsinshi , Lee Chenfu
Published: April 2021

Discarding the traditional one-entrance design, the AHS library provides four entrances for readers. This multi-entry design brings challenges to the library management. However, with the school rationale and vision, freedom, autonomy, creativity, and energy, this new design tries to promote the use rate, to meet the demand of multi-learning, and to prepare all the students for further study. With the promotion of character education and with the trust on the students’ self-discipline, the AHS library insists no detection system be set by the entrance; thus the library becomes the field of learning how to behave themselves. To promote the use rate, the AHS library adopts digital and non-digital devices to extend its territory. The establishment of wireless network and the MOD system enable the teachers and students to access the needed information at every corner, the classroom shelves and reading groups erect a library branch in each space. Therefore, the conflicts of hybrid environments are reduced and the four entrances stand for not only the concrete entry but the multiple accesses to the library.
YA Novels – Adolescent Needs, Adult Responsibilities
Authors: Voskuyl Heather
Published: April 2021

Are there definable boundaries between a children’s novel, a YA novel and an adult novel? This paper suggests that combining two approaches to literary criticism, Reader Theory and Narratology, can create a practical framework for teacher librarians to use in assessing whether a novel meets the needs, interests and literacy skills of their students.
Creating role models of reading - Through national, regional and local competitions
Authors: Eriksen Maria
Published: April 2021

To improve the reading abilities of students in sixth grade several pilot projects have used national, regional and local competition to prove that reading is cool. The aim is to create role models of reading instead of book droppers. This paper describes two of these projects: “The national championship of reading” and “Ready, set, answer”. “The national championship of reading” is inspired by a similar Dutch project. The aim of the competition is to make it prestigious to read and be good at reading aloud. “Ready, set, answer” is a quiz, which is build around all kinds of reading. This competition is not focused only on novels.
Student Perception of Self as a Learner: Did the Learning Quest Make a Difference?
Authors: Geoghegan Penelope
Published: April 2021

This paper and presentation is vitally relevant to teacher librarians’ professional practice. It assumes the teacher librarian is the learning and resource specialist with the ability to get the Library curriculum, and the best practices for teaching information literacy skills, integrated into a whole year level program. This paper investigates if that practice has an impact on student perception of themselves as learners. The Learning Induction Program was introduced in 2007 to ease transition from primary to secondary school and establish year seven students as effective members and learners in the secondary school context. The library curriculum was embedded in The Learning Quest. In 2007 evaluation focussed on the success of the whole program. Now we need to find out if The Learning Quest, and the collaboration between teachers and Library, has made a difference to student learning outcomes, in particular student perception of self as a learner.
The ELALC-SEK Project: Developing English language library classrooms to support literacy learning in the early childhood and primary English language programs at a multilingual Spanish school
Authors: Houston Cynthia R.
Published: April 2021

Two consultants from Western Kentucky University developed a proposal for and then assisted with the implementation of English Language Arts Library Classrooms in a private Spanish school near Barcelona, Spain. The intent of the project was to enhance the English instruction in the primary grades program at the school. The project involved field observations and a literature review of school libraries in Spain, proposal development, technical assistance, and training in library organization, administration and collection development.
Building Knowing Readers: Unlocking Pleasure
Authors: La Marca Susan
Published: April 2021

There is clear evidence of a relationship between pleasure reading and literacy development. Further analysis stresses the centrality of engagement to pleasure. In exploring these relationships the importance of choice, talk, and variety will be discussed. The role the teacher-librarian plays in facilitating interactions with text that promote pleasure and the importance of relationships, knowledge and collection building will be addressed with reference to research and practice. This paper builds on earlier presentations on this and related topics.
Biography: Gateway to Learning and Literacy
Authors: Luckenbill Bill
Published: April 2021

For youth, biography exerts an enormous influence on information about current society and how youth can live productive lives. Biography offers a means of graining knowledge, but it also is an avenue that helps youth monitor theirown lives and values. Biographical resources are abundant, and this vast resource assures that biography will always play a paramount role in how youth learn about themselves and how they gain new knowledge and insights about the world. Teacher-librarians and teachers play important, collaborative roles in making good biographical materials available and helping youth learn how to use biography for learning and enjoyment.
I-LEARN: A Model for Creating Knowledge in the Information Age
Authors: Neuman Delia
Published: April 2021

The I-LEARN  Model—I dentify, L ocate, E valuate, A pply, R eflect, kN ow— both describes the process of learning with information and provides a learning sequence that children and youth can be taught. Grounded in research and theory from information science and instructional systems design, it is also based on the author’ s own research and writing. This theoretical model reflects an inquiry approach to learning and builds on the three-part information-literacy paradigm that underlies many instructional activities conducted 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.
Evergreen Library Penetrating into Classroom Teaching: Applying and Expanding – Take Tianzhu No.1 High School in Northwest China as a Sample
Authors: Wenjie Zhou
Published: April 2021

This paper provides a study of the school library programs sponsored by the Evergreen Education Foundation (EEF) and identifies the vital role of school libraries in improving students’ information quality. Based on analyzes Strategies for building literacy skills in the library of Tianzhu No.1 High School, the study confirmed the program developed reading and literacy skills among students. As EEF programs continue to expand into other locations in China, it is the authors’ hope that this study may provide useful information and analysis based upon which decisions about future programs can be made. It is also their hope that this study provides impetus for more studies on the rural library programs in other areas of China or programs in other underdeveloped regions of the world.
Is The Library Important? Multivariate Studies at the National and International Level
Authors: Krashen Stephen , Lee Syying , McQuillan Jeff
Published: April 2021

Three multivariate analyses, all controlling for the effects of poverty, confirm the importance of the library. Replicating McQuillan’s analysis of 1992 NAEP scores, access to books in school and public libraries was a significant predictor of 2007 fourth grade NAEP reading scores, as well as the difference between grade 4 and grade 8 2007 NAEP reading scores, suggesting that access is important for improvement after grade 4. Access (school/classroom libraries) was a significant predictor of scores on the PIRLS test, a reading test given to fourth graders in 40 countries.
Toward a Pedagogy for Using the Internet to Learn:
Authors: Asselin Marlene , Moayeri Maryam
Published: April 2021

This study observed adolescents’ Internet practices as they did homework and explored student, parent and teacher views on Internet use for learning the academic disciplines. Findings revealed that instruction of the new literacies of the Internet should address strategic information searching and critical evaluation of online information. Factors of Internet use in schools are teachers’ knowledge of technology, access issues, educational policy, and adult attitudes. Implications include prioritizing instruction of aspects of Internet literacy, implementing district and school initiatives targeted to enabling effective use of the Internet for learning, and transforming pedagogical frameworks of learning from fact finding tasks to inquiry processes.
Primary students’ reading habits of printed and e-books
Authors: Ip Karen , Chu Sam , Sit David K. N.
Published: April 2021

Technological advancement has made books available not only in printed format but also in electronic format. To understand primary students’ reading habits of printed books and e-books and discover if differences can be found in students of different gender or different level of studies, 99 primary schools students were invited to complete a questionnaire. Results show that boys generally read more than girls regardless of the book format, while boys are more positive about reading e-books and using digital libraries for reading online books. Students who read more printed books also tend to read more e-books. Implications for boys’ positive attitudes towards e-books in developing their reading habits, as well as the potential development of digital libraries are drawn.
Electronic Media and Leisure-Time Reading: Responses of School Librarians
Authors: Du Yunfei , Martin Barbara
Published: April 2021

This study investigated how electronic media impact youth’s leisure-time reading at different academic levels. One hundred two school librarians participated in an online survey. These respondents reported that playing computer games, watching TV, and surfing the Internet compete with reading. Primary school librarians mainly agreed with the impact of TV and computer games, but not with that of the Internet; at the middle school level, the perceived influence of the Internet increases, but it is still less important than computer games and TV; high school librarians agreed with the perceived effects of TV, the Internet, and computer games on leisure-time reading.
A grounded analysis of year 8 students’ reflections on information literacy skills and techniques and an identification of students’ information literacy attributes
Authors: Herring James E.
Published: April 2021

This research, undertaken in a UK high school, focuses on the views of year 8 students who were asked to reflect on their use of information literacy skills when completing an English assignment. A grounded analysis approach was taken in analysing the diaries which students completed during their assignment. Findings reveal a number of categories which illustrate the students’ views of and use of information literacy skills.
Information Seeking and Use by Grade 9 Students: More and Less Savvy Than You Might Think
Authors: Meyers Eric M. , Eisenberg Michael B.
Published: April 2021

This paper presents the findings of a survey administered to 939 high school freshmen (Grade 9, approximately 14 years old) in five schools in the greater Seattle, Washington (USA) area. Responses indicate that students use a wide range of information resources, including books, the Web, and other people, but underutilize subscription databases and periodical literature. Furthermore, there appears to be some confusion over what these databases contain, their utility, and credibility among young people. This paper also introduces a novel survey technique using Personal Response Systems (PRS) for data collection, and suggests that similar researcher-practitioner collaborations can enhance evidence-based practice in teacher-librarianship.
Building capacity and continuous improvement of school libraries: The Delaware experience
Authors: Todd Ross J.
Published: April 2021

This research paper is in two parts. “Part I: The Evidence” documents the background, purpose, methodology and findings of the Delaware School Library Infrastructure Study undertaken on behalf of the Delaware Governor’s Task Force, and highlights some key issues and concerns that have formed the basis for . “Part 2: From Evidence to Action” documents the processes and professional actions involved in developing a sustainable program of improvement for school libraries in Delaware through engaging with the research evidence. This research and development process, initiated in 2005, is an ongoing evidence-based practice program engaging multiple partnerships at school district and state department of education to focus on continuous improvement and capacity building of school libraries in the state of Delaware. At its center is a process of engaging school librarians in a research-based, data-driven cycle of transforming school libraries so that they can play a central and identifiable role in curriculum implementation, student achievement, reading, and literacy development in Delaware’s schools, and to ensure that Delaware’s school libraries play a role in world class learning and literacy in the state.
Create an Information Exchange Platform for the Mandarin Library: The Management Strategy of E-paper of SLIS Program Leadership Team
Authors: Huang Carol W. D. , Wang Gilbert Jian-ming
Published: April 2021

In contrast with certain well developed areas in the world, the operating conditions of the senior high school libraries in the Chinese world still has much to improve. One of the feasible ways to strengthen cooperation is via digital networks, namely the e-papers, by incorporating both information and opinions marketplace. To enhance the cooperation functions among communities, resolve the insufficient professional knowledge among community operators issue, and improve overall service quality, the SLIS Program Leadership Team has issued an e-paper. Also, from the viewpoint of knowledge management, it has set up a homepage based community knowledge database for the e-paper. Furthermore, with a mutually-shared mind by initially providing it to the entire Chinese community for reference, with more and more library community members participate, consequently the goal is forming, that is, Make Chinese World the Exchange Platform. Finally, this report will cover four sections as: the e-paper’s media functions, problems faced in Taiwan, solutions and strategies based on the experience of Lo-tung Senior School, and suggestions for further studies.