Showing papers in "School Libraries Worldwide in 2012"

Connecting Teacher Librarians for Technology Integration Leadership

Abstract: The changing information landscape and the highly technological environment of 21st century schools require that teacher librarians evolve as leaders in integrating technology to address the needs of a new generation of learners. Technology and digital resources must be integrated into learning experiences to ensure that students are prepared to succeed and meet the demands of a digital society. Teacher librarians, through working with teachers and students, have a vital role to play in making certain that students develop the 21st century skills that will enable them to use technology as a tool for learning and participate in a digital culture. This research investigated the current practice of accomplished teacher librarians in order to identify what factors were enabling some to thrive as technology integration leaders and what was hindering others. In the identification of these enablers and barriers several themes emerged and the most frequently identified enablers were related to relationships, or connections, that enabled technology integration leadership enactment for teacher librarians. This report of results focuses on those vital connections and implications for the profession. Introduction The highly technological environment of 21st century schools has significantly redefined the role of the teacher librarian. As technology permeates teaching and learning, teacher librarians are continually directed from professional standards and guidelines, as well as from theorists and researchers in this area, to assume leadership roles in integrating technology in schools (e.g., American Association of School Librarians, 2009; Everhart & Dresang, 2006; Hanson-Baldauf & Hughes-Hassell, 2009; McCracken, 2001; Shannon, 2002). Teacher librarians are in a unique position, due to knowledge of pedagogical principles and curriculum, paired with technology and information expertise, to serve as leaders and valuable assets through making meaningful contributions toward the integration of technology. The concern is that if technology and digital resources are not integrated into classroom learning experiences, it will result in students that are unprepared to meet the demands of a world where technology has become ubiquitous. Teacher librarians, through working with teachers and students, have a vital role to play in making certain that students develop the 21st century skills that will enable them to use technology as a tool for learning and for participating in a digital culture. Despite the need, the demands, and opportunities for teacher librarians to accept critical technology leadership roles, the literature in this area is limited and there is a lack of empirical research investigations, leading to many teacher librarians that experience difficulty enacting this role in practice due to the confusion and ambiguity surrounding teacher librarians' role in technology integration (Asselin, 2005; Asselin & Doiron, 2008; Everhart & Dresang, 2006; Hanson-Baldauf & Hughes-Hassell, 2009; Shannon, 2008). This research investigated the practices of teacher librarians in order to identify what factors were enabling some to thrive as technology integration leaders and what was hindering others. In the identification of these enablers and barriers, several themes emerged; the most frequently identified enablers were related to relationships, or connections, that enabled technology integration leadership enactment for teacher librarians. Review of the Literature Teacher librarians are expected to accept and fulfil numerous roles in daily practice; one of these roles is that of a leader in the area of technology integration. The ever-changing and advancing environment of 21st century learning has necessitated this evolution of the teacher librarian and presents opportunities for leadership. Leadership Directive The evolution of the role of the teacher librarian is present in the standards and guidelines that define and guide practice for teacher librarians. …

The Digital Lives of U.S. Teachers: A Research Synthesis and Trends to Watch

Abstract: The United States Department of Education's 2010 National Educational Technology Plan called for educators to transform learning and teaching with digital resources and tools. However, classroom teachers are especially challenged by information seeking, use, and management as well as by increased pressure to provide accountability data and serve diverse learners. In response to these challenges, the digital library community, spurred to improve science, technology, education, and mathematics (STEM) education, is developing solutions that include metadata and paradata schema; highly curated, centralized collections; and integrated planning, management, and assessment tools. Still, local and external factors can hinder change and must be considered in design and implementation. In this paper, we integrate an extensive collection of research relating to educators' digital "lives," or processes; provide an overview of very recent developments in digital library technology that pose possible solutions; and illustrate essential facilitating conditions, including the vital role of the teacher librarian. Introduction Struggling American schools are widely considered to be in need of reform to address key challenges to student learning that include: * Poor academic performance in science and mathematics (National Center for Education Statistics [NCES], 2011c), especially when compared to other nations (Gonzales, et al., 2008; Organization for Economic Cooperation and Development [OECD], 2010); * Lack of exposure to 21st century skills in school (Board on Science Education, 2010; Project Tomorrow, 2010a; Rotherham & Willingham, 2009; Silva, 2008); * High drop out rates related to student boredom (Bridgeland, DiIulio, & Morison, 2006; Chapman, Laird, & KewalRamani, 2010); * Declining numbers of students interested in science, technology, engineering, and mathematics (STEM) (National Science Board [NSB], 2010; Project Tomorrow & Pasco Scientific, 2008); * Few "workplace ready" students with employability skills like basic writing and mathematics, punctuality, and communication skills (Guy, Sitlington, Larsen, & Frank, 2009; Raybould & Sheedy, 2005). Numerous initiatives to restructure schools through vouchers, charters, and various reform programs as well as proposals to increase teacher retention, skill, and accountability have all been examined as routes to improvement. However, effective student learning experiences can be reduced to uneven access to two contextual variables: high quality learning resources and high quality pedagogy (Maull, Saldivar, & Sumner, 2010b; Morris & Hiebert, 2011). Alone, neither variable is sufficient to improve student achievement (Arslan, 2010). While improving the quality of teaching would seem to be an obvious way to improve the quality of learning, the importance of improving access to digital resources cannot be understated. The number of teachers who do not integrate technology is dwindling (Project Tomorrow, 2010b). Studies have showed that the majority of K-12 teachers in the United States use digital media and technology in some aspect of their classroom instruction with most teachers reporting that they use the Internet for searching, finding, retrieving, using and digital media such as games, activities, lesson plans and simulations frequently or every day (PBS & Grunwald Associates, 2011). How technology is used to access learning resources, rather than if it used, for teaching is the differentiator. Effective technology integration has become a centerpiece of educational improvement, as the White House Office of Educational Technology's National Educational Technology Plan (NETP) (2010) underscored: Although the expectation of effective teaching and accountability for professional educators is a critical component of transforming our education system, equally important is recognizing that we need to strengthen and elevate the teaching profession. …

Seeing the Clouds: Teacher Librarian as Broker in Collaborative Planning with Teachers

Abstract: Teachers engaged in sustained collaboration with a teacher librarian were interviewed about the meaning of that collaboration. The findings suggest that the teachers recognized important contributions of the librarian to instructional planning and classroom instruction including knowledge, legwork, and support. In particular, they understood her role as a broker both to resources and to ideas for using those resources in instruction. While these resources were essential, they were not sufficient; they required a knowledgeable peer who also understood their application to the curriculum and what students were expected to learn. They required a librarian. Introduction "If you are a poet, you will see clearly that there is a cloud floating in this sheet of paper" (Hahn, 1987, p. 44). In many ways the work of the teacher librarian is to find the clouds in the pieces of paper. We are the poets who uncover connections between words on paper: the content standards and 21st Century literacy standards. We connect those words on paper to real students and to real-world problems, and make them visible in our libraries, classrooms, and schools. We broker the imaginative world of planning with the real world of student learning. Ours is the creative work of poets and the very concrete work of brokers to build connections with resources, across curricula, and throughout the school community. As one teacher succinctly put it: "You help us to connect with other things so we can help the kids see those connections" (Brittany, second grade teacher). A significant body of research and literature in teacher librarian ship has focused on collaboration (e.g. Bush, 2003; Buzzeo, 2002; Doll, 2005; Montiel-Overall; 2005, 2008) and the roles of the teacher librarian as instructional partner (Church, 2008, 2010; Harada & Yoshina, 2010; Kelsey, 2006) and leader (Lankford, 2006; Smith, 2011). The role of the teacher librarian as information specialist or resource provider seems to be neglected as a more traditional role. Yet the forms of information resources and their delivery have become increasingly fluid, extensive and complex. The role of information specialist was a solid second in the shifting roles identified in a poll conducted by the American Association of School Librarians (AASL) for Empowering Learners as important today and in the future (AASL, 2009, p. 16). The Standards for the 21st Century Learner clearly stated that "Learners use skills, resources and tools" (AASL, 2007, p. ). Now more than ever, our patrons need poets who can broker those connections between information needs and information resources and tools. They need librarians. In this paper, I share the results of interviews with teachers engaged in sustained collaboration with a teacher librarian about the meaning of that collaboration. The findings suggest that the teachers valued planning with a librarian specifically and recognized important differences in the contributions the librarian brought to instructional planning. In particular, they understood her role as the person who had knowledge and access to resources. The findings of these interviews imply the need to broker across the roles we have identified of teacher, instructional partner, program administrator, leader, and information specialist (AASL, 2009). The interviews that are the subject of this paper were part of a year-long ethnographic study of collaborative planning between a teacher librarian and a team of teachers (Kimmel, 2010, 2011). That study sought to understand the role of the teacher librarian as a broker for professional learning in the collaborative planning with teachers. The focus of that research was teacher learning with a major assumption that the learning of teachers would impact student learning. As Brittany implies, the librarian helps to make learning connections for students through her work with teachers. As a part of that study of eight monthly-planning meetings between a team of three second-grade teachers and a teacher librarian, each teacher was interviewed at two different times about the meaning of collaborative planning with the teacher librarian. …

Designing the Research Commons: Classical Models for School Libraries

Abstract: School libraries and media centers today are embracing the idea of the "learning commons," an approach to learning which makes use of the facility's physical openness and group meeting places to facilitate current shifts towards computer-based resource sharing and collaborative student projects. How can libraries yet to make this transition reverse a prior, mid-twentieth-century architectural bent toward segmentation of school library resources from the surrounding institution, and implement a more inclusive school library design? The open library paradigm is shown to represent a return to the principles of the earliest democratic libraries and repositories in the Western tradition. A qualitative metasynthesis of both the literature of library architecture and of the history of school libraries was undertaken in order to increase librarians' awareness of classical forms which influence design decisions into the twenty-first century. Introduction School librarians today perform many activities in their libraries including reference, cataloging, research instruction, reader's advisory, collection development, and facilitating group discussions. One or two school librarians may carry out these functions which in larger library institutions are assigned to dozens or hundreds of librarians. Additionally, school librarians today coordinate their work with academic teachers and with school-wide developments in curricula and learning techniques. Studying individual school libraries reveals them to serve as a kind of professional microcosm with valuable corollaries for the librarianship profession in general. As school librarians and principals consider the role and function of school libraries in the life of an institution, an awareness of architectural elements which support desired outcomes can be valuable. In the 1990s, library administrators proposed that academic libraries reinvent their services to support student learning by providing access to electronic resources. In their view, the research commons would enable librarians to assist students in interacting and learning with digital technologies, while also provisioning space for small group work, projects using digital (and nondigital) technologies, and tutoring in various subject areas. Since the first discussions of the "learning / information commons" in that decade (Beagle, 1999; White, Beatty, & Warren, 2010), librarians continue to incorporate developments in facilities planning and investments in technology as key components, and the idea of the commons is steadily being adopted in school libraries. Bennett (2003, p. 37-38) defines "learning commons" and "information commons" separately, but in this paper, I reflect the term used by the source consulted, and also I acknowledge that both schools and school libraries are oriented toward younger (K-12) students' learning. With the framework of the school learning commons in mind, this study seeks to integrate examples from classical libraries, from libraries of the Middle Ages, and from nineteenth-century American libraries into the discussion of a commons, with a goal of informing future design decisions in school library facilities. As in architecture more generally, library architecture may be guided by three notions which reflect the surrounding environment: structure, utility, and beauty, or as the Roman Vitruvius stated, firmitas, utilitas, venustas (Bruce, 1986). Recognizing both the role of the library as a central meeting space and the increased use of digital tools to conduct academic research, librarians and administrators continue to transform the library space into an "information commons," an environment which fulfils needs for work and study spaces while making accessible organized shelves and exhibitions of materials by adopting an open design principle. This principle is explored in a qualitative metasynthesis of research on library architecture and the evolution of school libraries, beginning prior to ancient Greece. …

Making Connections: Challenges and Benefits of Joint Use Libraries as Seen in One Community

Abstract: This paper explores research relating to the challenges and benefits of joint use libraries and places these issues in the context of one community's joint use library. In 2002, the Julia Hull District Library, located in rural Stillman Valley, Illinois, USA, entered into a contractual agreement with the village School District to move the library from a small family home, to a new facility which was built on to the Village high school. Originally, the partnership, as is common with joint library endeavors, was created for economic reasons: the school and library districts would share costs, materials, and resources for the benefit of local taxpayers to accommodate student and public patrons. While new opportunities to connect student and public library users through library programs and services have arisen, since the merger, the community has realized additional benefits and challenges foreshadowed by prior international research. Introduction Joint use libraries, simply defined as libraries where two or more library service providers form a partnership (Matthews, 2008), are becoming increasingly popular throughout the world as both librarians and patrons see the benefits that can be derived from such collaboration. In fact, for almost one hundred years, partnerships have existed where educational institutions housed public libraries (Bundy & Amey, 2006). Today, although joint use libraries are most common in North America, Australia, and Sweden (McNicol, 2003), other countries around the world, including the United Kingdom, Israel, Thailand and China are adopting the concept (Liu, 2008). Although joint use libraries may be derived from the collaborative efforts of a diverse group of information service providers including private businesses and governmental agencies, it is most common for public schools, including primary schools, secondary schools and even universities, to merge with a public library (Bundy & Amey, 2006). According to Liu (2008), a typical partnership between a school and public library involves the sharing of a common building (usually within the school), yet the partnering organizations remain unique entities with individual budgets. Dornseif (2001) clarified this need for autonomy and states that there are three levels of integration (minimal, selective and full) which serve to meet the varying needs of the partnering organizations and their respective patrons. The purpose of this paper is to explore the research relating to the ways in which joint use libraries can meet these needs and then view the benefits and challenges inherent in these libraries in the context of the Julia Hull District Library in Illinois, USA. Literature Review Literature on the subject of joint use libraries, though limited, demonstrates both positive and negative outcomes from connecting two or more types of libraries. Bundy and Amey (2006) summarize that such partnerships can promote greater interaction, access, and partnerships within the communities in which they reside. McNicol (2006) supports these claims, adding that, in many cases, joint use library facilities often act as community centers, providing cultural and social opportunities, especially in small communities where such opportunities might not otherwise exist. However, Matthews (2008) reports that a lack of careful planning and continued cooperation between joint entities may lead to reluctant patrons and staff, inefficiently designed library space, and generally "irreconcilable differences." According to Massis (2007) the broad reasons for creating joint use libraries include sharing resources, increasing accessibility to materials, reaching new users, and creating new services. The motivations behind the 2002 merger of the Julia Hull District Library (JHDL) and the Meridian Community Unit School District (CUSD) 223, the focus of this case study, were similar: to create a single library which would serve both the library community and the high school student body. …

Dispositions in the Twenty-First Century School Library Profession

Abstract: Within the school library profession there is an emerging focus on dispositions, defined as "a tendency to exhibit frequently, consciously, and voluntarily a pattern of behavior that is directed to a broad goal" (Katz, 1993). Directed focus groups of practicing school librarians were asked to articulate their vision for school libraries of the future. Data from these groups informed development of six dispositional continua to guide both school library education and school librarianship in the 21st century. This study clarifies the dispositions needed by school librarians in the future. Introduction "To become independent learners, students must gain not only the skills but also the dispositions to use those skills" (American Association of School Librarians (AASL), 2007). With these words the school library profession in the U.S. signaled its part in a conversation about the need to move beyond the teaching of skills to include the desire and interest in using those skills. This conversation began in the previous century and evolved in teacher preparation from a focus on skills and pedagogy to one inclusive of dispositions. AASL defined dispositions as "Ongoing beliefs and attitudes that guide thinking and intellectual behavior that can be measured throughout actions taken." Children born in the year 2007, when the Standards for the 21st Century Learner (AASL, 2007) were published, will soon be entering our schools and libraries. In ten years they will be in our secondary schools; in another ten years they may be graduating from our colleges and joining our increasingly global workforce. How should the profession educate the school librarians who are charged with implementing 21st Century standards? We put this broad question to three focus groups of practicing school librarians. Their responses led us back to this issue of dispositions, turning the question from dispositions for K-12 students to ourselves. What dispositions will the future demand of school librarians? Conceptual Framework In 1999, Wright and Davie provided a forecast of future trends in school librarianship based on the vision articulated in Information Power (AASL & AECT, 1988) and the context of the school reform movement, which at the time was influenced by new theories of teaching/learning, site-based management of schools, and increasing pressure to radically change teacher education. In particular, they talk at length about the influence of the National Board for Professional Teaching Standards (NBPTS) and the National Council for the Accreditation of Teacher Education (NCATE). The school librarian's role as instructional collaborator and a vision of the school librarian as "a competent change agent," (Wright & Davie, p.51) were seen as key to enabling needed educational reforms. In order to realize this vision, Wright and Davie (1999) propose and elaborate on eight principles for future school library programs. Six of these principles address traditional areas of school librarianship typically included in school library preparation courses: instruction and collection development, scheduling, planning and evaluation, budgeting, facilities and technology. Two principles, however, seemed especially novel: people and "reliability." People principles go beyond the technical skills emphasized in professional education programs including school librarian preparation and are "the human relations and communication skills that make the library skills effective" (p.84). Their forecast for the importance of "people skills" thus clearly foreshadowed the emergence of dispositions as a critical area of concern beyond the mere acquisition of technical skills. Drawn from the business world regarding high reliability organizations, the principle of reliability stressed clear goals regarding the achievement of all students through standard procedures, ongoing evaluation and feedback, collegiality, and recognized value to the larger organization and society. …

Librarians' Leadership Efficacy, Training, and School Involvement: Collaboration between Teachers and School Librarians in Israel

Abstract: This paper analyzes the correlation between the type of training received by librarians, their leadership efficacy and their involvement in the life of the school, and patterns of teacher-librarian collaboration (TLC) in Israel. The study was based on 291 questionnaires answered by school librarians, teachers, and principals of public schools in Israel. The research findings indicate that leadership ability is predictive of an advanced pattern of teacher-librarian collaboration (TLC). Similarly, the perceived level of advanced cooperation was lower among librarians who do not have a teaching license, than for either teacher-librarians or librarians with a teaching license who work only in the library. The teacher-librarians were perceived to have the highest level of pedagogical and social involvement, and therefore the chances that they will maintain an advanced pattern of TLC are the higher. Introduction This paper is based on research conducted in Israel in 2010. It is a qualitative study based on a questionnaire distributed to school librarians, principals and teachers in Israeli Jewish public schools. The goal of the study was to examine the degree of connection, if any, between the leadership efficacy of the librarians, as perceived by themselves, teachers and principals, and their involvement in the life of the school and patterns of teacher-librarian collaboration (TLC) in Israel. We also analyze the correlation between the type of training the librarians received, their leadership efficacy, and TLC. This paper contributes to a renewed examination of the required competencies and the cultivation of leadership skills in the education of effective school librarians. It also sheds light on the areas of involvement necessary for development of best practice work patterns that are an important factor in building fruitful collaboration between librarians and teachers. Literature Review Teacher-Librarian Collaboration (TLC) Collaboration is defined as a relationship system based on shared goals, a shared vision, and a climate of trust and respect where each partner has a defined role. The partners share the leadership, risk, control and resources. Usually, the work relationship between them lasts for a relatively long period of time (Callison, 1999). The importance of TLC has long been recognized. As early as 1941, school librarians in the United States were expected to be familiar with the sources teachers needed for teaching, to coordinate with them and integrate them in the school's plans. Standards formulated by the American Library Association in 1945 emphasized the close working relationship between librarians and teachers (Douglas, 1945). In 1960, the standards of the American Association of School Librarians were updated with a focus on collaboration between teachers and librarians, in order to encourage excellence, and provide teachers and students with the resources they required. In the 1980s, the clear connection between increasing the collaboration between teachers and librarians, and an improvement in students' achievements was recognized. In Empowering Learners, (American Association of School Librarians [AASL], 2009) the role of the school librarian is based on the belief that the librarian is central to teaching and learning in school. TLC was a central issue in the second edition of Information Power (AASL, 1998). It emphasized the involvement of librarians in the educational process, while the newer Empowering Learners places more emphasis on collaboration and team-teaching by the librarian and a teacher as a way to achieve the goal of improving students' achievements (Loertscher, 2009). In the 21st century educational environment, the librarian is required to intensify collaboration, especially with classroom teachers. Predictions of future developments in the role of school librarians emphasize the need to be a partner in teaching. The librarian is required to build new collaborations and connect the school resource center to a broad educational community through cooperative programs even with organizations outside of the school (AASL, 2009). …

Integration of evidence-based library and information practice into school library education: A case study

Abstract: Evidence-based library and information practice (EBLIP) provides an avenue toward success for school library programs. This case study explored school library certification students’ understandings of, experiences with, and potential applications of EBLIP within the context of a school library management course. Findings suggest students had limited experiences with EBLIP in school library settings. Study of EBLIP over the course of a semester increased students’ understanding of the concept. Students recognized the importance of EBLIP for the development, improvement, and sustainability of school library programs. Students also expressed intentions to implement EBLIP in actual practice. However, application of EBLIP into an assignment reflected a disconnect between their stated understandings and their actual use. A more widespread integration of EBLIP into the entire LIS curriculum will strengthen student understanding and ability to apply EBLIP to school library programs.

Preparing school librarians in rural areas through distance education and communities of practice

Abstract: As distance education and online learning continue to redefine higher education, graduate programs in library and information science remain a popular course of study for this type of instructional delivery method. Programs that target the unique needs of adult students, focused on constructivist learning, can provide increased levels of access to higher education for students in rural communities. As a recipient of an Institute for Museum and Library Services (IMLS) grant, one institution is providing distributed, community-based instruction to rural areas and encouraging a community of practice to support pre-service school library candidates. Introduction Changes in the delivery of library and information science preparation programs have followed the pattern of other programs in higher education. Over the last decade, many public and private universities have moved courses and programs of study online to reach larger groups of students. In terms of philosophy, the desire to provide higher levels of access is consistent with the mission of libraries as places of learning and education for all. As distance education and online learning continue to redefine higher education, graduate programs in library and information science remain a popular course of study for this type of instructional delivery method. At the graduate program level, decisions to move programs of study and courses online appeal to adult learners for a number of practical and intellectual reasons (Bunn, 2004; Park & Choi, 2003; Dow, 2008; Martinez-Witte & Wolf, 2003). The majority of adult learners returning to school for advanced degrees are employed full-time and many are balancing family and personal responsibilities. Whether the desire to obtain an additional degree is motivated by personal growth or career advancement, the addition of coursework and study often adds to the professional and personal demands on the individual. An online course or online program of study provides the adult learner to "attend" class and complete program requirements in a more flexible manner. Asynchronous lectures, discussions, and small group or independent projects allow the adult learner to progress at a manageable pace. Higher levels of discussion and project-based learning allow the adult learner to draw upon their years of personal and professional experience. [The university], located in [the southwest region of the United States], has followed this pattern and provides a number of courses in a blended/hybrid format, where students come to a campus very few times during the semester. Additional courses are offered in a completely online fashion. Students are typically full-time K-12 public school teachers, seeking certification or a master's degree to work as a school librarian. Review of Literature A specific challenge to areas of the United States lies in the students' ability to physically access institutions of higher education (Luna & Medina, 2007). Most universities are located in urban and suburban regions, and students residing in rural communities often have difficulty driving long distances to attend classes in person on a university campus. Students who are able to attend evening courses often leave work early to drive several hours to campus, attend class, and drive hours back to their home communities. Online education alleviates most of this travel challenge for students in rural areas of the country. However, rural areas often suffer from a lack of dependable internet service, with few households able to access high-speed services that are common in urban and suburban areas. Students who may wish to participate in online learning experiences often find themselves at the mercy of inconsistent or unreliable internet access. In [our state], this typifies the experiences of many students. While our students in the larger suburban and urban areas surrounding the main and satellite campus have easy access to the university and its resources, those in rural communities often struggle to attend class or participate in activities on campus and take advantage of opportunities through the university system. …

Digital Image Tagging: A Case Study with Seventh Grade Students

Abstract: Results of this exploratory study suggested engaging students in digital image tagging can have analytical and educational importance The study was designed to gauge middle school students’ capacities to describe digital images from two digital libraries that they used in an information literacy activity When describing the image attributes, students (N=81) freely chose single words and multiword phrases to describe the interpretations, feelings, and questions evoked by the images These descriptors were used to derive conceptual categories for the seventeen digital images Results demonstrated that students acknowledged the responsibility of indexers to choose index terms for objects in collections that enable identification, organization and retrieval The study sheds light on the potential to improve age-appropriate access to images by means of offering a multi-tiered approach to image representation It also introduces a transparent approach to teaching information literacy concepts through creative thinking about the meaning of resources and their relationship in a broader information cycle context

Digital Natives, 21st Century School Libraries, and 21st Century Preparation Programs: An Informal Affirmation of Branch and deGroot

Abstract: The presentations from the 2011 IASL conference theme School Libraries: Empowering the 21st Century Learner offered much to think about for graduate programs preparing future teacher librarians. Research indicates that school librarians are not actively integrating Web 2.0 tools into their programs, but students are regularly using these tools outside of school for accessing and sharing information. Professional preparation programs must help future librarians master these tools so they can be school leaders on the Web 2.0 technology frontier. This paper discusses issues related to Web 2.0 integration in online graduate programs in school librarianship and offers examples of Web 2.0 activities that can be used in graduate courses. Introduction My how time flies! I have just spent the last hour on Facebook chatting with my friend and colleague, with whom I attended the 49th annual International Association of School Librarianship (IASL) conference in Kingston, Jamaica in August 2011. We were just sharing our views on yellow versus black plantains, recipes for mango sorbet and other important tidbits of information from the conference. At the same time, I was "hanging out" on Google Plus with my daughter, chatting about the new hire at her library and a new date for the upcoming state fair. Just moments before, I posted some links on our WKU Library Media Education (LME) program's Facebook page promoting International School Library Month and our state library association's upcoming conference. While yesterday I was on Skype, chatting with a colleague in Spain about various personal and professional matters. By the way, the weather in Barcelona is superb! Tomorrow I plan to create YouTube videos and Podomatic podcasts for graduate students in my online classes in school librarianship to help them get started with the semester, and I have yet to begin my day's work! Or have I? That's just how our learning ecology works online. When we use these tools simultaneously for work and play, the boundaries between learning in our personal and professional lives start to blur and intersect. In writing this article, I have come to realize that I have become the subject of my own research! It seems that lately that my own interests and experiences drive much of my current research in teacher librarianship. So, here I sit, laptop in hand, iPod at the ready, busy creating and sharing information in the personal, professional, and academic areas of my life using Web 2.0 applications. Coincidentally, these very activities were the subject of my research on Web 2.0 tool usage last semester (Houston, 2011). My interest at the time was in exploring the learning ecology of our graduate students' use of Web 2.0 tools in the different areas of their lives to better understand what they know and what they might need to learn about this exciting educational technology frontier. I use the learning ecology framework because the Web 2.0 tools we use for informal learning have the potential to influence teach in formal environments, and vice versa (Barron, 2006). In my own case, I started a travel blog with my friend and parlayed this knowledge into developing a blog for my graduate students on Web 2.0 information resources. As this example demonstrates, the learning ecology perspective moves Web 2.0 tools to the forefront of teaching and learning in the 21st century because of the way we tend to use them in different learning contexts, and the potential they have to merge our learning experiences from one context into another. This is especially true for our young "digital natives" who use Web 2.0 applications regularly for informal learning activities. Researchers assert that these 21st century tools could have powerful formal educational applications if they are effectively integrated into learning experiences taking place inside the school walls (Barron, 2006; Zhao & Frank, 2003). Aside from developing a keen affection for Jamaican cuisine, my most valuable souvenir from the IASL conference was the overwhelming sense of urgency I felt to integrate Web 2. …

The roles of professional organizations in school library education: Case studies from around the world

Abstract: International guidelines for school libraries and teacher librarians exist. However, the role of professional library associations in teacher librarian education has been largely overlooked. This exploratory study examines the role of professional library associations in Brazil, Honduras, Nepal, and the United States (specifically California) relative to teacher librarian pre-service education and in-service professional development. The associations are analyzed in light of communities of practice and the contingency theory of socialization. The findings demonstrate how professional library associations provide culturally relevant professional development that melds professional expertise and socialization. Introduction In 1999 the International Federation of Library Associations (IFLA) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) approved a School Library Manifesto. Titled The School Library in Teaching and Learning for All, the document asserts that "The school library provides information and ideas that are fundamental to functioning successfully in today's information and knowledge-based society. The school library equips students with life-long learning skills and develops the imagination, enabling them to live as responsible citizens" (p. 1). The manifesto states that the mission of the school library is to "offer learning services, books and resources that enable all members of the school community to become critical thinkers and effective users of information in all formats and media" (p. 1). School Libraries link to the wider library and information network in accord with the principles in the UNESCO Public Library Manifesto. To that end, school library resources should complement textbooks, and include a variety of formats. Services need to be provided equally - and free - to all school community members, and accommodate individuals with special needs. The manifesto concludes that collaboration between teachers and librarians, as well as partnerships with outside entities, result in improved student literacy and communication. School libraries must have adequate and sustained funding for trained staff, materials, technologies and facilities. Trained staffmust be provided to achieve the goals of the manifesto. However, the definition of trained is leftunsaid, as are the provisions of such training. In an ongoing study of experiences of beginning teacher librarians (TL) and expert TLs to ascertain the factors that predict practitioner success, the author has compared southern California TLs (and their academic preparation) with the experiences of TLs in other representative countries (e.g., Australia, Brazil, Canada, European Union, Hong Kong, India, Nepal, Japan, Taiwan, and Turkey (Farmer, 2008). Factors were identified that link to TL preparation, with the intent of determining: 1) at what point in the academic-practice continuum identified skills, knowledge, and dispositions should be addressed; and 2) what pre-service activities optimize learning. In the process, the author tried to uncover universal and culturally determined practices. For the most part, the author used an online survey to collect data. However, she conducted face-to-face observations, interviews, and focus groups in Southern California, Brazil, Honduras, and Nepal. In all cases, the need for librarian and library standards - and professional development to support those standards - has become a strong desire among librarians. In the process, the author discovered the importance of professional library associations in the pre-service and in-service training of TLs. This paper discusses those findings in light of two applicable theories: contingency theory of socialization, and communities of practice. Standards Examination of IFLA's book on library science education (Schniederjurgen,2007) and their book on access to libraries (Bothma, 2007) reveals that TL education and school library practices have been very uneven. …

The Evolution of ePortfolios for School Library Education: A Case Study

Abstract: This article presents a case study of the implementation of ePortfolios as authentic assessments in a school library preparation program at a mid-sized university located in the southeastern region of the United States. It documents how the use of ePortfolios evolved from show-and-tell PowerPoint presentations into powerful, reflective, Web 2.0-enhanced learning experiences that demonstrate school library candidates' mastery of professional standards. The case study focuses on the programmatic approach to process, product, and final assessment. Examination of the ePortfolio experience led to faculty interest in the concept of transparency in online learning, and to the decision for formal integration of peer review in the ePortfolio process. Introduction Lifelong learning, information literacy, 21st century skills, leadership, advocacy, change, new technologies-all of these elements are identified as critical knowledge, skills and dispositions for 21st century school library media professionals (American Library Association [ALA]/American Association of School Librarians [AASL], 2010). In the United States many master's programs that prepare school library candidates to develop and manage library and information services in a PreK-12 setting follow the (2010) ALA/AASL Standards for Initial Preparation of School Librarians. These standards include many action verbs-assess, support, implement, document, communicate, collaborate, model, share, advocate, demonstrate-all words that speak to the behaviors expected of a 21st century school librarian. What strategies can a school library preparation program use to ensure that pre-service school librarians go beyond classroom performance and actually perform the roles of a school librarian in an authentic setting? The fully online Master of Instructional Technology Program at Georgia Southern University has adopted several strategies to achieve this goal. Our program is primarily project-based, so throughout their coursework candidates are in school libraries collaborating with students, teachers, and school librarians to engage in the real work of a school librarian, albeit within the typical constraints of a required assignment. This project-based approach culminates in a semester long practicum (http://iteclibrarypracticum.weebly.com/index.html) completed at the end of the program. During the practicum, candidates for school library media specialist certification (the term still used in Georgia) complete a variety of tasks and activities in different schools to demonstrate their mastery of the ALA/AASL standards. Rather than documenting mastery individually (as happens with specific assignments submitted in required classes), we have implemented an ePortfolio process that makes the knowledge, skills, and dispositions our candidates have acquired visible and transparent across their entire program of study, both in specific courses and within the practicum. This article presents a case study of the evolution of our program's student portfolios from show-and-tell PowerPoints into powerful, reflective, Web 2.0-enhanced learning experiences. Cambridge (2012) suggests that "when deeply integrated into and across the curriculum and cocurriculum, e-portfolios go far beyond an enhanced resume or transcript" (p. 52). The road to creating a program-wide system of ePortfolios that "help students develop...the strategies and confidence to learn independently [and] the understanding of one's own strengths and predilections to allow for more effective collaboration" (Cambridge, 2012, p. 52) has not always been easy, but as the case study presented here demonstrates, the outcomes have been well worth the collaborative efforts of students and faculty. Even though the primary focus of our use of ePortfolios is on the reflective demonstration of mastery of standards, the evolution of ePortfolios has led program faculty to examine a series of related issues. In the following sections we will situate our program's use of ePortfolios in literature that examines theory and research related to the use of portfolios/ePortfolios in teacher education and school librarian preparation. …

The Three C's of Distance Education:: Competence, Creativity and Community

Abstract: The School of Information Studies at Syracuse University has long been an innovator in library and information science education, including the establishment of the field's first Web-based with limited residencies library and information science distance learning program in 1993. This article describes Syracuse's school library education (both distance and campus-based) in terms of developing student competence through a competency-based curriculum, bringing research into the classroom, and the use of technology for teaching and learning; fostering creativity through inquiry and "scholarship in action"; and building a community of inquiry among school library faculty, students, and practitioners through the use of social media and a variety of inclusive techniques. Introduction The nationally-ranked, ALA-accredited School of Information Studies at Syracuse University (iSchool@Syracuse) has a long and rich history of leadership and innovation (Small, 2003). Founded in 1896, the school was the sixth library science school in the United States. Syracuse has been the site of many firsts in library and information science education. In 1974, Dean Robert Taylor changed the name of the School of Library Science to the School of Information Studies, making it the first information school in the U.S. (Small & Settel, 2003). In 1980, under Dean Donald Marchand, Syracuse became the first information school to offer a master's degree program in information resources management (later information management) and, in 1987, the first undergraduate program in information management and technology (Taylor, 1980). In 1993, Syracuse established a distance program specifically for people who wished to become librarians, but who (1) lived in remote areas of the country where no such programs exist or (2) had full-time jobs, young families, or other responsibilities that precluded them from attending traditional part-time programs (Small & Settel, 2003). Syracuse became the first program in the nation to establish a distance program in library and information science that combined online courses with limited on-campus residencies. Soon thereafter, distance programs were established in the other master's-level programs at the School (information management, telecommunications and network management) and recently, a distance executive doctoral program. In this article, we describe school library education at Syracuse University in the context of developing student competence through a competency-based curriculum, bringing research into the classroom, and using technology for teaching and learning; fostering creativity through inquiry and "scholarship in action"; and building community among school library faculty, students, and practitioners through the use of social media and a variety of inclusive techniques. Distance Learning at Syracuse Both distance and on-campus courses are taught by a highly interdisciplinary faculty. Because our School houses three different master's programs, our school media students have the benefit of learning from some of the top scholars in information management and telecommunications, in addition to library and information science. This provides them with a more global perspective on the information profession. Brief (2-5 days), on-campus residencies allow distance students to network with campus-based students and faculty and to participate in "technology training, hands-on labs, and group activities while facilitating bonding of cohort groups" (Small & Settel, 2003, p. 318). Research conducted by Small (1999) explored differences in the educational experience of part-time campus-based and distance students in the Syracuse program. Results revealed that campus-based students find it harder than distance students to (1) balance their academics with their work/family responsibilities and 2) bond with peers and faculty. The study also found that teaching and advising at a distance requires substantially more time commitment by faculty and that ongoing training and technical support for both faculty and students are critical for effective distance learning programs. …

Teacher Librarians as Connectors to the School CEO

Abstract: Forty-nine rural superintendents in two Midwestern states in the USA participated in a qualitative study to investigate how they utilized research and information expertise of teacher librarians to solve district challenges and opportunities. Researchers partnered with six Midwestern regional offices of education who helped facilitate the study's focus groups. Resulting data indicated that a majority of superintendents were not accessing the expertise of the teacher librarian. They were not familiar with the role of teacher librarians, nor were they familiar with the current research on the importance of school libraries and librarians in advancing student learning and student achievement. Introduction and Background The superintendent of schools is the chief executive officer (CEO) of the school district in the United States of America. With the implementation of the No Child Left Behind Act of 2001, greater emphasis has been placed on the accountability of superintendents to provide instructional leadership for the school district. "In the current era of legislated accountability, communities and school boards all would like to see better test scores" (Glass & Franceschini, 2007, p. xiv). School board members and community members expect their superintendent to be well informed on the latest research in the areas of curriculum, instruction, and assessment. Incumbent on these expectations is the knowledge and skills of the superintendent to access both human and technical information and resources to make the best decisions for the school district. Not only must the superintendent have expertise in the areas of curriculum, instruction, and assessment but also in the areas of finance, student services, facilities, maintenance, and transportation. Superintendents have, at their fingertips, highly qualified school and district teacher librarians who act as agents of knowledge and who can provide the superintendent with up-to-date information to assist in student learning and student achievement as well as overall problem-solving and decision-making. In The Tipping Point, Gladwell (2005) explained that despite the availability of a wealth of knowledge at one's fingertips through electronic media, the word-of-mouth epidemic fueled by people who act as "connectors" is significant in world events. The role school and district teacher librarians play as Connectors is significant to a school district's ability to meet 21st century demands for enhanced student learning. While our electronic connectedness absorbs our time and appears to connect us to all our needs, face-to-face contact and word-of-mouth connectedness continues to be an essential component in human relationships, which is a critical component in role of the teacher librarian. Early in the twentieth century, school librarians were the Connectors who connected readers to books. Mid-century, librarians became known as library media specialists who connected students to a variety of media available in school libraries. Today school and district teacher librarians act as Connectors to informational literacy: their role is to advance informational literacy. School-based teacher librarians serve a vital role in assisting students to acquire 21st century skills and, through building collaborative, connected relationships with teachers and administrators, student learning is enhanced. A plethora of research supports the positive influence quality school library programs and teacher librarians play in advancing student achievement (Ireland, 2001; Lance, Rodney, & Hamilton-Pennell, 2005; Lance & Hofschire, 2011). Teacher librarians also act as Connectors to superintendents, school board members, and the community at-large. They can search out information for superintendents, help superintendents critically evaluate information, locate and use multiple technological resources, and together with superintendents, synthesize their findings to create new knowledge for decision-making and instructional programs. …

Educating school librarians in the English-speaking Caribbean: The case of the department of library and information studies at the University of the West Indies, Mona, Jamaica

Abstract: School library education in the English-Speaking Caribbean is offered at the undergraduate level at the Department of Library and Information Studies (DLIS), University of the West Indies, Mona, Jamaica This research describes the programme and the challenges faced by the Department in its delivery A survey was conducted during the 2011 academic year and the results indicated that the DLIS needs to restructure its undergraduate BEd School Librarianship programme to include recent trends in school library education It was recommended that the DLIS develop a two tiered programme to be delivered using the blended-learning mode in order to increase its student in take In addition to this, DLIS needs to include courses that will allow its graduates to possess the necessary knowledge and competencies to function effectively in school libraries in this Information Age Introduction This paper describes school library education in the English-speaking Caribbean within the context of current trends It highlights the nature of the problem in the delivery of the programme at the DLIS The main problem experienced by the Department is the decline in enrolment in the BEd programme which arises from the failure of potential students to meet the matriculation requirement of the university and the deficiency of the full-time face-to-face only delivery mode to meet the demands of present day students The paper also presents the findings from a brief survey done in the present academic year by graduates assessing the Department's BEd (School Librarianship) and one of the past Heads of Department (HOD) It concludes with recommendations for improving the programme This research is significant in that DLIS is the institution that trains school librarians in the Caribbean and there needs to be empirical evidence to support anecdotal evidences and observations in order to effect changes in order to preserve the BEd programme Library Education in the Caribbean Library education was first available within the Caribbean at the Eastern Caribbean Regional Library School in Trinidad which closed its doors in 1962 and it was not until 1971 that a library school was established at The University of the West Indies, Mona Campus At present UWI serves 15 English-speaking countries through three physical campuses in Barbados (Cave Hill), Jamaica (Mona), and Trinidad and Tobago (St Augustine), and its centres located in twelve other English-Speaking Caribbean islands and its Open Campus (McIntosh, 2008, p 1) The DLIS was established to educate information professionals in the English-speaking Caribbean with funding from UNESCO The Department is located within the Faculty of Humanities and Education and its mission is to " provide the highest standard of teaching and research to produce library and information professionals well equipped to face the challenges of the dynamic information environment and capable of managing the information needs of the Caribbean for the twenty-first century and beyond" It sets out to do this by delivering library and information studies (LIS) courses in keeping with international standards that is firmly rooted within the Caribbean context (DLIS Quality Assessment Report, 2012, p 4) Initially, the Department offered a single three year undergraduate degree in library studies based on the British model since this has been the pattern for the university, which was once a college of the University of London Over the years other programmes were added such as the postgraduate diploma in 1974 which was converted to the Master in Library Studies in 1987, and is intended for persons without prior knowledge of LIS and based broadly on the typical entry level graduate degree found in North America In 1998 the Master of Art Library and Information Studies was added as an advanced degree for students who had done the Bachelor of Library and Information Studies The Bachelor of Education in School Librarianship was developed in 1997 …

Teacher-Librarians Leading Change:: Some Stories from the Margins

Abstract: This article comes out of a panel discussion of five teacher-librarians, all working in disadvantaged circumstances, which was broadcast to schools across the Western Cape Province, South Africa, with the purpose of motivating schools to set up libraries. Four of the panelists are students in the University of the Western Cape's school librarian education programme. The request for the broadcast came from two managers of the QIDS-Up school improvement project in the Western Cape Education Department, which has sent collections of books to over 400 historically disadvantaged schools across the Western Cape. The project's aim was to improve the prevailing low literacy levels with injections of attractive reading material. But the two managers were concerned that the donations of books had had little impact. The article focuses on participants' anecdotes about their fledgling libraries and their impact on their schools. The discussion provides inspiring and convincing evidence of how dynamic creative individuals can find ways to overcome challenges to make a difference in their schools. In the process of taking on leadership roles, the participants have constructed new identities as school librarians.IntroductionThis article reports on a panel discussion of five teacher-librarians, which was chaired by the author and broadcast in June 2011 to 400 schools across the Western Cape Province, South Africa, as part of the Telematics school improvement project of the Western Cape Education Department. Four of the panelists are recent graduates of the school librarian programme of the University of the Western Cape (UWC) and the fifth is a retired teacher, now volunteering as a school librarian.The author saw the broadcast less as "school improvement" and more as an opportunity to explore some of the questions that have preoccupied her as a researcher in South African schools and public libraries for some years. The chief of these is simply: Why do teachers take on responsibility for school libraries given the prevailing unconducive climate? By recounting and analysing the participants' stories, the purpose of this article is to explore the realities experienced by librarians in disadvantaged schools across South Africa. Their anecdotes in the course of the panel discussion offer insights into their beliefs and their motivations in taking on the challenge of joining UWC's programme and establishing their libraries. The article might be of interest to a diverse readership in literacy education, school leadership, school change, and librarian education.Curriculum reform in South Africa in the late 1990s brought hope of a more conducive climate for libraries (Hart, 2002, 2007; Hart & Zinn, 2007; Zinn, 1999). It was believed that fairer provisioning might redress the unequal distribution of school libraries across advantaged and disadvantaged sectors, which was the inheritance of apartheid education. The ethos and pedagogies espoused in the new curriculum implied a need for access to a wide array of reading and learning resources. And the insistence on the need for lifelong learners seemed to indicate recognition of the need for information literacy education and therefore of libraries. Yet, it soon became apparent that there was little recognition of these connections in circles outside librarianship. The recent growing concern over the high numbers of dysfunctional schools and shockingly low literacy scores has still not persuaded government of the contribution of libraries to school quality. Thus, we still lack a national school library policy and strategy.The request for the Telematics broadcast came from the two managers of the Quality Improvement, Development, Support and Upliftment Programme for Public Schools project (QIDS UP) in the provincial education department, which has sent collections of books to over 400 historically disadvantaged schools across the Western Cape (Western Cape Government, 2009). …

Learning Resources Centers in Kuwait: Prospects for the Future

Abstract: Many countries have documented the impact of school learning resources centers (LRCs), serving students aged 6-18 years and pre-school, on the educational process and on student learning (Lonsdale, 2003), and have found that both human and material resources are essential to effective LRC operation. Kuwait has been blessed with an early educational public school system, which has been establishing a library in each school for over a course of more than seventy years. However, this early system has failed to keep pace with the latest advancement in the school library arena in terms of personnel, resource, and services that serve students, teachers and school administrators alike. Studying the current situation of school libraries in Kuwait is an important prerequisite to evaluating the situation in preparation for any reform. This paper is an analytical description of the current state of public school libraries in Kuwait, and it offers some suggestions for their reform. Introduction The school's learning resources center (LRC) is an integral part of the educational process, including the personal and recreational growth of students. It primarily serves students, teachers and staff as it strives to provide reading materials and the latest resources that support the curriculum and encourage reading. A LRC also enhances the patrons' library and information skills, such as searching, researching, evaluating, analyzing and synthesizing. In addition, LRC personnel train students in the skills of self-learning and critical and innovative thinking, and they provide quality learning opportunities by giving all patrons access to library resources and services throughout the school day. Modern trends of education emphasize the importance of the school's LRC and the large role it can play in the goals of education (Lonsdale, 2003). In an attempt to assess and investigate the status of the LRCs in Kuwait as well as their achievements and prospective roles in stimulating student learning in an increasingly information-dependent life, this study provides a descriptive analysis of the LRCs in Kuwaiti public schools. The study documents the status of the Kuwaiti school library system and concludes with a set of identified problems and prospects for their solutions in order to maximize the impact of LRC on student learning. Development of School Libraries in Kuwait The school library system in Kuwait has been supported by a government-run infrastructure that can be traced back to the beginning of the compulsory public school in the early 1900s. The first formal school libraries were founded in 1936 at the Al-Mubarakiyah School which had opened in 1912 and at the Al-Ahmadiyah School which had opened in 1921 (Ali, 1997). Kuwait was among the first countries in the Arab Gulf Cooperation Council (AGCC) to establish school LRCs, formerly known as school libraries. According to Mr. Eid S. Shilaash (Shilaash et al, 2010, p. 25), the Interim Manager of the Libraries Administration (LA) at Kuwait's Ministry of Education (MOE), "efforts were taken since the late 1950s by MOE to develop the school library system in Kuwait, its facilities, resources, services, as well as its professional and administrative staff." Extant literature about school libraries in Kuwait is scant. At most, the literature consists of brief reports and descriptions that lack detailed information, let alone the integration of an analysis of important developmental services provided by the government as part of the evolution of services that are fundamental to Kuwait's modernization. A research study conducted by Yasser Yousef Abdel-Motey (1989), as part of his doctoral dissertation, scrutinized the competency of Kuwaiti schools' library media specialists (LMSs) and explored their training and preparation in Kuwait. The study yielded recommendations that are still valid; unfortunately, no other scholar or school fully explored nor applied them. …

The School Library of Today: Guises and "Universal" Roles

Abstract: In recent years, the disappearance of traditional libraries from Britain's schools has attracted strong criticism. This paper explores how the computer-oriented information environments that have replaced them do, however, share similarities with old-style book areas. Specifically, each: (a) connects users with information, (b) offers resources that are available to everyone, (c) incorporates structures that demonstrate how large collections of information may be organized, (d) forms a space for developing and practicing information skills, (e) provides a welcoming environment for all, (f) unites pupils of different ages, and (g) may afford access to staffwho support the learning process. The paper concludes by suggesting that, irrespective of the nature of the "library", the existence of an intermediary who can discharge a range of teaching and learning functions is crucial. The evolving school library The vastly increased prevalence of information and communications technology (ICT) is one of the most fundamental differences between today's schools and their counterparts of thirty years ago. In previous eras, it would have been rare to find in Britain a school of any real size that lacked some sort of central collection of books and a work area for associated pencil and paper study. There is now, however, a growing trend in the UK towards school "libraries" that are mainly or even wholly electronic. This is especially the case in the secondary phase. It is true that some new school buildings which accommodate old-style book rooms are continuing to be constructed. Monkseaton High in the north-east of England provides a case in point (Shenton, 2011). Here, in September 2009, the organization moved into recently completed multi-million pound premises, where separate spaces are allocated for a "reading room" and several independent learning zones accommodating only computer workstations. Nevertheless, figures stated by Alan Gibbons suggest that as many as around one in five academies are opening with no library at all (Gibbons, 2008). Schools of this type are usually built in deprived areas of the country where levels of educational achievement are low. The premises of schools that have been deemed to be "failing" are replaced with new accommodation and, it is hoped, a fresh ethos is instilled. Technology tends to play a prominent role in the teaching and learning activities that take place within academies. There are also frequent reports of existing secondary schools jettisoning their traditional libraries. Typically, in their stead are either study centers which combine often limited book provision with ICT facilities or areas consisting solely of networked computers. In some instances, the change is motivated by concerns that the use made of large book areas is insufficient to justify either the space they consume or the costs necessary to maintain an up-to-date collection. Elsewhere there may be a feeling that, amidst all the high-tech innovations in teaching and learning, book rooms appear anachronistic. The shifthas attracted much criticism in many quarters (see, for example, Adams, 2008; Lightfoot, 2008; Owen, 2009), and, for some commentators, any situation in which the profile of books within a school suffers a major reduction is deplorable. According to Susan Elkin (2012), "Books are to education and learning what air and water are to life. Every child needs access to the printed word". Rather than dwelling on what has been lost as a result of the switch from traditional library to computer-oriented resource center, however, it is illuminating to consider the various ways in which an essential continuity is maintained across the two ostensibly very different types of information environment. This paper discusses at length seven particular features that are shared by old-style school libraries and the new breed. It is principally concerned with information environments in secondary schools (which, in Britain, are attended by youngsters aged eleven to eighteen), although some arguments could be applied to schools that deliver education in either of the two main phases. …

Distance Learning as a Central Issue for the Learning and Professionalization Process of Professeurs Documentalistes: The French Synthesis of Transliteracy

Abstract: The initial and continuing academic programs for teacher librarians in France have to face major changes in their content and organization. A new social request for distance learning courses crosses a changing conceptual, epistemic and technological content that demands the implementation of adapted academic policies. The creation of distance learning curricula in universities is based on three factors: - A new perspective on information culture which includes cross-cultural and critical knowledge about information, media and computer science. This "transliteracy" dimension is congruent to the logic of distance learning. - The emphasis in use and reflection on information and communication tools that are common to existing curricula and distance learning courses. - The necessity of alternative training strategies for the universities which includes experimentation of information technologies as learning tools, objects and subjects. Introduction France chose to create a specific function, the Professeur-documentaliste or teacher librarian, who has the academic and professional status of a teacher but does not teach a scholarly discipline. This special teacher has to master documentation techniques, information science and pedagogic skills. The professeurs documentalistes consider themselves teachers above all, being trained as such, and have had to create their own curriculum inside the school institution without any real program, regarding the importance of information literacy and culture at school. Until 2009, their training was delivered by the IUFM, (University institutes for school teachers training) over two years, the first year being dedicated to the competition exam with a program based on information and education science, and documentation techniques, the second year, for those who succeeded, to professionalization, part time in a school, part time at the university. Since 2009, the academic curriculum of all the teachers has changed in France. A master's degree is necessary, and the training is centered on academic, didactic and theoretical knowledge. The IUFM have been integrated into universities. This change has led many professionals to try to complete their curriculum when they do not own a master's degree, on one hand, and others to start working before getting a master's degree. This has created a new demand for educational opportunities in distance learning, while the reform of French universities encourages them to broaden their offer. Distance learning can be defined by the separation of teacher and learner in space and/or time, the use of media and communication tools, the self-control of learning pace and content by the learner (CDLP, 2011). It allows current students who cannot attend the courses or working professionals to pursue learning or training process. Without trying to define precisely distance learning here, we can notice that it can be considered by the institutional point of view, which depends on political and economic choices, and by the pedagogical point of view, which implies a reflection on the link between information system and teaching and training system. Distance learning, especially when using digital technologies (E-learning), relies on a complex "knowledge ecology" (Morandi, 2010) which mixes education with and education on information. Traditional distance learning using mail has existed for a long time in France by the CNED (National center for distance education) without innovating practices. E-learning offer in initial Master degree or continuing education programs is new and still quite rare among French universities for the professeur documentalist's curriculum. Very few of them offer real self-sufficient, web technologies based distance learning courses. According to Henri Isaac (2008), in a report L'universite numerique (The Digital University) published in 2008 and commissioned by the Minister for Higher Education and Research, there is a digital gap in France which is due to systemic and human shortcomings. …

School Library Education in Thirteen Countries in Sub-Saharan Africa

Abstract: This paper attempts to provide a comprehensive report on school libraries and the status of training of school / teacher librarians in thirteen African countries. A full report will be presented to the IASL Research Forum 2012 in November 2012. Recently, the IASL Research SIG, Royal Tropical Institute (KIT) Information & Library Services, the ENSIL Foundation (Stichting ENSIL) and a number of other international school library colleagues have been co-operating in an attempt to collect reliable research data on public school libraries. The provision of a new form of affordable online training for school librarians / teacher librarians is introduced. It also presents an idea for a new form of affordable online training, combining the use of ICT with traditional concepts, which could eventually be used for the training of school library staffthroughout the world. Background In most African countries primary and secondary schools that have internet access and enough books to read and study for their pupils is considered a rare luxury. The concept "school library" is often unknown to the pupil, and and the more common scenario is that the student is not likely to visit a library until he/she is able to pursue higher education. For a university to be accredited, one of the conditions is to have a library on the campus. For schools it is not compulsory to have a library on their premises, yet. In 2007 and again in 2010, school libraries were included in the IFLA/FAIFE World Reports (Bothma 2007, and Bothma 2010). The following statistics for school libraries on the African continent (excluding countries in North Africa) were published: These reports also discuss the availability of the Internet to school libraries on the African continent. Sometimes training of library staffcan take place via the Internet, if reliable facilities are available. The reliability of some of the statistics on Table 1 and Table 2 has been questioned at the international level. Questions have been asked about the methods that were used in data collection, definitions which were used and the actual dates when data collection took place. It is not the intention of this paper to corroborate or question these data and methods, but rather to illustrate the difficulties in identifying school library facilities. Only then, is it possible to start a benchmark study and compare literacy data and assess their dynamics. In a next phase it is possible to start to collect information to improve strategies for enhancing the educational roles of school librarians in various parts of the world. UNICEF (2010) and the World Bank (2011), both confirm that 21.4% of all illiterate adults live in sub-Saharan Africa. International data suggests that school libraries play an important role in promoting reading and literacy, additionally; it is possible to do a comparative research among schools with and without a library. We may even conclude that the lack of libraries (and by extension books) throughout the African continent, also contributes to the lack of a reading culture. Introduction The importance of definitions The research group agrees that first of all, for the purpose of this paper and in order to provide reliable data, agreement needs to be reached on international definitions and terminology for: * A school library * A teacher librarian and other school library staff * The training required for a qualified teacher librarian. Reliable data about school libraries could be used for advocacy, to raise the prestige of school libraries at international level. International definitions should be acceptable to both the Library and Information Science (LIS) and the educational communities, since a school library should provide a link between the library world and the world of education (Boelens, 2010). These decisions should not be made just by librarians but by librarians and teachers working together at international level. …

The Literacy Beliefs of Child Care Professionals: Prerequisite Knowledge for Teacher librarian Literacy Leaders

Abstract: Teacher librarians can offer professional development, services, and programming to instructional leaders and care providers of young children; however, to optimize instruction, they should understand the general knowledge base of early care professionals. This study examined the literacy beliefs of the instructional leaders of child care facilities. Instructional leaders self-reported their beliefs through response to a survey that contained the Teacher Beliefs Questionnaire (Seefeldt, 2004). Results suggest that instructional leaders' beliefs are most consistent with research-based best literacy practice in the areas of book reading and writing and most contradictory in decoding knowledge. Additionally, care providers appear not to have a full understanding of the relationship between early vocabulary development and later reading ability. These findings point to areas which teacher librarians should target in offering professional development. Specifically, in read-aloud sessions librarians should model repeated readings, the use of expository text, facilitation of children's vocabulary development and incorporation of developmentally appropriate code-focused instruction into fun-filled, child-friendly activities and conversations. In co-planning and delivery of professional development, librarians can underscore the importance of vocabulary-building experiences and interactions and promote the reciprocal benefits of reading and writing development. Introduction Though literacy has always been of great importance to teacher librarians, they have recently taken a collective interest in defining themselves as the literacy 'go-to' group. The American Association of Teacher librarians (AASL) (2009a), in addition to emphasizing the librarian's literacy contributions through the teaching and instructional partnership roles, has called on librarians to take a proactive leadership role in literacy support and instruction. To further emphasize this role, AASL (2009b) issued a position statement supporting the full realization of teacher librarians' contributions to students' reading development. Numerous school library professionals have also issued their own calls to teacher librarians in the field to fulfill the literacy leadership role through a variety of means (Achertman, 2010; Asselin, 2003; Branch & Oberg, 2001; Braxton, 2008; Loertscher, 2006, 2010; Moreillon, 2009, 2011; Rosenfeld, 2007). The AASL School Library Media Specialist (SLMS) Role in Reading Task Force posits that teacher librarians should partner with "classroom teachers at all grade levels and in every subject area" (2009c, slide 4). One way that teacher librarians can fulfill this call is by reaching beyond school boundaries to serve as literacy leaders to early childhood professionals. Through such activity, teacher librarians not only support their own schools' outcomes through instructional collaboration with caregivers at the preschool level, they also bolster their positions as literacy leaders (Arnold & Colburn, 2007, 2009; Braxton, 2004; Cahill, 2004). Teacher librarians throughout the world recognize the importance of serving young children. Filipenko (2004) in Canada and MacDonnell (2006) in the U. S. suggest that teacher librarians research and integrate developmentally appropriate information literacy standards for young children. In Australia, Braxton (2004) stresses the importance of proactively encouraging library use for preschool populations and their caregivers. And in Finland, schools support literacy for all through invitations to family-focused literacy events (Halinen, Sinko, & Laukkanen, 2005). A resounding call has also been issued in the United States for librarians to serve early childhood populations. Arnold and Colburn (2007) have advocated working closely with Head Start professionals; Cahill (2004) and Dengel (1994) support outreach to local child care providers; Keller (2005) proposes collaborative partnerships between school and public librarians, early childhood agencies, and early childhood care providers; Neuman, Celano, Greco, and Shue (2001) suggest offering book selection guidelines to early care providers; and Schwindt and Tegeler (2010) issue invitations to engage preschoolers through active storytimes in the school library. …