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The purpose of this transcendental phenomenological study was to discover how educators view the use of school libraries with educational technology’s contribution to the development of literacy skills of learners in K12 learning environments. The theoretical framework that guided this research study was Vygotsky and Leont’ev’s Activity theory. The central research question for this study was How do educators describe their professional experiences with school libraries and educational technology? Purposive and Snowball sampling methods were used to select the sites and the 12 participants located in rural, urban, and suburban K12 public school districts that educate K5 learners across Central Virginia. The participants in the study were building-level educators endorsed in Library/Media PreK-12, Reading, English, or Administration and Supervision in the State of Virginia. Participant journals, semi-structured interview questions, and a focus group were the data collection methods used for this research. The phenomenological approach was used to analyze the data and to ensure triangulation, the processes of horizontalization and coding were used to identify common themes and patterns to identify textural and structural descriptions that led to an understanding of how the lived experiences of educators impact their ability to include school libraries with educational technology as instructional resources in learning environments.

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As digital reading has become ubiquitous in society it is reasonable to expect it in schools. Digital reading has not been without its controversies though. Using a sociocultural perspective this thesis examines attitudes, perceptions, and access to digital books among Swedish upper secondary school pupils, focusing on e-books. Through a survey study involving 308 participants, the research addresses two key questions: what are the attitudes of upper secondary school pupils towards e-books in general and within the school context? And, to what extent do Swedish upper secondary schools provide access to e-books? Adopting a sociocultural perspective, the study emphasises the influence of cultural experiences on individuals. Employing a mixed-methods approach, the study combines quantitative and qualitative data, gathering official statistics and employing cluster sampling. The survey results revealed diverse attitudes and practices towards digital reading among pupils, with a minority preferring e-books. Frequent readers exhibited lower interest in alternatives to printed books, and choice of reading device influences e-book reception. Despite a strong preference for traditional printed books rooted in cultural values, a majority supports e-book use in schools, acknowledging their practical benefits in education. However, access to e-books in schools remains limited, indicating a need for schools to address the challenges of digital reading. The thesis emphasises varying pupil attitudes towards e-books, influenced by sociocultural factors, and underscores the need for a nuanced approach to integrating digital reading in educational settings.

Skillnader i uppdrag och mål kan orsaka spänningar i samarbetet mellan folkbibliotek och skola. I skolor som dessutom saknar eget skolbibliotek kan den problematiken öka ytterligare då skolan är i behov av skolbibliotekstjänster vilka inte ingår i folkbibliotekets uppdrag. Samtidigt kan ett samarbete med skolorna bidra med många fördelar för folkbibliotekets läsfrämjande arbete. Den här studien ämnar undersöka hur folkbibliotekarier förhåller sig till sitt läsfrämjande uppdrag gentemot barn och unga i samarbete med skolor med bristande skolbiblioteksverksamhet. För undersökningen genomfördes en kvalitativ intervjustudie med ett urval av fyra folkbibliotekarier. Resultatet har analyserats utifrån Hultbergs teori om läsfrämjande strategier. Sammanfattningsvis visar resultatet av undersökningen att folkbibliotekarierna främst förhåller sig till samarbeten med skolor med bristande skolbiblioteksverksamhet utifrån ett eget intresse för det egna läsfrämjande uppdraget. Studien kommer också fram till att de spänningar som folkbibliotekarierna upplever i samarbetet med skolorna beror på bristen av valfrihet, frågan om att kompensera för den bristande skolbiblioteksverksamheten samt missförstånd om vad folkbiblioteket kan erbjuda skolorna., Differences in missions between public libraries and schools can cause tension while cooperating. For public libraries to cooperate with schools with deficient school libraries can be even more problematic, when the school is in need of school library services that is not a part of the public library mission. Meanwhile, a cooperation between public libraries and school can have several advantages for the public libraries in their mission of reading promotion. This study aims to examine how public librarians relate to their work with reading promotion towards children and young adults in collaborations with schools that have deficient school libraries. Qualitative interviews were carried out with a selection of four public librarians. The results were analysed in comparison to Hultbergs theory of strategies for reading promotion. In conclusion, the results of the study show that mainly relate to the cooperation with schools with deficient school libraries in terms of a self-interest for their reading promoting mission. The study also shows that the tension in cooperating with schools with deficient school libraries, as lived by the public librarians, is caused by a lack of freedom of choice, the question of compensating for the deficient school libraries and a misunderstanding of the public library mission.

Skillnader i uppdrag och mål kan orsaka spänningar i samarbetet mellan folkbibliotek och skola. I skolor som dessutom saknar eget skolbibliotek kan den problematiken öka ytterligare då skolan är i behov av skolbibliotekstjänster vilka inte ingår i folkbibliotekets uppdrag. Samtidigt kan ett samarbete med skolorna bidra med många fördelar för folkbibliotekets läsfrämjande arbete. Den här studien ämnar undersöka hur folkbibliotekarier förhåller sig till sitt läsfrämjande uppdrag gentemot barn och unga i samarbete med skolor med bristande skolbiblioteksverksamhet. För undersökningen genomfördes en kvalitativ intervjustudie med ett urval av fyra folkbibliotekarier. Resultatet har analyserats utifrån Hultbergs teori om läsfrämjande strategier. Sammanfattningsvis visar resultatet av undersökningen att folkbibliotekarierna främst förhåller sig till samarbeten med skolor med bristande skolbiblioteksverksamhet utifrån ett eget intresse för det egna läsfrämjande uppdraget. Studien kommer också fram till att de spänningar som folkbibliotekarierna upplever i samarbetet med skolorna beror på bristen av valfrihet, frågan om att kompensera för den bristande skolbiblioteksverksamheten samt missförstånd om vad folkbiblioteket kan erbjuda skolorna., Differences in missions between public libraries and schools can cause tension while cooperating. For public libraries to cooperate with schools with deficient school libraries can be even more problematic, when the school is in need of school library services that is not a part of the public library mission. Meanwhile, a cooperation between public libraries and school can have several advantages for the public libraries in their mission of reading promotion. This study aims to examine how public librarians relate to their work with reading promotion towards children and young adults in collaborations with schools that have deficient school libraries. Qualitative interviews were carried out with a selection of four public librarians. The results were analysed in comparison to Hultbergs theory of strategies for reading promotion. In conclusion, the results of the study show that mainly relate to the cooperation with schools with deficient school libraries in terms of a self-interest for their reading promoting mission. The study also shows that the tension in cooperating with schools with deficient school libraries, as lived by the public librarians, is caused by a lack of freedom of choice, the question of compensating for the deficient school libraries and a misunderstanding of the public library mission.

As digital reading has become ubiquitous in society it is reasonable to expect it in schools. Digital reading has not been without its controversies though. Using a sociocultural perspective this thesis examines attitudes, perceptions, and access to digital books among Swedish upper secondary school pupils, focusing on e-books. Through a survey study involving 308 participants, the research addresses two key questions: what are the attitudes of upper secondary school pupils towards e-books in general and within the school context? And, to what extent do Swedish upper secondary schools provide access to e-books? Adopting a sociocultural perspective, the study emphasises the influence of cultural experiences on individuals. Employing a mixed-methods approach, the study combines quantitative and qualitative data, gathering official statistics and employing cluster sampling. The survey results revealed diverse attitudes and practices towards digital reading among pupils, with a minority preferring e-books. Frequent readers exhibited lower interest in alternatives to printed books, and choice of reading device influences e-book reception. Despite a strong preference for traditional printed books rooted in cultural values, a majority supports e-book use in schools, acknowledging their practical benefits in education. However, access to e-books in schools remains limited, indicating a need for schools to address the challenges of digital reading. The thesis emphasises varying pupil attitudes towards e-books, influenced by sociocultural factors, and underscores the need for a nuanced approach to integrating digital reading in educational settings.

The study investigated influence of school libraries on promotion of reading culture for self- development and knowledge enhancement among students in selected secondary schools in Makurdi Metropolis, Benue State, Nigeria. Five (5) objectives with corresponding research questions guided the study. The study adopted survey research design. The population of the study consist of 4145 students and teacher librarians in selected secondary schools. A representative sample of 365 respondents were selected at random for the study using Taro Yamen formula. The instrument for data collection for this study was a structured questionnaire titled “Influence of School Libraries on Promotion of Reading Culture Questionnaire” (ISLPRCQ). The data collected was analyzed using descriptive statistics of frequency count and mean scores to answer the research questions. Findings of the study revealed that, computer assisted instructional materials, textbooks, storybooks/novels, newspapers/magazines, among others were the types of information resources provided in school libraries for promoting reading culture. Findings of the study also revealed the purpose of using the information resources provided in school libraries by students in selected secondary schools in Makurdi Metropolis, Benue State, Nigeria to include: to enhance knowledge, to pass examinations, for self-development/improvement, to develop research and reading skills, for personal/ intellectual growth as well as to get career information. Finding of the study also revealed that the school libraries play an active role which influence promotion of reading culture for self- development among students in selected secondary schools in Makurdi Metropolis, Benue State, Nigeria through provision of information resources and quality library services for the students. Finding further revealed that school libraries influences promotion of reading culture for knowledge enhancement among students in selected secondary schools

This research work was designed to explore the role of school libraries in the implementation of the UBE programme in UBE Junior Secondary Schools in Kwande Local Government Area of Benue State. A total number of one hundred and forty school library users (students and teachers) from four selected UBE Junior Secondary Schools were surveyed using a researcher developed questionnaire to collect data for the study. Descriptive statistical analysis was used; frequencies and percentages were generated from which the research questions formulated for the study were answered. The study revealed that there are no school libraries in the UBE junior secondary schools in Kwande Local Government Area to support the UBE programme, textbooks, fiction books and maps/atlases are the major types of library resources available to support the UBE programme. Lack of library infrastructures such as building, chairs, shelves, etc. lack of financial support, unqualified personnel, lack of ICT facilities and absence of library lesson on the school lesson’s time table were the major problems of availability and utilization of school library resources and services in UBE schools in Kwande Local Government Area. The study concludes that, the provision of library resources and services in our UBE schools is in a pity state and something must be done urgently if the UBE programme must be a success. The study recommended among others that, Universal Basic Education Commission (UBEC) needs to strengthen and sustain its partnership with private sectors, community based organizations, donor agencies for establishment of school libraries in every primary and junior secondary schools and UBEC should ensure a systematic provision of school libraries in line with the on-going construction of UBE classrooms. This is in view of the provisions of the National Policy on Education that all schools should be provided with libraries as well as the vision of the UBE implementation guidelines that libr

It is a globally accepted axiom that children today are leaders of tomorrow therefore have prominent role to play in the development of knowledge societies. For this dream to be realized and fulfilled it behooves parents and all stakeholders including libraries to monitor our children’s development especially in this era of globalization. In recent time it has been observed that children go through different types of experiences and challenges and there arose the need to seek for ways of helping as they grow. Bibliotherapy is a concept that involves the use of books to help children cope with their life. This study therefore is aimed at discovering the impact of the use of bibliotherapy by school libraries and librarians on the behaviours of juveniles in correctional centres using a state in Nigeria as a case in point. The study made use of Focus Group Discussion (FGD) design with a population sample of 30 purposively obtained from Abakaliki Correctional Centre in the categories of 13 girls child offenders and 17 boys out of parental control. The main instrument for data collection was a book written by a Nigerian author that talked about responsibility, honesty, cooperation and tolerance and was read to the juveniles during the group discussions which lasted for 8 weeks. The outcome of the study shows that the participants after the readings and discussions in line with themes of the book, showed more understanding of good behaviors as most of them were remorseful and regretted most of their actions as were prevalent during the discussion sessions. It was based on the findings that recommendations were made which include that librarians and libraries in correctional homes can help create space and place that will assist meet the emotional needs of these juveniles among others.

This memorandum provides analysis regarding HB 374, Sensitive Materials in Schools, and its prohibition of obscenity in school libraries. This memorandum supersedes any prior memorandum or other information previously provided by the Office of the Utah Attorney General (AGO) on the question ofremoving pornographic books from school libraries, including a May 4, 2022 memorandum from AGO Education Division Counsel (May 4 Memo), titled "Laws surrounding school libraries." Any conflict or inconsistency between this document and any prior pronouncement from the AGO should be resolved in favor of the analysis herein. Any relevant part of the May 4 Memo not inconsistent with this document is incorporated by reference.

The document outlines the law as it pertains to school library books in Utah. The intent is to provide LEAs with legal guidance. The Utah State Board of Education (USBE) will be releasing a model library policy before the 2022-2023 school year that LEAs may utilize in addition to these principles.

Syftet med denna studie är att undersöka ett makerspace i en svensk gymnasieskola och hur användningen av makerspace i skolan kan förstås utifrån Ernesto Laclaus och Chantal Mouffes diskursteoretiska ramverk. Det finns en spänning mellan makerspace ursprungliga idé som handlar om öppenhet, delad kunskap, utforskande och nyfikenhet och mer entreprenöriella syften som tagit allt större plats i förekomsten av makerspaces idag. Samtidigt saknas lagstiftning kring skolbibliotekens utformning och skolbiblioteken har både det kulturpolitiska uppdraget och skollagstiftningen att förhålla sig till. Det empiriska materialet består av kvalitativa intervjuer med skolbibliotekarier, elever och lärare, samt observation och policydokument. Resultat- och analysarbetet har genomförts i fyra steg genom att identifiera utsagor, begrepp, subjektpositioner och diskurser. Resultatet och analysen visar att en utbildningsdiskurs ständigt utmanas av en utforskandesdiskurs och en gemenskapshetsdiskurs i makerspaceverksamheten och att diskurserna påverkar vilka positioner subjekten intar. Studien visar också att bibliotekens kulturpolitiska bildningsfrämjande uppdrag har möjlighet att ta plats i en utbildningskontext., The aim of this study is to investigate a makerspace in a Swedish upper secondary school and how the use of makerspaces in school libraries can be understood based on Ernesto Laclau’s and Chantal Mouffe's theoretical framework. There is a tension between the makerspace's original idea, which is about openness, shared knowledge, exploration and curiosity, and entrepreneurial purposes that have emerged as of late. At the same time, there is a lack of legislation regarding the design of school libraries, and school libraries have both the cultural policy mission and school legislation to adhere to. The empirical material consists of qualitative interviews with school librarians, students and teachers, also observation, and policy documents. The analytical work has been carried out in four stages by identifying statements, concepts, subject positions and discourses. The result and the analysis show that an educational discourse is constantly challenged by an exploration discourse and a community discourse in the makerspace activities and that these discourses in turn influence which positions the subjects take. The study also shows that the libraries’ cultural missions have the opportunity to take place in an educational context.

This study explored how school librarian practices are resources that can support teaching and learning at schools in Sweden. The empirical material was produced through 22 semi-structured interviews with ‘best practice’ awarded librarians at 14 Swedish secondary and upper-secondary schools. The theoretical framework consisted of a practice theory approach coupled with analytical concepts from information infrastructure studies. The findings highlighted how teachers and librarians collaborate closely in schools with designated best practice libraries. Members of both professions collaborated in teaching and interdisciplinary projects and were supported by management teams at the schools under study. However, the librarians expressed a disconnect between themselves and the teachers and leaders of the school. This disconnect was evidenced by a lack of planning practices and classroom teaching, impelling the librarians to advocate continuously for better awareness and visibility of their practices. The article offers insights into school librarian practices at sites that function simultaneously as both workplaces for professionals with multiple competencies and educational settings for students.

This study explored how school librarian practices are resources that can support teaching and learning at schools in Sweden. The empirical material was produced through 22 semi-structured interviews with ‘best practice’ awarded librarians at 14 Swedish secondary and upper-secondary schools. The theoretical framework consisted of a practice theory approach coupled with analytical concepts from information infrastructure studies. The findings highlighted how teachers and librarians collaborate closely in schools with designated best practice libraries. Members of both professions collaborated in teaching and interdisciplinary projects and were supported by management teams at the schools under study. However, the librarians expressed a disconnect between themselves and the teachers and leaders of the school. This disconnect was evidenced by a lack of planning practices and classroom teaching, impelling the librarians to advocate continuously for better awareness and visibility of their practices. The article offers insights into school librarian practices at sites that function simultaneously as both workplaces for professionals with multiple competencies and educational settings for students.

This memorandum provides analysis regarding HB 374, Sensitive Materials in Schools, and its prohibition of obscenity in school libraries. This memorandum supersedes any prior memorandum or other information previously provided by the Office of the Utah Attorney General (AGO) on the question ofremoving pornographic books from school libraries, including a May 4, 2022 memorandum from AGO Education Division Counsel (May 4 Memo), titled "Laws surrounding school libraries." Any conflict or inconsistency between this document and any prior pronouncement from the AGO should be resolved in favor of the analysis herein. Any relevant part of the May 4 Memo not inconsistent with this document is incorporated by reference.

The document outlines the law as it pertains to school library books in Utah. The intent is to provide LEAs with legal guidance. The Utah State Board of Education (USBE) will be releasing a model library policy before the 2022-2023 school year that LEAs may utilize in addition to these principles.

Syftet med denna studie är att undersöka ett makerspace i en svensk gymnasieskola och hur användningen av makerspace i skolan kan förstås utifrån Ernesto Laclaus och Chantal Mouffes diskursteoretiska ramverk. Det finns en spänning mellan makerspace ursprungliga idé som handlar om öppenhet, delad kunskap, utforskande och nyfikenhet och mer entreprenöriella syften som tagit allt större plats i förekomsten av makerspaces idag. Samtidigt saknas lagstiftning kring skolbibliotekens utformning och skolbiblioteken har både det kulturpolitiska uppdraget och skollagstiftningen att förhålla sig till. Det empiriska materialet består av kvalitativa intervjuer med skolbibliotekarier, elever och lärare, samt observation och policydokument. Resultat- och analysarbetet har genomförts i fyra steg genom att identifiera utsagor, begrepp, subjektpositioner och diskurser. Resultatet och analysen visar att en utbildningsdiskurs ständigt utmanas av en utforskandesdiskurs och en gemenskapshetsdiskurs i makerspaceverksamheten och att diskurserna påverkar vilka positioner subjekten intar. Studien visar också att bibliotekens kulturpolitiska bildningsfrämjande uppdrag har möjlighet att ta plats i en utbildningskontext., The aim of this study is to investigate a makerspace in a Swedish upper secondary school and how the use of makerspaces in school libraries can be understood based on Ernesto Laclau’s and Chantal Mouffe's theoretical framework. There is a tension between the makerspace's original idea, which is about openness, shared knowledge, exploration and curiosity, and entrepreneurial purposes that have emerged as of late. At the same time, there is a lack of legislation regarding the design of school libraries, and school libraries have both the cultural policy mission and school legislation to adhere to. The empirical material consists of qualitative interviews with school librarians, students and teachers, also observation, and policy documents. The analytical work has been carried out in four stages by identifying statements, concepts, subject positions and discourses. The result and the analysis show that an educational discourse is constantly challenged by an exploration discourse and a community discourse in the makerspace activities and that these discourses in turn influence which positions the subjects take. The study also shows that the libraries’ cultural missions have the opportunity to take place in an educational context.

Esta presentación contempla la integración de tecnologías de aprendizaje desde una perspectiva cualitativa, enfocándose en las formas en que los profesionales de la información manejan los procesos administrativos y pedagógicos para lograr la misión de la biblioteca escolar puertorriqueña. La integración tecnológica en el entorno educativo consiste en recursos tecnológicos y prácticas éticas basadas en perspectivas teóricas para crear, utilizar y gestionar la tecnología en las experiencias educativas. Este contempla la inclusión efectiva de herramientas tecnológicas en el aprendizaje, así como el estudio y aplicación de diversas perspectivas teóricas. Actualmente, la pertinencia de insertar estas herramientas tecnológicas en las bibliotecas escolares es para lograr el alcance, la misión y los objetivos del Programa de Servicios de Bibliotecas e Información. La percepción de los bibliotecarios con respecto a estas herramientas en el aprendizaje y las tareas bibliotecarias es variada, pero la mayoría está de acuerdo en que estas herramientas facilitan el aprendizaje de los estudiantes. Además, los bibliotecarios los describen como recursos muy importantes para fomentar las competencias de investigación y otras habilidades de pensamiento de alto nivel para la creación de contenido y la colaboración. A través de entrevistas realizadas y la participación de bibliotecarios escolares en los grupos focales, surgió una categoría temática destinada a explorar el rol de las tecnologías de aprendizaje durante la pandemia, terremotos y huracanes en Puerto Rico. La ubicación geográfica, la situación geológica y la reciente pandemia del COVID-19, exponen a los habitantes de la isla a diversas amenazas que afectan todos los ámbitos de la vida humana. Estos fenómenos han causado desastres en edificios escolares y bibliotecas escolares. Todas estas situaciones han llevado al reconocimiento de los beneficios de las tecnologías de aprendizaje para asegurar a nuestros estudiantes el der

The purpose of this article is to present a general overview of the characterization of the school libraries that were part of the program of the National Ministry of Education (MEN) "Go to the School Library" (PaBe). To this end, the considerations and instruments that the National Reading and Writing Plan (PNLE) took into account for the application of the diagnostic exercise are initially exposed. Next, the variables that allowed characterizing the school libraries in relation to the areas of educational management proposed in Guide 34 of the MEN are presented. Finally, it closes with a brief analysis of the panorama described and some recommendations for understanding and strengthening school libraries in Colombia., Este artículo tiene como propósito presentar un panorama general de la caracterización realizada a las bibliotecas escolares que hicieron parte del programa del Ministerio de Educación Nacional (MEN) "Pásate a la Biblioteca Escolar" (PaBe). Con ese fin, se exponen inicialmente las consideraciones e instrumentos que desde el Plan Nacional de Lectura y Escritura (PNLE) se tuvieron en cuenta para la aplicación del ejercicio diagnóstico. A continuación, se presentan las variables que permitieron caracterizar las bibliotecas escolares en relación con las áreas de gestión educativa propuestas en la Guía 34 del MEN. Finalmente, se cierra con un análisis breve del panorama descrito y algunas recomendaciones para la comprensión y el fortalecimiento de las bibliotecas escolares en Colombia.

School libraries represent an oasis of culture and intellectual growth for children. Policies aimed at its implementation and growth are essential for the proper learning of students and their subsequent integration into democratic societies. To analyze the development and protection of these libraries, the national and regional regulations on the matter are analyzed, as well as the practical way in which these policies are carried out. Thus, it is observed that actions have been developed to censor and limit access to children's works, rather than prioritizing the existence of a broad and favorable catalog of scenarios that integrate all sensitivities and interests. If the focus is not placed on generating wide reading spaces, the victim will be democracy itself in the future, since the scenarios of democratic debate will be reduced. The solution lies in the use of new technologies to generate a comfortable and familiar environment for children in their first contacts with reading, as well as giving children freedom of choice so that they can read the issues that interest them, without limitations. or restrictions on their freedom. Future democracy will have a direct relationship with this type of principles acquired in childhood, so public representatives must be required to make a firm commitment to promoting school libraries., Las bibliotecas escolares representan un oasis de cultura y crecimiento intelectual de los niños y niñas. Las políticas orientadas a su implantación y crecimiento son fundamentales para el correcto aprendizaje del alumnado y su posterior inserción en las sociedades democráticas. Para analizar el desarrollo y protección de estas bibliotecas se analiza la normativa nacional y autonómica sobre la materia, así como el modo práctico en el que se llevan a cabo estas políticas. Así, se observa que se han desarrollado actuaciones tendentes a censurar y limitar el acceso a obras infantiles, antes que priorizar la existencia de un catálogo amplio y propiciatorio de escenarios que integren todas las sensibilidades e intereses. Si no se pone el foco en generar amplios espacios de lectura la damnificada será en el futuro la propia democracia puesto que se irán reduciendo los escenarios propios del debate democrático. La solución pasa por el empleo de las nuevas tecnologías para generar un ambiente cómodo y familiar a los niños y niñas en sus primeros contactos con las lecturas, así como dotar de libertad de elección a los niños para que puedan leer las cuestiones que les interesen, sin limitaciones ni restricciones de su libertad. La democracia futura tendrá una relación directa con este tipo de principios adquiridos en la infancia, por lo que debe exigirse de los representantes públicos una apuesta decidida por la potenciación de las bibliotecas escolares.

A historical overview of the model of joint-use libraries in Spain and the evolution of this cooperation between schools and libraries is analyzed from the first case detected in 1869 during Sixth Revolutionary to the present moment. Raised as libraries located in schools that also perform the function of public schools and are open to all people, this proposal reached its maximum splendor during the period of the Pedagogical Missions, an innovative, educational, and social intervention during the Second Spanish Republic in which María Moliner participated prominently. Traditionally associated with times of crisis, the creation of the Working Group for the Plan of Special Attention to the Rural World of the Library Cooperation Council, composed of librarians from different autonomous regions and the Ministry of Culture and Sports of Spain), has opened up the possibility of developing this proposal as a new form of management for the establishment of new rural library services to optimize the school libraries., Se realiza un recorrido histórico del modelo de bibliotecas integradas o de doble uso (públicas-escolares) en España y se analiza la evolución de esta fórmula cooperativa desde su primera plasmación en 1869 durante el Sexenio Revolucionario hasta el momento actual. Planteadas como bibliotecas ubicadas en escuelas que también realizan la función de públicas y están abiertas a todos los vecinos esta propuesta alcanzó su máximo esplendor durante el periodo de las Misiones Pedagógicas en la Segunda República en el que participó de manera destacada María Moliner. Tradicionalmente asociadas a tiempos de crisis, la creación del Grupo de Trabajo para el Plan de Especial Atención al Mundo Rural del Consejo de Cooperación Bibliotecaria perteneciente al Ministerio de Cultura y Deporte, ha abierto una posibilidad de desarrollar esta propuesta como una nueva forma de gestión para el establecimiento de nuevos servicios bibliotecarios rurales optimizando las bibliotecas de los centros educativos.

Digital news about school libraries published in Spanish digital media in Spain are analyzed. The first objective of this paper is to analyze the evolution of the publication of news and the media with more news. The second one is to make a proposal for the categorization of news, analyzing as well the interactions on Facebook. The publication of news reaches a peak in 2017 and 2018 and media with the highest number of news are press-agencies and national media, but also regional and local media, especially in Galicia and Andalusia. Categories referred to awards, good practices, budget cuts, collection, staff and services achieve a higher number of interactions on Facebook. No studies analyzing digital news about school libraries and their impact on Facebook were retrieved in the literature review carried out. That is the value and originality of this work., Se analizan las noticias digitales sobre bibliotecas escolares en medios digitales de España. El primer objetivo es analizar la evolución temporal de su publicación y los medios en los que más se publica. El segundo es presentar una propuesta de categorización de las noticias junto con un análisis de las interacciones en Facebook. La publicación alcanza un pico en los años 2017 y 2018. Por su lado, los medios en los que más se publica son agencias de noticias y principalmente medios de alcance nacional, pero también regional y local destacando medios de Galicia y Andalucía. Entre las categorías y noticias con mayor número de interacciones destacan las referidas a premios y buenas prácticas, recortes y temas relacionados con la colección, el personal y los servicios. En la revisión de la literatura llevada a cabo no se detectaron estudios centrados en noticias digitales sobre bibliotecas escolares y su repercusión en Facebook. En eso radica el valor y la originalidad de este trabajo.

38 p. -- Bibliogr.: p. 33-37, [ES] El presente Trabajo de Fin de Grado tiene como punto de partida la importancia de las bibliotecas escolares en la promoción de la lectura. El objetivo principal de este estudio es analizar las redes sociales de lectura existentes dirigidas al alumnado de Educación Primaria que pueden ser empleadas en las bibliotecas escolares de la Comunidad Autónoma del País Vasco. Para alcanzar dicha finalidad, se han establecido los siguientes criterios: que sea una red social vertical, que la función principal de la plataforma sea el fomento de la lectura, que esté destinada al público infantil, que se encuentre en uno de los idiomas oficiales de la comunidad autónoma y posibilite tanto la participación como la colaboración del alumnado. El resultado de dicha selección ha sido Leoteca. Además, se han escogido dos redes sociales de lectura orientadas a mayores de edad, Goodreads y LibraryThing, puesto que son dos de las plataformas de lectura más utilizadas a nivel mundial, para realizar una comparativa de sus prestaciones. Para llevar a cabo el examen de las mismas, se ha elaborado una ficha de análisis basada en los aspectos generales, datos cuantitativos, cualitativos y la seguridad de las niñas y los niños. Posteriormente, se ha interpretado la información obtenida. Como se evidencia en los resultados, Leoteca es una plataforma que cumple el objetivo definido, a pesar de su limitado alcance, ofrece funciones novedosas, propicia la relación y cooperación de los miembros de la comunidad educativa y asegura la protección de las menores1. Por tanto, es un recurso atractivo y efectivo que podría implantarse en las bibliotecas escolares vascas. No obstante, sería aconsejable llevar a cabo futuros estudios empíricos para conocer los beneficios que reporta y los desafíos que supone el uso de esta red social., [EUS] Gradu Amaierako Lan honen abiapuntua da eskola-liburutegien garrantzia irakurketaren sustapenean. Ikerketa honen helburu nagusia da Lehen Hezkuntzako ikasleentzat bideratuta dauden, Euskal Herriko Autonomia Erkidegoko eskola-liburutegietan erabili ahal diren eta irakurketa bultzatzea oinarrizko zeregina duten sare sozialen azterketa burutzea. Xede hori erdiesteko, hurrengo irizpideak zehaztu dira. Alde batetik, sare sozial bertikalak eta funtsezko eginkizuna irakurmena sustatzea izatea. Beste alde batetik, haurrei zuzenduta nahiz autonomia erkidegoko hizkuntza ofizial batean egotea eta umeen parte-hartzea eta lankidetza bultzatzea. Analisi honen emaitza Leoteca izeneko plataforma izan da. Halaber, adinez nagusientzat diren eta irakurketa sustatzea lehenesten duten bi sare sozial, hau da, Goodreads eta LibraryThing, hautatu dira, munduan gehien erabilietakoak baitira. Baliabide horien aukeraketa burutu da haurren eta adinekoen arteko sare sozialen ezaugarrien alderaketa aurrera eramateko. Azterketa egiteko asmoarekin, analisi fitxa bat sortu da alderdi orokorrei, datu kuantitatiboei, kualitatiboei eta adingabekoen segurtasunari erreparatuz. Geroago, informazioa aztertu da. Emaitzek agerian uzten duten bezala, Leotecak zehaztutako helburua betetzen du. Plataforma horrek helmen mugatua izan arren, bestelako zereginak eskaintzea eta ikasleen segurtasuna ziurtatzea ez ezik, hezkuntza-komunitatearen kideen arteko harremanak zein elkarlana ere ahalbidetzen ditu. Beraz, baliabide erakargarria eta eraginkorra da, euskal eskoletako liburutegietan ezar litekeena. Hala ere, gomendagarria izango litzateke etorkizunean ikerketa enpirikoak martxan jartzea sare sozial horren ezarpenaren onurak eta erronkak ezagutzeko., [EN] This Bachelor Thesis ́ starting point is the importance of school libraries in the promotion of reading. The main objective of this study is to analyse the current social reading networks aimed at primary school students that can be used in school libraries of the Autonomous Community of the Basque Country. To achieve this goal, the following criteria have been established: it must be a vertical social network, the main function of the platform should be reading promotion and it must be directed towards children. Moreover, the main language of the social network ought to be one of the official ones in the autonomous community and it must enable not only the participation but also the collaboration of the students. The result of this selection was Leoteca. In addition, two social reading networks aimed at adults, Goodreads and LibraryThing, were chosen for a comparison of their features. In order to examine them, an analysis sheet was created based on general aspects, quantitative and qualitative data and the safety of children. Subsequently, the information obtained was interpreted. As evidenced by the results, Leoteca is a platform that fulfils the defined objective, despite its limited scope, offers original functions, facilitates both the relationship and cooperation of the members of the educational community and ensures the protection of minors. Therefore, it is an attractive and effective resource that could be implemented in Basque school libraries. Nevertheless, it would be advisable to carry out future empirical studies to learn about the benefits that this platform provides and the challenges that the educational community should face.

Since 2012 the reading level of students in the Netherlands is dropping. The blame is mostly put on the increasing digitalisation of the world. This research tries to help battle this decrease, by analysing how libraries in lyceums in the Netherlands looked before the digitalisation. This will be done by looking at 5 different case studies in Amsterdam, with their building build between 1900 and 2015. The research will try to formulate a typical library inside a lyceum based on the functionality and other characteristics. The author found out that the libraries started off as mainly a place to store books and having a closed off character. This evolved to larger libraries that would be more open to the other parts of the school. Architecturally, the libraries were not very different from the rest of the school. Therefore, they always look like a function like any other inside a school, while they have different requirements., AR2A011, Architecture, Urbanism and Building Sciences

This work proposes an approach that examines the role that the schools of the province of Santa Cruz play in the process of construction of the collective memory(s), particularly of two traumatic events in contemporary Santa Cruz history: on the one hand, the rural peon strikes of 1920/21 and, on the other, the last civic-military dictatorship of 1976. Although both events contain their own historical density and peculiarities, the truth is that both events have disrupted the calendar of school events. That is why we are interested in analyzing the mechanisms that are activated in relation to remembering/forgetting, and in what way they are implemented not only on the days indicated by the school anniversary, but also in the more extensive daily life of school institutions. From this perspective, we are interested in resuming the analysis regarding the place of school libraries in the construction of the collective memory of Santa Cruz., El presente trabajo propone un abordaje que examina el rol que les cabe a las escuelas de la provincia de Santa Cruz en el proceso de construcción de la(s) memoria(s) colectiva(s) particularmente de dos hechos traumáticos de la historia contemporánea santacruceña: por un lado, las huelgas de los peones rurales de 1920/21 y, por el otro, la última dictadura cívico-militar de 1976. Si bien ambos hechos contienen su propia densidad histórica y particularidades propias, lo cierto es que ambos hechos han irrumpido en el calendario de actos escolares. Por eso nos interesa analizar los mecanismos que se activan en relación al recuerdo/olvido, y de qué modo se implementan no sólo en los días señalados por la efeméride escolar, sino también en la cotidianeidad más extensa de las instituciones escolares. Desde esta perspectiva, nos interesa retomar el análisis respecto al lugar de las bibliotecas escolares en la construcción de la memoria colectiva santacruceña.

38 p. -- Bibliogr.: p. 33-37, [ES] El presente Trabajo de Fin de Grado tiene como punto de partida la importancia de las bibliotecas escolares en la promoción de la lectura. El objetivo principal de este estudio es analizar las redes sociales de lectura existentes dirigidas al alumnado de Educación Primaria que pueden ser empleadas en las bibliotecas escolares de la Comunidad Autónoma del País Vasco. Para alcanzar dicha finalidad, se han establecido los siguientes criterios: que sea una red social vertical, que la función principal de la plataforma sea el fomento de la lectura, que esté destinada al público infantil, que se encuentre en uno de los idiomas oficiales de la comunidad autónoma y posibilite tanto la participación como la colaboración del alumnado. El resultado de dicha selección ha sido Leoteca. Además, se han escogido dos redes sociales de lectura orientadas a mayores de edad, Goodreads y LibraryThing, puesto que son dos de las plataformas de lectura más utilizadas a nivel mundial, para realizar una comparativa de sus prestaciones. Para llevar a cabo el examen de las mismas, se ha elaborado una ficha de análisis basada en los aspectos generales, datos cuantitativos, cualitativos y la seguridad de las niñas y los niños. Posteriormente, se ha interpretado la información obtenida. Como se evidencia en los resultados, Leoteca es una plataforma que cumple el objetivo definido, a pesar de su limitado alcance, ofrece funciones novedosas, propicia la relación y cooperación de los miembros de la comunidad educativa y asegura la protección de las menores1. Por tanto, es un recurso atractivo y efectivo que podría implantarse en las bibliotecas escolares vascas. No obstante, sería aconsejable llevar a cabo futuros estudios empíricos para conocer los beneficios que reporta y los desafíos que supone el uso de esta red social., [EUS] Gradu Amaierako Lan honen abiapuntua da eskola-liburutegien garrantzia irakurketaren sustapenean. Ikerketa honen helburu nagusia da Lehen Hezkuntzako ikasleentzat bideratuta dauden, Euskal Herriko Autonomia Erkidegoko eskola-liburutegietan erabili ahal diren eta irakurketa bultzatzea oinarrizko zeregina duten sare sozialen azterketa burutzea. Xede hori erdiesteko, hurrengo irizpideak zehaztu dira. Alde batetik, sare sozial bertikalak eta funtsezko eginkizuna irakurmena sustatzea izatea. Beste alde batetik, haurrei zuzenduta nahiz autonomia erkidegoko hizkuntza ofizial batean egotea eta umeen parte-hartzea eta lankidetza bultzatzea. Analisi honen emaitza Leoteca izeneko plataforma izan da. Halaber, adinez nagusientzat diren eta irakurketa sustatzea lehenesten duten bi sare sozial, hau da, Goodreads eta LibraryThing, hautatu dira, munduan gehien erabilietakoak baitira. Baliabide horien aukeraketa burutu da haurren eta adinekoen arteko sare sozialen ezaugarrien alderaketa aurrera eramateko. Azterketa egiteko asmoarekin, analisi fitxa bat sortu da alderdi orokorrei, datu kuantitatiboei, kualitatiboei eta adingabekoen segurtasunari erreparatuz. Geroago, informazioa aztertu da. Emaitzek agerian uzten duten bezala, Leotecak zehaztutako helburua betetzen du. Plataforma horrek helmen mugatua izan arren, bestelako zereginak eskaintzea eta ikasleen segurtasuna ziurtatzea ez ezik, hezkuntza-komunitatearen kideen arteko harremanak zein elkarlana ere ahalbidetzen ditu. Beraz, baliabide erakargarria eta eraginkorra da, euskal eskoletako liburutegietan ezar litekeena. Hala ere, gomendagarria izango litzateke etorkizunean ikerketa enpirikoak martxan jartzea sare sozial horren ezarpenaren onurak eta erronkak ezagutzeko., [EN] This Bachelor Thesis ́ starting point is the importance of school libraries in the promotion of reading. The main objective of this study is to analyse the current social reading networks aimed at primary school students that can be used in school libraries of the Autonomous Community of the Basque Country. To achieve this goal, the following criteria have been established: it must be a vertical social network, the main function of the platform should be reading promotion and it must be directed towards children. Moreover, the main language of the social network ought to be one of the official ones in the autonomous community and it must enable not only the participation but also the collaboration of the students. The result of this selection was Leoteca. In addition, two social reading networks aimed at adults, Goodreads and LibraryThing, were chosen for a comparison of their features. In order to examine them, an analysis sheet was created based on general aspects, quantitative and qualitative data and the safety of children. Subsequently, the information obtained was interpreted. As evidenced by the results, Leoteca is a platform that fulfils the defined objective, despite its limited scope, offers original functions, facilitates both the relationship and cooperation of the members of the educational community and ensures the protection of minors. Therefore, it is an attractive and effective resource that could be implemented in Basque school libraries. Nevertheless, it would be advisable to carry out future empirical studies to learn about the benefits that this platform provides and the challenges that the educational community should face.

This work proposes an approach that examines the role that the schools of the province of Santa Cruz play in the process of construction of the collective memory(s), particularly of two traumatic events in contemporary Santa Cruz history: on the one hand, the rural peon strikes of 1920/21 and, on the other, the last civic-military dictatorship of 1976. Although both events contain their own historical density and peculiarities, the truth is that both events have disrupted the calendar of school events. That is why we are interested in analyzing the mechanisms that are activated in relation to remembering/forgetting, and in what way they are implemented not only on the days indicated by the school anniversary, but also in the more extensive daily life of school institutions. From this perspective, we are interested in resuming the analysis regarding the place of school libraries in the construction of the collective memory of Santa Cruz., El presente trabajo propone un abordaje que examina el rol que les cabe a las escuelas de la provincia de Santa Cruz en el proceso de construcción de la(s) memoria(s) colectiva(s) particularmente de dos hechos traumáticos de la historia contemporánea santacruceña: por un lado, las huelgas de los peones rurales de 1920/21 y, por el otro, la última dictadura cívico-militar de 1976. Si bien ambos hechos contienen su propia densidad histórica y particularidades propias, lo cierto es que ambos hechos han irrumpido en el calendario de actos escolares. Por eso nos interesa analizar los mecanismos que se activan en relación al recuerdo/olvido, y de qué modo se implementan no sólo en los días señalados por la efeméride escolar, sino también en la cotidianeidad más extensa de las instituciones escolares. Desde esta perspectiva, nos interesa retomar el análisis respecto al lugar de las bibliotecas escolares en la construcción de la memoria colectiva santacruceña.

The purpose of this thesis is to elucidate which arguments and discourses can be discovered in the state investigation SOU 2021:3 Skolbibliotek för bildning och utbildning. By presenting these arguments and discourses I intend to accentuate the expectations surrounding the school library and its personnel. Another aim with my thesis is to emphasise the situation surrounding the school library and how it can be affected by the propositions in the state investigation. The theoretical and methodological starting points are discourse analysis and argument analysis. The discourse analysis stems from Ernesto Laclau and Chantal Mouffe with contributions from Åse Hedemark. In the empirical analysis I present five themes regarding the school library, based on findings in the material. Here I also present concepts and arguments regarding the school library, which in turn formulate the discourses. In the last discussion of the thesis, I present and analyze the discourses. There are four discourses I find representative of the preconditions of school libraries and school librarians, along with their current situation. The discourses are about; The enthusiast, the power and the pastorale, the leadership, and the invisibility and frustration. The discourse analytical discussion reflects on how there are predominating discourses that frame the reality of the school library. However, the state investigation presents dictums which can become new discourses. They can formulate the default discourses surrounding the definitions of the school library; here the difficulty lies in transforming theory to actuality. This thesis explores the arguments, discourses and virtual situation affecting the school library and its personnel. It presents reflections on how the propositions of the state investigation can influence working life of the school librarian, as well as the roles and features of the school library. This is a two-year master’s thesis in Library and information science.

This study examined the role of school libraries in promoting reading culture among Secondary School Students in Benue State. Four objectives were achieved. The study population was 136 subjects comprising of Senior Secondary School 1 and 2 students and same was used as sample size. The instrument for the study is a structured questionnaire titled ‘Role of School Libraries in Promoting Reading Culture among Secondary School Students Questionnaire (RSLORCSSSQ)’. Data collected was analysed using descriptive statistics, precisely mean. Research question 1 was on the purpose of library use by students. Findings revealed that the students read in the library to “catch funs”, for personal intellectual development, to while-away time, for personal intellectual development and to hide from school works. Findings revealed that students read once a week in the library. Findings also revealed that students spend less than an hour reading in the library. It was found that students prefer poetry, newspapers and magazines, novels and story books and comics. The study also found that the hours for opening the libraries is not convenient for students, most of the school library materials are outdated and are not relevant for students, the school always closes libraries and the school lacks library periods. The study concluded that non-integration of the library in the school curriculum, and “catch funs” were the major causes of poor reading culture. It was recommended that school administrators should encourage students to read to pass examinations, have vast knowledge about the world and development of their personal intellectual capacity, students should learn how to spend enough time of at least 2-3 hours reading in the library as it will enable them cover wide in their books and integration of school library activities into the school curricula should be suitable for students to enable them make good use of school library.

The literature is predominated by studies seeking to clarify the extent of the availability, functionality, accessibility and/or utilisation of library materials in schools at various levels. The extent of principals' management of library resources and their contribution to the lesson preparation activities of teachers seems to have been under-researched. In bridging the gap, the current study was designed to assess the extent and contribution of principals’ management of library resources to teachers’ lesson preparation practices. Six specific objectives were of interest to the researchers. The quantitative research method, following the ex-post facto research design, was adopted. The stratified proportional random sampling technique was used to choose a sample of 743 respondents from a population of 1,857 secondary school teachers in Ikom Education Zone, Cross River State, Nigeria. An instrument named "Management of Library Resources and Teachers' Lesson Preparation Questionnaire" (MLRTLPQ) was used to gather data. The quantitative content validity method was used to assess the degree to which the items in the instrument were clear, relevant, and represented a wide range of the anticipated content based on the views of domain experts. One sample t-test and hierarchical regression analyses were used for data analyses. Four stepwise hierarchical linear models were specified and fitted accordingly. It was found that teachers’ lesson preparation practice is significantly low generally; there is a significantly low extent in principals’ management of textual, auditory, visual and audio-visual library resources; there is a significant composite contribution of principals’ management of library resources on teachers’ lesson preparation practices in public secondary schools in model 3 and model 4. Based on these findings, practical implications are discussed, with recommendations made for a better library management practice in secondary schools for quality lesson prepar

In the COVID pandemic, educational institutions have adopted an online education delivery mode to ensure continuity in the students' learning process. The school teachers started taking online classes, and libraries delivered resources through WhatsApp or developed digital library webpages/portals. In this scenario, the importance of Open Educational Resources (OERs) cannot be overlooked, as they are free from copyright issues and can be reused by anyone without any prerequisite author permissions. The present study made efforts to identify the advocacy of such OERs by CBSE affiliated Indian public schools of Chandigarh, Delhi and Delhi West regions identified from the school directory of CBSE. After identifying Indian public schools providing links of OERs on their websites, the study aimed at listing the OERs supplied by the Indian public school/library to their users to find out the most common and distinctly found national and international OERs.

This research aims to identify the challenges and strategies of school libraries during pandemic to support distance learning. This research used qualitative methods with a case study approach conducted in three high school libraries in Bantul Regency, Special Region of Yogyakarta, Indonesia. The data collection techniques consist of in-depth interviews, observations, and document studies. The informant involved in the study was five people consisting of the head of the school and the librarian of the school. Data analysis techniques use stages of reduction, display, and verification. The study found that school libraries found three major challenges to services during pandemics. The challenges are the school librarian's unpreparedness for change, lack of library facilities and digital collection, and lack of service innovation development. The strategy carried out by the school library is benchmarking and developing new and innovative services.

The purpose of this study was to explore students’ satisfaction with resources and services in school libraries in the Punjab, Pakistan, and to make suggestions for improving the resources and services of these libraries in accordance with students’ needs. The quantitative research method was employed to address research questions of the study. The quantitative data were collected from students of four selected schools in the Punjab, Pakistan through the questionnaire by employing the convenience sampling technique. The findings of the study suggest that the majority of the students used and visited the libraries weekly. Most of the respondents visited the libraries to read newspapers and magazines, while nearly thirty percent of students visited the libraries to borrow books. The majority of the respondents were satisfied with reference material, library collection, text books, newspapers and magazines and the catalogue available in the libraries. The respondents were also satisfied with instructional services, reprographic services, and orientation programs offered by the libraries .The findings of the study will help library management and school administration to design and improve library resources and services in accordance with students’ expectations and needs, and fulfill the students’ requirements effectively.

This work proposes an approach that examines the role that the schools of the province of Santa Cruz play in the process of construction of the collective memory(s), particularly of two traumatic events in contemporary Santa Cruz history: on the one hand, the rural peon strikes of 1920/21 and, on the other, the last civic-military dictatorship of 1976. Although both events contain their own historical density and peculiarities, the truth is that both events have disrupted the calendar of school events. That is why we are interested in analyzing the mechanisms that are activated in relation to remembering/forgetting, and in what way they are implemented not only on the days indicated by the school anniversary, but also in the more extensive daily life of school institutions. From this perspective, we are interested in resuming the analysis regarding the place of school libraries in the construction of the collective memory of Santa Cruz., El presente trabajo propone un abordaje que examina el rol que les cabe a las escuelas de la provincia de Santa Cruz en el proceso de construcción de la(s) memoria(s) colectiva(s) particularmente de dos hechos traumáticos de la historia contemporánea santacruceña: por un lado, las huelgas de los peones rurales de 1920/21 y, por el otro, la última dictadura cívico-militar de 1976. Si bien ambos hechos contienen su propia densidad histórica y particularidades propias, lo cierto es que ambos hechos han irrumpido en el calendario de actos escolares. Por eso nos interesa analizar los mecanismos que se activan en relación al recuerdo/olvido, y de qué modo se implementan no sólo en los días señalados por la efeméride escolar, sino también en la cotidianeidad más extensa de las instituciones escolares. Desde esta perspectiva, nos interesa retomar el análisis respecto al lugar de las bibliotecas escolares en la construcción de la memoria colectiva santacruceña.

False or misleading information can damage societal cohesion, school libraries are involved in teaching media and information literacy and can be an important start for students' knowledge in the field. The thesis aims to investigate how library plans and school library plans present the school library's mission with teaching media and information literacy, and how a didactic school library model could look like and what it can contribute to the school library's activities. To achieve the purpose, the questions are used: What can a theoretical model of school library di-dactics contain? How do library and school library plans present the school library's learning area MIL from a didactic perspective? And why does the school library need a didactic model and what could it contribute? The method is a qualitative content analysis of 18 current library and school library plans. The result is analyzed with a school library didactic model developed based on the didactic basic questions what, how and why. Hansen's model of library didactics is also used and the school library's central areas such as the room, intermediation and as a pedagogical resource. The study concludes that there are differences in how the plans presents the school library's role with MIL and that a clearer school library plan designed by the principal, school librarian and other relevant staff at the school in collaboration can clarify the school library's activities. A school library didactic model can be relevant for demonstrating the school library's special role and promoting the status of an integration in the school's activities. This is a two-year master's thesis in library and information science.

Thus far the research on how schools have managed the sudden transition to distance education due to the COVID-19 pandemic has mainly focused on the experiences of teachers, and the voices of school librarians have gone unexplored. This study aims to explore the transition to distance education from the perspectives of secondary school librarians in Sweden. The study focuses on how this transition affected school librarians’ working practices and the factors that impacted their abilities to rebuild their usual activities and services in new formats. This study uses an infrastructural perspective to analyse the school library as a part of the wider school infrastructure, and considers the enforced transition to distance education as a kind of infrastructural ‘breakdown’. School libraries are treated as multifaceted infrastructures with material, structural and relational/cultural factors which all may contribute to their success. Through a thematic analysis of semi-structured interviews with 14 librarians at 12 secondary schools in Sweden, I identified four themes in the ways informants talked about the transition process: 1. Most well-established practices, relationships and collaborations could be adapted. 2. The library room had social functions that could not be fully rebuilt online. 3. Systematic integration, strong relationships and a culture of library use contributed to successful transitions. 4. Work to make libraries more accessible and visible became more important. This is a two years master's thesis in Library and Information Science., Hittills har forskningen om hur skolor har hanterat den plötsliga övergången till distansundervisning på grund av COVID-19-pandemin fokuserat till största delen på lärares erfarenheter, och skolbibliotekariers röster har inte utforskats. Denna studie syftar till att utforska övergången till distansundervisning utifrån svenska skolbibliotekariers perspektiv. Studien fokuserar på hur denna process påverkade skolbibliotekariers arbetspraktiker, och de faktorer som påverkade deras förmåga att återskapa sina vanliga verksamheter i nya format. Studien använder ett infrastrukturellt perspektiv för att analysera skolbiblioteket som en del av en bredare skolinfrastruktur, och betraktar den påtvingade övergången till distansundervisning som ett slags “infrastrukturellt sammanbrott”. Skolbibliotek behandlas som mångfasetterade infrastrukturer, med materiella, strukturella och relationella/kulturella faktorer som alla kan bidra till deras framgång. Genom tematisk analys av semi-strukturerade intervjuer med 14 bibliotekarier på 12 gymnasieskolor i Sverige identifierade jag fyra teman i hur informanterna pratade om övergångsprocessen: 1. De mest väletablerade praktikerna, relationerna och samarbetena kunde anpassas. 2. Biblioteksrummet hade sociala funktioner som inte helt kunde återskapas på nätet. 3. Systematisk integrering, starka relationer och en kultur av biblioteksanvändning bidrog till framgångsrika övergångar. 4. Arbetet för att göra biblioteken mer tillgängliga och synliga blev viktigare.

This work proposes an approach that examines the role that the schools of the province of Santa Cruz play in the process of construction of the collective memory(s), particularly of two traumatic events in contemporary Santa Cruz history: on the one hand, the rural peon strikes of 1920/21 and, on the other, the last civic-military dictatorship of 1976. Although both events contain their own historical density and peculiarities, the truth is that both events have disrupted the calendar of school events. That is why we are interested in analyzing the mechanisms that are activated in relation to remembering/forgetting, and in what way they are implemented not only on the days indicated by the school anniversary, but also in the more extensive daily life of school institutions. From this perspective, we are interested in resuming the analysis regarding the place of school libraries in the construction of the collective memory of Santa Cruz., El presente trabajo propone un abordaje que examina el rol que les cabe a las escuelas de la provincia de Santa Cruz en el proceso de construcción de la(s) memoria(s) colectiva(s) particularmente de dos hechos traumáticos de la historia contemporánea santacruceña: por un lado, las huelgas de los peones rurales de 1920/21 y, por el otro, la última dictadura cívico-militar de 1976. Si bien ambos hechos contienen su propia densidad histórica y particularidades propias, lo cierto es que ambos hechos han irrumpido en el calendario de actos escolares. Por eso nos interesa analizar los mecanismos que se activan en relación al recuerdo/olvido, y de qué modo se implementan no sólo en los días señalados por la efeméride escolar, sino también en la cotidianeidad más extensa de las instituciones escolares. Desde esta perspectiva, nos interesa retomar el análisis respecto al lugar de las bibliotecas escolares en la construcción de la memoria colectiva santacruceña.

This work proposes an approach that examines the role that the schools of the province of Santa Cruz play in the process of construction of the collective memory(s), particularly of two traumatic events in contemporary Santa Cruz history: on the one hand, the rural peon strikes of 1920/21 and, on the other, the last civic-military dictatorship of 1976. Although both events contain their own historical density and peculiarities, the truth is that both events have disrupted the calendar of school events. That is why we are interested in analyzing the mechanisms that are activated in relation to remembering/forgetting, and in what way they are implemented not only on the days indicated by the school anniversary, but also in the more extensive daily life of school institutions. From this perspective, we are interested in resuming the analysis regarding the place of school libraries in the construction of the collective memory of Santa Cruz., El presente trabajo propone un abordaje que examina el rol que les cabe a las escuelas de la provincia de Santa Cruz en el proceso de construcción de la(s) memoria(s) colectiva(s) particularmente de dos hechos traumáticos de la historia contemporánea santacruceña: por un lado, las huelgas de los peones rurales de 1920/21 y, por el otro, la última dictadura cívico-militar de 1976. Si bien ambos hechos contienen su propia densidad histórica y particularidades propias, lo cierto es que ambos hechos han irrumpido en el calendario de actos escolares. Por eso nos interesa analizar los mecanismos que se activan en relación al recuerdo/olvido, y de qué modo se implementan no sólo en los días señalados por la efeméride escolar, sino también en la cotidianeidad más extensa de las instituciones escolares. Desde esta perspectiva, nos interesa retomar el análisis respecto al lugar de las bibliotecas escolares en la construcción de la memoria colectiva santacruceña.

38 p. -- Bibliogr.: p. 33-37, [ES] El presente Trabajo de Fin de Grado tiene como punto de partida la importancia de las bibliotecas escolares en la promoción de la lectura. El objetivo principal de este estudio es analizar las redes sociales de lectura existentes dirigidas al alumnado de Educación Primaria que pueden ser empleadas en las bibliotecas escolares de la Comunidad Autónoma del País Vasco. Para alcanzar dicha finalidad, se han establecido los siguientes criterios: que sea una red social vertical, que la función principal de la plataforma sea el fomento de la lectura, que esté destinada al público infantil, que se encuentre en uno de los idiomas oficiales de la comunidad autónoma y posibilite tanto la participación como la colaboración del alumnado. El resultado de dicha selección ha sido Leoteca. Además, se han escogido dos redes sociales de lectura orientadas a mayores de edad, Goodreads y LibraryThing, puesto que son dos de las plataformas de lectura más utilizadas a nivel mundial, para realizar una comparativa de sus prestaciones. Para llevar a cabo el examen de las mismas, se ha elaborado una ficha de análisis basada en los aspectos generales, datos cuantitativos, cualitativos y la seguridad de las niñas y los niños. Posteriormente, se ha interpretado la información obtenida. Como se evidencia en los resultados, Leoteca es una plataforma que cumple el objetivo definido, a pesar de su limitado alcance, ofrece funciones novedosas, propicia la relación y cooperación de los miembros de la comunidad educativa y asegura la protección de las menores1. Por tanto, es un recurso atractivo y efectivo que podría implantarse en las bibliotecas escolares vascas. No obstante, sería aconsejable llevar a cabo futuros estudios empíricos para conocer los beneficios que reporta y los desafíos que supone el uso de esta red social., [EUS] Gradu Amaierako Lan honen abiapuntua da eskola-liburutegien garrantzia irakurketaren sustapenean. Ikerketa honen helburu nagusia da Lehen Hezkuntzako ikasleentzat bideratuta dauden, Euskal Herriko Autonomia Erkidegoko eskola-liburutegietan erabili ahal diren eta irakurketa bultzatzea oinarrizko zeregina duten sare sozialen azterketa burutzea. Xede hori erdiesteko, hurrengo irizpideak zehaztu dira. Alde batetik, sare sozial bertikalak eta funtsezko eginkizuna irakurmena sustatzea izatea. Beste alde batetik, haurrei zuzenduta nahiz autonomia erkidegoko hizkuntza ofizial batean egotea eta umeen parte-hartzea eta lankidetza bultzatzea. Analisi honen emaitza Leoteca izeneko plataforma izan da. Halaber, adinez nagusientzat diren eta irakurketa sustatzea lehenesten duten bi sare sozial, hau da, Goodreads eta LibraryThing, hautatu dira, munduan gehien erabilietakoak baitira. Baliabide horien aukeraketa burutu da haurren eta adinekoen arteko sare sozialen ezaugarrien alderaketa aurrera eramateko. Azterketa egiteko asmoarekin, analisi fitxa bat sortu da alderdi orokorrei, datu kuantitatiboei, kualitatiboei eta adingabekoen segurtasunari erreparatuz. Geroago, informazioa aztertu da. Emaitzek agerian uzten duten bezala, Leotecak zehaztutako helburua betetzen du. Plataforma horrek helmen mugatua izan arren, bestelako zereginak eskaintzea eta ikasleen segurtasuna ziurtatzea ez ezik, hezkuntza-komunitatearen kideen arteko harremanak zein elkarlana ere ahalbidetzen ditu. Beraz, baliabide erakargarria eta eraginkorra da, euskal eskoletako liburutegietan ezar litekeena. Hala ere, gomendagarria izango litzateke etorkizunean ikerketa enpirikoak martxan jartzea sare sozial horren ezarpenaren onurak eta erronkak ezagutzeko., [EN] This Bachelor Thesis ́ starting point is the importance of school libraries in the promotion of reading. The main objective of this study is to analyse the current social reading networks aimed at primary school students that can be used in school libraries of the Autonomous Community of the Basque Country. To achieve this goal, the following criteria have been established: it must be a vertical social network, the main function of the platform should be reading promotion and it must be directed towards children. Moreover, the main language of the social network ought to be one of the official ones in the autonomous community and it must enable not only the participation but also the collaboration of the students. The result of this selection was Leoteca. In addition, two social reading networks aimed at adults, Goodreads and LibraryThing, were chosen for a comparison of their features. In order to examine them, an analysis sheet was created based on general aspects, quantitative and qualitative data and the safety of children. Subsequently, the information obtained was interpreted. As evidenced by the results, Leoteca is a platform that fulfils the defined objective, despite its limited scope, offers original functions, facilitates both the relationship and cooperation of the members of the educational community and ensures the protection of minors. Therefore, it is an attractive and effective resource that could be implemented in Basque school libraries. Nevertheless, it would be advisable to carry out future empirical studies to learn about the benefits that this platform provides and the challenges that the educational community should face.

This work proposes an approach that examines the role that the schools of the province of Santa Cruz play in the process of construction of the collective memory(s), particularly of two traumatic events in contemporary Santa Cruz history: on the one hand, the rural peon strikes of 1920/21 and, on the other, the last civic-military dictatorship of 1976. Although both events contain their own historical density and peculiarities, the truth is that both events have disrupted the calendar of school events. That is why we are interested in analyzing the mechanisms that are activated in relation to remembering/forgetting, and in what way they are implemented not only on the days indicated by the school anniversary, but also in the more extensive daily life of school institutions. From this perspective, we are interested in resuming the analysis regarding the place of school libraries in the construction of the collective memory of Santa Cruz., El presente trabajo propone un abordaje que examina el rol que les cabe a las escuelas de la provincia de Santa Cruz en el proceso de construcción de la(s) memoria(s) colectiva(s) particularmente de dos hechos traumáticos de la historia contemporánea santacruceña: por un lado, las huelgas de los peones rurales de 1920/21 y, por el otro, la última dictadura cívico-militar de 1976. Si bien ambos hechos contienen su propia densidad histórica y particularidades propias, lo cierto es que ambos hechos han irrumpido en el calendario de actos escolares. Por eso nos interesa analizar los mecanismos que se activan en relación al recuerdo/olvido, y de qué modo se implementan no sólo en los días señalados por la efeméride escolar, sino también en la cotidianeidad más extensa de las instituciones escolares. Desde esta perspectiva, nos interesa retomar el análisis respecto al lugar de las bibliotecas escolares en la construcción de la memoria colectiva santacruceña.

This work proposes an approach that examines the role that the schools of the province of Santa Cruz play in the process of construction of the collective memory(s), particularly of two traumatic events in contemporary Santa Cruz history: on the one hand, the rural peon strikes of 1920/21 and, on the other, the last civic-military dictatorship of 1976. Although both events contain their own historical density and peculiarities, the truth is that both events have disrupted the calendar of school events. That is why we are interested in analyzing the mechanisms that are activated in relation to remembering/forgetting, and in what way they are implemented not only on the days indicated by the school anniversary, but also in the more extensive daily life of school institutions. From this perspective, we are interested in resuming the analysis regarding the place of school libraries in the construction of the collective memory of Santa Cruz., El presente trabajo propone un abordaje que examina el rol que les cabe a las escuelas de la provincia de Santa Cruz en el proceso de construcción de la(s) memoria(s) colectiva(s) particularmente de dos hechos traumáticos de la historia contemporánea santacruceña: por un lado, las huelgas de los peones rurales de 1920/21 y, por el otro, la última dictadura cívico-militar de 1976. Si bien ambos hechos contienen su propia densidad histórica y particularidades propias, lo cierto es que ambos hechos han irrumpido en el calendario de actos escolares. Por eso nos interesa analizar los mecanismos que se activan en relación al recuerdo/olvido, y de qué modo se implementan no sólo en los días señalados por la efeméride escolar, sino también en la cotidianeidad más extensa de las instituciones escolares. Desde esta perspectiva, nos interesa retomar el análisis respecto al lugar de las bibliotecas escolares en la construcción de la memoria colectiva santacruceña.

The teaching function of the librarian is closely related to his relationship with the members of the educational community which is not always achieved, the present research has aimed to develop a model of application of reciprocity according to the thought of Chiara Lubich from the beginning. school library to achieve the relational articulation of the different people involved in it. Based on the methodology of grounded theory, from the qualitative approach, a hermeneutical analysis was carried out, of themes and concepts found in publications by Chiara Lubich (1920-2008) or related to applications of her proposal, in particular in the educational field. using the interview to deepen the understanding of the concepts and thus being able to identify relationships between them, to arrive at the elaboration of the model. It is concluded that it allows to relate the different people involved in the educational process from the school library, in view of the fulfillment of curricular contents from an integral vision of the person, in all its dimensions (be it teacher or student), considering the particularities of each of the participants with regard to the joint generation of knowledge and educational activities, it is framed in the understanding of the person as being in relation, the establishment of a culture of giving from universal brotherhood and a unitary vision of existence, based on the communion method: Putting oneself in the other person's place, doing it with everyone, doing it always., La función docente del bibliotecólogo está íntimamente relacionada con su relación con los miembros de la comunidad educativa, la cual, no siempre es lograda, la presente investigación ha tenido como objetivo el desarrollar un modelo de aplicación de la reciprocidad según el pensamiento de Chiara Lubich desde la biblioteca escolar para lograr la articulación relacional de las diferentes personas implicadas en la misma. Basándose en la metodología de la teoría fundamentada, desde el enfoque cualitativo, se realizó un análisis hermenéutico, de temas y conceptos encontrados en publicaciones de Chiara Lubich (1920-2008) o relativas a aplicaciones de su propuesta, en particular en el ámbito educativo, utilizando la entrevista para profundizar en la comprensión de los conceptos y pudiendo así identificar relaciones entre los mismos, para llegar a la elaboración del modelo. Se concluye que el mismo permite relacionar las diferentes personas implicadas en el proceso educativo desde la biblioteca escolar, en vista del cumplimiento de contenidos curriculares desde una visión integral de la persona, en todas sus dimensiones (sea docente o estudiante), considerando las particularidades de cada uno de los participantes en lo referido a la generación conjunta de conocimiento y a actividades educativas, el mismo se enmarca en la comprensión de la persona como ser en relación, el establecimiento de una cultura del dar desde la fraternidad universal y una visión unitaria de la existencia, a partir de la técnica de la unidad: ponerse en el lugar de la otra persona, hacerlo con todos, hacerlo siempre.

Since 2012 the reading level of students in the Netherlands is dropping. The blame is mostly put on the increasing digitalisation of the world. This research tries to help battle this decrease, by analysing how libraries in lyceums in the Netherlands looked before the digitalisation. This will be done by looking at 5 different case studies in Amsterdam, with their building build between 1900 and 2015. The research will try to formulate a typical library inside a lyceum based on the functionality and other characteristics. The author found out that the libraries started off as mainly a place to store books and having a closed off character. This evolved to larger libraries that would be more open to the other parts of the school. Architecturally, the libraries were not very different from the rest of the school. Therefore, they always look like a function like any other inside a school, while they have different requirements., AR2A011, Architecture, Urbanism and Building Sciences

Regarding the vital role of school libraries in the educational system, there are issues around the qualified human resources, adequate facilities, and electricity supply among others. Another challenge is the proper attitudes towards the use of the available library information resources among library users. The trend which is not helpful to national development in any way if not curbed. To find out ways around the emerging attitudes, this study was motivated to investigate the appraisement of gateway and usage of library information resources among pupils in Osogbo Local Government Education Authority (LGEA), Osun State, Nigeria. The intentions of the study were to determine the level of satisfaction of pupils towards school library information resources including human resources, and other facilities; to investigate access and use of school library information resources, to find out the factors that pose problem to pupils in the use of school library and strategies to overcome such challenges. In a descriptive survey, simple random was habituated to select 40 respondents from each of the selected primary schools to make a sample size of 240 respondents in six primary schools purposively selected in the Osogbo Local Government Area of Osun State in Nigeria. The methods of data collection for the study were questionnaires, documentary review, personal observations and interview. Content analysis was espoused for qualitative data. Quantitative data were anatomised by using SPSS. The finding divulged that primary school pupils face many repressions in using the school library since there are no current library information resources but obsolete ones; inadequate of qualified and professional personnel. It was also found that books were the most frequently used library information resources. Furthermore, to effectively use the school’s libraries by the primary school pupils, there is need to address the above-mentioned constraints faced by the pupils in using the schoo

The purpose of this thesis is to elucidate which arguments and discourses can be discovered in the state investigation SOU 2021:3 Skolbibliotek för bildning och utbildning. By presenting these arguments and discourses I intend to accentuate the expectations surrounding the school library and its personnel. Another aim with my thesis is to emphasise the situation surrounding the school library and how it can be affected by the propositions in the state investigation. The theoretical and methodological starting points are discourse analysis and argument analysis. The discourse analysis stems from Ernesto Laclau and Chantal Mouffe with contributions from Åse Hedemark. In the empirical analysis I present five themes regarding the school library, based on findings in the material. Here I also present concepts and arguments regarding the school library, which in turn formulate the discourses. In the last discussion of the thesis, I present and analyze the discourses. There are four discourses I find representative of the preconditions of school libraries and school librarians, along with their current situation. The discourses are about; The enthusiast, the power and the pastorale, the leadership, and the invisibility and frustration. The discourse analytical discussion reflects on how there are predominating discourses that frame the reality of the school library. However, the state investigation presents dictums which can become new discourses. They can formulate the default discourses surrounding the definitions of the school library; here the difficulty lies in transforming theory to actuality. This thesis explores the arguments, discourses and virtual situation affecting the school library and its personnel. It presents reflections on how the propositions of the state investigation can influence working life of the school librarian, as well as the roles and features of the school library. This is a two-year master’s thesis in Library and information science.

False or misleading information can damage societal cohesion, school libraries are involved in teaching media and information literacy and can be an important start for students' knowledge in the field. The thesis aims to investigate how library plans and school library plans present the school library's mission with teaching media and information literacy, and how a didactic school library model could look like and what it can contribute to the school library's activities. To achieve the purpose, the questions are used: What can a theoretical model of school library di-dactics contain? How do library and school library plans present the school library's learning area MIL from a didactic perspective? And why does the school library need a didactic model and what could it contribute? The method is a qualitative content analysis of 18 current library and school library plans. The result is analyzed with a school library didactic model developed based on the didactic basic questions what, how and why. Hansen's model of library didactics is also used and the school library's central areas such as the room, intermediation and as a pedagogical resource. The study concludes that there are differences in how the plans presents the school library's role with MIL and that a clearer school library plan designed by the principal, school librarian and other relevant staff at the school in collaboration can clarify the school library's activities. A school library didactic model can be relevant for demonstrating the school library's special role and promoting the status of an integration in the school's activities. This is a two-year master's thesis in library and information science.

Thus far the research on how schools have managed the sudden transition to distance education due to the COVID-19 pandemic has mainly focused on the experiences of teachers, and the voices of school librarians have gone unexplored. This study aims to explore the transition to distance education from the perspectives of secondary school librarians in Sweden. The study focuses on how this transition affected school librarians’ working practices and the factors that impacted their abilities to rebuild their usual activities and services in new formats. This study uses an infrastructural perspective to analyse the school library as a part of the wider school infrastructure, and considers the enforced transition to distance education as a kind of infrastructural ‘breakdown’. School libraries are treated as multifaceted infrastructures with material, structural and relational/cultural factors which all may contribute to their success. Through a thematic analysis of semi-structured interviews with 14 librarians at 12 secondary schools in Sweden, I identified four themes in the ways informants talked about the transition process: 1. Most well-established practices, relationships and collaborations could be adapted. 2. The library room had social functions that could not be fully rebuilt online. 3. Systematic integration, strong relationships and a culture of library use contributed to successful transitions. 4. Work to make libraries more accessible and visible became more important. This is a two years master's thesis in Library and Information Science., Hittills har forskningen om hur skolor har hanterat den plötsliga övergången till distansundervisning på grund av COVID-19-pandemin fokuserat till största delen på lärares erfarenheter, och skolbibliotekariers röster har inte utforskats. Denna studie syftar till att utforska övergången till distansundervisning utifrån svenska skolbibliotekariers perspektiv. Studien fokuserar på hur denna process påverkade skolbibliotekariers arbetspraktiker, och de faktorer som påverkade deras förmåga att återskapa sina vanliga verksamheter i nya format. Studien använder ett infrastrukturellt perspektiv för att analysera skolbiblioteket som en del av en bredare skolinfrastruktur, och betraktar den påtvingade övergången till distansundervisning som ett slags “infrastrukturellt sammanbrott”. Skolbibliotek behandlas som mångfasetterade infrastrukturer, med materiella, strukturella och relationella/kulturella faktorer som alla kan bidra till deras framgång. Genom tematisk analys av semi-strukturerade intervjuer med 14 bibliotekarier på 12 gymnasieskolor i Sverige identifierade jag fyra teman i hur informanterna pratade om övergångsprocessen: 1. De mest väletablerade praktikerna, relationerna och samarbetena kunde anpassas. 2. Biblioteksrummet hade sociala funktioner som inte helt kunde återskapas på nätet. 3. Systematisk integrering, starka relationer och en kultur av biblioteksanvändning bidrog till framgångsrika övergångar. 4. Arbetet för att göra biblioteken mer tillgängliga och synliga blev viktigare.