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Purpose: The main objective of this study was to gain insight into school-based speech-language pathologists' (SLPs') perspectives on and experiences with telepractice as a service delivery model at the onset of the COVID-19 global pandemic. A better understanding of the facilitating and challenging factors that belie telepractice-based services will guide the creation of training and resource development to further support remote speech-language services in schools. Method: Four focus group sessions using a semistructured format were conducted with 22 school-based SLPs from 14 states in the United States. The focus groups provided an opportunity for SLPs to reflect on their telepractice experiences, including pros and cons, necessary knowledge and skills, factors impacting telepractice service delivery, and student and family participation. Inductive thematic analysis was used to describe the collective experiences and perspectives of the participants. Results: Three themes regarding telepractice emerged: technology use, locus of control for decision making, and student and family engagement. Participants reported experiencing a range of successes and challenges when attempting to meet students' needs and identified gaps in resources and school capacity for telepractice. Conclusions: The findings revealed how school SLPs experienced telepractice service delivery during the remote learning portion of the 2019-2020 school year due to the onset of the COVID-19 pandemic. The study increases our understanding of factors that facilitated and challenged the effective delivery of speech-language services via telepractice. To assist SLPs in future telepractice efforts, implications for professional development and further research are provided.

This paper uses a meta-ethnographic approach to examine a core body of research conducted primarily by one iSchool research center that has bolstered its curriculum in support of school librarian leadership in the past decade. Substantive studies, conducted by faculty and doctoral students, have focused on various phases of leadership from pre-service to mastery with emphases on technology integration. The goal of this paper is to go beyond the traditional summarizing of the research in the area to synthesizing and reinterpreting published findings for the purpose of building a foundation on which to investigate a theoretical framework for leadership by school librarians.

In this article, the author reflects on some cuts that were presented during her term as the American Association of School Librarians (AASL) President. The author developed a plan to showcase what an excellent school library program looks like so that school libraries and school librarians could escape the cuts. She asked each AASL state affiliate organization to provide the name of an outstanding school library in the state that she could visit and they could celebrate. Out of fifty states, thirty-five participated in what was named the "Vision Tour," providing the general public with a vision of outstanding school libraries. Why didn't every state participate? Some state leaders maintained they could not choose only one school in their state. The author shares her experiences from this tour.

Diversity is an essential part of our professional vocabulary. Teacher-librarians make great efforts to choose and maintain diverse resources for a balanced school library collection that supports students and classrooms. [...]

This study identifies human perceptions and concerns regarding readiness for teacher library education in Germany (where it currently does not exist) by measuring the perceptions of 183 library science educators, [...]

We have been dealing with many challenges in the past months. and such is the case at School Libraries Worldwide. This issue is getting out a bit later than usual [...]

This issue of School Libraries Worldwide is a rich blend of research that confirms previous studies, challenges our previous beliefs and findings, and brings together new and established voices from [...]

This exploratory study investigated supports and services academic libraries currently provide that assist in the fulfillment of information needs. Utilizing wayfinding, think-aloud protocol (TAP), retrospective think-aloud protocol (RTAP), and a GoProTM camera, the actions, thoughts, and feelings of an autistic college freshman and a neurotypical peer were recorded as they navigated their campus library in search of materials. The library website, virtual maps to resource locations, and library workers served equally as enablers and barriers to both students in their information seeking. This proof-of-concept study demonstrates that participant viewpoint ethnography is a viable methodology that can be applied in school library research, with specific adaptations and examples provided. [ABSTRACT FROM AUTHOR]

Germany proposed and implemented various educational reforms in reaction to the Programme for International Student Assessment (PISA) 'shock' of 2000 when the country's scores were unexpectedly low. Professional library associations [...]

This issue is a wonderful mashup of research reports, literature reviews, research in progress and think pieces. Mary Ann Harlan asks us to contemplate the many questions that structure our [...]

With 1 in 68 children in the United States currently being diagnosed with autism spectrum disorder (ASD; Baio, 2014), the potential for school librarians to interact with individuals with ASD [...]

As researchers and practitioners in our field, we most often focus on the results of studies rather than on the methods that produced those results or the theories that support [...]

Meta-ethnography is an interpretive method that provides a way to synthesize the findings of two or more qualitative studies concerning a similar research question or topic. Going beyond the traditional literature review, which looks at individual studies, meta-ethnography facilitates generalizations through extracting concepts, metaphors, and themes. This paper provides a thorough description of the seven steps of meta-ethnography as defined by Noblit and Hare (1988). Implications for this method and the field of Library and Information Science (LIS), especially in the area of theory building, are discussed. Appropriate examples of actual and potential applications within LIS and related disciplines are given to illustrate the potential for the meta-ethnographic method. [ABSTRACT FROM AUTHOR]

The article provides information on Project Panhandle Autism Library Services (PALS) that intends to ensure success in libraries for patrons with autism. Topics mentioned include a Syracuse University Project Expanding Nondiscriminatory Access by Librarians Everywhere workshop in 2013, four online training modules from Project PALS designed to fit librarians' needs, and communication with individuals with autism.