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IFLA school library guidelines, 2nd revised edition

TL;DR: This is the second edition of school library guidelines published by the IFLA Section of School Libraries to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services.
Abstract: This is the second edition of school library guidelines published by the IFLA Section of School Libraries. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel. These guidelines constitute the second edition of the IFLA ‘School Library Guidelines’. The first edition of the school library guidelines was developed in 2002 by the School Libraries Section, then called the School Libraries and Resource Centers Section. These guidelines have been developed to assist school library professionals and educational decision-makers in their efforts to ensure that all students and teachers have access to effective school library programs and services, delivered by qualified school library personnel.
Citations
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Journal ArticleDOI
08 Aug 2017
TL;DR: In this article, the authors describe how one school transformed its school library and made it a central place for reading within the school, using data collected from a larger dataset of six schools.
Abstract: Much research has documented the strong correlation between independent reading and academic achievement, and the school library can serve a crucial role in encouraging reading. Drawing from one case study out of a larger dataset of six schools, this paper details how one school transformed its school library and made it a central place for reading within the school. Data collected provided evidence of the kinds of strategies, programmes and design that works to encourage reading. Schoolwide reading surveys, interviews with principals, teachers and Library coordinators at each school and interviews with students gave an understanding of the culture of reading and library use within the school. Qualitative library observations, timed counts, narratives and time-lapse photographs of library space contribute to our understanding of how particular spaces within the library was used for reading or not. Factors for building a reading culture include: (1) Designing conducive spaces for reading, (2) Curating the selection for readers, (3) Creating programmes to excite readers, (4) Designing spaces for reading, and (5) Building an ecology for reading.

8 citations

Journal ArticleDOI
TL;DR: In this article, a qualitative research approach is adapted to investigate the roles, functions and competencies of LMTs in managing SRCs and supporting 21st century teaching and learning in the school setting.
Abstract: 21st century skills are embedded in the Malaysian school curriculum to prepare and produce knowledgeable and responsible young citizens in coping with the challenges of the global knowledge economy. The trend has an impact on the roles of school resource centers (SRC), which are currently managed by the so-called library and media teachers (LMT). As the LMTs are appointed among school teachers who need to allocate and divide their responsibilities into academic teaching and SRC management, several issues are found from literature pertaining to their overburdened teaching tasks, lack of time and inadequate library management competencies. This has caused further shortcomings in service provision including poor implementation of information literacy and reading programs for school students. A qualitative research approach is adapted to investigate the roles, functions and competencies of LMTs in managing SRCs and supporting 21st century teaching and learning in the school setting. This study uses semi-structured interviews for data collection involving five (5) LMTs who provided insightful feedback towards understanding the aforementioned issues. The findings reveal essential information with respect to the roles, functions and competencies of LMTs and also identify relevant challenges that can disrupt the provision and delivery of SRC services, facilities and programs. This requires the attention of the government and school administration to enforce a better platform that enables the LMTs to uphold their roles and functions accordingly towards enhancing the 21st teaching and learning environment in Malaysian schools.

6 citations

Journal ArticleDOI
TL;DR: In this paper, the authors look at the implications and challenges of creating makerspace in school libraries in Nigeria and conclude that there is a need to have makerspace as this will create route of networking among students, which will enable them to identify their talents/skills, satisfy their curiosity, bring their imaginative ideas to life and emerge with quality products to show.
Abstract: Libraries of all types are expected to be places where knowledge and skills are acquired. This paper attempts to look at the implications and challenges of creating makerspace in school libraries in Nigeria. Makerspace creates avenue for students to identify their talents/skills, satisfy their curiosity, bring their imaginative ideas to life and emerge with quality products to show. The paper rests on the theory of constructionism propounded by Seymour Papert which stipulates that learning occurs in the students head. The paper also rests on the theory of participatory culture and learning which simply means that students come together in a social space, put their hands to work and come out with great products. The paper identified the implications and challenges of creating makerspace in school libraries in Nigeria and concluded that there is a need to have makerspace in school libraries in Nigeria as this will create route of networking among students.

5 citations

References
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Book
01 Oct 2007
TL;DR: This chapter discusses the development of the Guided Inquiry Design Framework and its application to the Information Literacy Curriculum.
Abstract: CONTENTS * Illustrations Preface Introduction * PART I: THEORY, RESEARCH, AND DESIGN FRAMEWORK Chapter 1: Guided Inquiry - What is it, Why Now, What's New? Chapter 2: Constructivist Approach to Learning Chapter 3: Third Space - Connecting to the Students' World Chapter 4: The Research Base - Information Search Process (ISP) Chapter 5: Guided Inquiry Design Framework * PART II: INFORMATION LITERACY: A CONCEPTS APPROACH Chapter 6: Information Literacy Chapter 7: Information Literacy Curriculum * PART III: TEACHING AND LEARNING Chapter 8: Resources for a Rich Learning Environment Chapter 9: The Guided Inquiry Team Chapter 10: Interventions Chapter 11: Assessing and Evaluating Chapter 12: Five Kinds of Learning Chapter 13: Meeting Content Standards Chapter 14: Assessment for Five Kinds of Learning Chapter 15: Getting Started and Sustaining Change * Appendix A: Progression and Development of Kuhlthau's Information Search Process 2000-2015 Appendix B: Progression and Development of Kuhlthau's Information Search Process 1985-1989 Appendix C: Progression and Development of Kuhlthau's Information Search Process 1990-1999 Appendix D: Study Guide and Journal References Index

334 citations

Book
06 Jun 2012
TL;DR: Building Guided Inquiry as a Way of Learning Across the Grades Building a Collaborative School Culture Getting Started and Sustaining Change Building Guided inquiry in Your School List of Resources References Index.
Abstract: Contents List of Illustrations Acknowledgments Introduction Chapter 1: Guided Inquiry Design: The Process, the Learning, and the Team Guided Inquiry Process Phases of the Guided Inquiry Process Guided Inquiry Sessions Five Kinds of Learning Organizing the Guided Inquiry Learning Team Resources for Guided Inquiry What's Next? The Research Chapter 2: The Research Behind the Design Inside the Inquiry Process: What the Information Search Process Tells Us About Guiding and Intervening Zone of Intervention in the Information Search Process Stages of the Information Search Process Third Space: Where the Student's World Meets the Curriculum What's Next? Inquiry Tools Chapter 3: Inquiry Tools: Strategies for Guided Inquiry The Six Cs Inquiry Tools: Implementing Strategies Inquiry Tools are Interdependent Inquiry Tools for Assessment and Evaluation Inquiry Tools: Across the Guided Inquiry Process What's Next? Open Chapter 4: Open: Invitation to inquiry, Open minds, Stimulate curiosity Open in Guided Inquiry Invite Learners In Establish an Inquiry Stance Engage the Community What is the Team Doing? What is the Learner Doing? Ideas for Open Sessions What's Next? Immerse Chapter 5: Immerse: Build background knowledge, Connect to content, Discover interesting ideas Immerse in Guided Inquiry Build Background Knowledge Connect to Content Discover Interesting Ideas What is the Team Doing? What is the Learner Doing? Ideas for Immerse Sessions What's Next? Exploring Chapter 6: Explore: Explore interesting ideas, Look around, Dip in Explore in Guided Inquiry Explore Interesting Ideas Look Around: Browsing a Variety of Sources Dip In: Relax, Read, and Reflect What is the Team Doing? What is the Learner Doing? Ideas for Explore Sessions What's Next? Identifying Chapter 7: Identify: Pause and ponder, Identify inquiry question, Decide direction Identify in Guided Inquiry Pause and Ponder Identify Meaningful Questions Decide on an Inquiry Question What is the Team Doing? What is the Learner Doing? Ideas for Identify Sessions What's Next? Gather Chapter 8: Gather: Gather important information, Go broad, Go deep Gather in Guided Inquiry Go Broad: A Comprehensive Search on Inquiry Question Go Deep: Learning from Information Within Sources Gathering Important Information Decide What is Enough What is the Team Doing? What is the Learner Doing? Ideas for Gather Sessions What's Next? Create Chapter 9: Create: Reflect on learning, Go beyond facts to make meaning, Create to communicate Create in Guided Inquiry Reflect on Learning Going Beyond Facts to Interpret and Extend Create to Communicate Finding Authentic Audiences What is the Team Doing? What is the Learner Doing? Ideas for Create Sessions What's Next? Sharing Chapter 10: Share: Learn from each other, Share learning, Tell your story Share in Guided Inquiry Learn from Each Other Share the Learning Tell Your Story What is the Team Doing? What is the Learner Doing? Ideas for Share Sessions What's Next? Evaluation Chapter 11: Evaluate: Evaluate achievement of learning goals, Reflect on content, Reflect on process Evaluate in Guided Inquiry Evaluate Achievement of Learning Goals Reflect on Content Reflect on Process What is the Team Doing? What is the Learner Doing? Ideas for Evaluate Sessions What's Next? Building Guided Inquiry Chapter 12: Building Guided Inquiry in Your School The Research: Follow-up Studies of the Information Search Process Building Guided Inquiry: Content and Process Culmination Conversations for Building Guided Inquiry Building Guided Inquiry as a Way of Learning Across the Grades Building a Collaborative School Culture Getting Started and Sustaining Change Building Guided Inquiry in Your School List of Resources References Index

64 citations

Book
11 Mar 2009
TL;DR: Part I: Learning About Books and Children Part II: Exploring Gengres in Children's Books Part III: The Literature Program Across the Curriculum
Abstract: Part I: Learning About Books and Children Chapter 1: Knowing Children's Literature Chapter 2: Understanding Children's Reponses to Literature Part II: Exploring Gengres in Children's Books Chapter 3: Picturebooks Chapter 4: Traditional Literature Chapter 5: Modern Fantasy Chapter 6: Poetry Chapter 7: Contemporary Realistic Fiction Chapter 8: Historical Fiction Chapter 9: Nonfiction Part III: The Literature Program Across the Curriculum Chapter 10: Planning the Literature Program

47 citations

01 Jan 2007
TL;DR: Kraven et al. as discussed by the authors, forandrade arbetssatt har tillsammans med lokala och nationella satsningar pa IKT aktualiserat fragor om textanalys och problemlosning, liksom fragors om informationshantering oc...
Abstract: Kraven pa skolornas forandrade arbetssatt har tillsammans med lokala och nationella satsningar pa IKT aktualiserat fragor om textanalys och problemlosning, liksom fragor om informationshantering oc ...

43 citations