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The article looks at the work and legacy of library science scholar John Carlo Bertot, outgoing editor of "Library Quarterly." It cites his work on the "Public Library Funding and Technology Access" survey carried out regularly since the 1990s and discusses the need for a similar survey providing longitudinal data on school libraries. The author also outlines her academic and career experiences working with Bertot at Florida State University and the University of Maryland.

This study used text mining to explore research topics in the two leading research journals in the field of school librarianship, School Libraries Worldwide and School Library Research. Titles and abstracts were collected from 225 articles of the two journals for the 10 years, 2006 through 2015. Term frequency analysis and topic modeling based on Latent Dirichlet allocation were employed to analyze the collected data. The findings showed the most frequently observed terms and imply the importance of learning, education and programing in school library research. Topic modeling extracted 20 research topics in the field including: school library programming; information literacy; professional roles; digital and technology leadership; research design; policy and management; and others. This study confirmed that programming related topics have been the most widely researched in school librarianship. In both journals, programming is a popular topic. Additionally, professional role, technology, and inquiry skills are amongst popular topics in School Libraries Worldwide, while information literacy, reading, and learning are more common topics in School Library Research. [ABSTRACT FROM AUTHOR]

In late 2013, the South Carolina Association of School Librarians (SCASL) commissioned a study on the impact of school libraries and librarians in South Carolina. The purpose was to assess the extent to which school libraries transform schools by contributing to student success. The SCASL study, completed in 2014, was conducted by Dr. Keith Curry Lance and his associates at the RSL Research Group. Phase two of this study analyzed data collected in surveys of South Carolina school administrators, teachers, and librarians. This article presents the views of 273 administrators and 917 teachers who responded to the surveys. Among other findings, this article describes administrators' and teachers' perceptions of the school librarian's role in collaborative teaching and leadership activities. Included are quotes from district- and school-level administrators. Findings indicate that administrators value the policies and practices of school library programs, as well as the collaborative teaching and leadership roles that librarians play in schools. In late 2013, the South Carolina Association of School Librarian's (SCASL) commissioned a study on the impact of school libraries and librarians in South Carolina. The SCASL study was conducted by Dr. Keith Curry Lance and his associates at the RSL[Q: spell out?] Research Group. The second phase of the study was an analysis of data collected in surveys of South Carolina school administrators, teachers, and librarians, as well as test results from the state's Palmetto Assessment of State Standards (PASS) for elementary and middle school students. This article examines the perceptions of school administrators and teachers who responded to the survey. Seven hundred forty seven (747) administrators were nominated for the survey, and 273 (36.5%) responded. One thousand ninety four (1094) teachers were nominated for the survey, and 917 (83.8%) responded. The surveys began with a few demographic questions. They were then asked to respond to questions regarding school library-related issues. The issues that will be featured in this article are: * How highly administrators valued selected policies and practices of library programs * Roles played by school librarians and how they were desired by administrators and perceived by teachers The survey respondents were also given an opportunity to share their thoughts about their school library programs. More than 430 administrators, teachers, and librarians responded with success stories from their schools. An overview of the findings from the surveys, as well as some of the comments from the administrators and teachers, is provided below. [ABSTRACT FROM AUTHOR]

This research takes an emergent approach to data analysis (Charmaz, 2008) through the use of an emic/etic data coding process, and proposes a typology for understanding the connection between social justice principles and the provision of information technology services in school libraries. The study used data from seven school libraries in the state of New Jersey, obtained from focus groups consisting of forty-eight teachers, eighteen librarians, ten department supervisors, eleven principals/assistant principals, four district directors, and three librarian-teachers. The emergent process and typology employed in this research can aid school libraries in assessing how particular factors of the school/school library environment influence the provision of IT services to school library users. This study confirmed that school librarians and teachers rely on several social justice principles, such as distributive justice, utilitarianism, and egalitarianism, in making decisions regarding how to provide information technology services within the school environment. In particular, it was found that the type of social justice principle used in the school environment depended on the school librarians' and teachers' perceptions of the information competencies of their constituents and the availability of resources within the school environment. This research contributes to the study of social justice in the library and information science (LIS) professions in the following ways: first, by expanding ideas of "social justice" in LIS beyond traditional notions of "disenfranchised groups"--such as people having lower socioeconomic status, racial/ethnic or sexual minorities, and individuals with physical or mental disabilities--to include any group that may experience injustice in the context of information, such as school teachers, librarians and students; second, by portraying how social justice principles are enacted as strategies in school librarianship and pedagogy that advance student information-seeking and learning objectives; third, by highlighting the value of social justice to both practice and scholarly research in school and school library environments; and fourth, by proposing a methodology for studying social justice in a library environment. [ABSTRACT FROM AUTHOR]

Although 2015 marks the target year for attaining the Millennium Development Goals (MDGs) and the United Nations member states are in the process of defining a global development framework to succeed these goals, the MDGs nevertheless remain a development tool for countries' wider development planning frameworks. In South Africa, various sectors, institutions and organisations are making efforts to attain these goals. Accordingly, the library and information sector is well placed to contribute towards the realisation of the MDGs, as libraries provide a critical support structure for education, economic development and poverty eradication. As time runs out in terms of meeting the 2015 deadline, this paper seeks to demonstrate that school libraries may be instrumental in influencing the pace and extent of progress needed to realise the MDGs beyond 2015. The research on which this article is based adds to the body of knowledge advocating the importance of libraries in realising the MDGs. It will also generate insights for policymakers on the important role of school library in development. [ABSTRACT FROM AUTHOR]

Igniting a passion for reading and research is core business for school libraries. Today, the learning ecology of schools is as complex and changeable as the multiple channels and formats that now shape the reading environment for students. Reading is shaped by a diversity of texts, interfaces, devices and experiences. In response to ALIA's 2013 statement (Australian Library and Information Association [ALIA], 2013a) that book collections would establish 50:50 physical to digital equilibrium by 2020, the authors sought to understand the current context and state of play in school libraries. A survey on ebooks, titled 50:50 by 2020 Ebook Trends in Australian Schools, resulted in 450 responses from schools from all states and territories across government, Catholic and independent sectors. Collections are changing in response to the need to contextualise ereading within the learning and teaching experiences in schools. While the benefits and pedagogical rationale of ebooks are recognised, their adoption and use thus far seem to be less about pedagogical innovation than about the practicalities of collections and services offered by school libraries. Analysis of the survey data and other research supports the conclusion that Australian school libraries will not reach a projected balance of 50:50 in the school library collection by 2020. [ABSTRACT FROM AUTHOR]

This paper traces the important developments in school librarianship in South Africa since 2007, during which time the drive to address huge backlogs in school library provision has gained momentum--largely, it argues, from the intersections of two phenomena: the Library and Information Services (LIS) Transformation Charter, and Equal Education, a civic-action NGO campaigning on behalf of school libraries. South African youth face daunting challenges, and their schooling is perhaps where the heritage of apartheid is most visible. The lack of libraries, it is argued, has undermined the attempts at curricular reform since the late 1990s. The daunting backlogs in school library provision mean that innovative models of service will be needed that cut across existing divisions. Given the impact of the lack of school libraries on all sectors of LIS, the paper examines the recommendations in the LIS Transformation Charter that South African US should turn to the concept of ecosystem to provide the framework for concerted action. [ABSTRACT FROM AUTHOR]

The inclusion of LGBT (lesbian, gay, bisexual, and transgender) literature in school media centers can be controversial, but such material can be beneficial in helping LGBT students come to terms with their sexuality and with helping to foster understanding in non-LGBT students. To examine the extent of such collections in school media centers, this research conducted a checklist exercise to examine the holdings of school libraries in two very different states, one in the northeastern United States and one in the southern United States. The study examined variables that may correlate with the number of LGBT books available in the libraries; these variables were size of school enrollment, type of locale, the existence of a fairness ordinance, demographic diversity, and political affiliation. [ABSTRACT FROM AUTHOR]

The aim of this article is to discuss some of the challenges and possibilities that librarians may face when engaging in faculty-library collaboration. The main objective is to present findings from two case studies of embedded librarianship at Gjøvik University College (GUC) and to compare these findings with results from a literature review. The literature review is concentrated around collaboration challenges, a possible role-expansion for librarians, team-teaching and assessment of information skills courses. Another objective is to present two pedagogical approaches that are in use at GUC; the tutor approach and the team-teaching approach. Findings from the case studies suggest that faculty staff were impressed with the librarian's knowledge and they quickly became comfortable with team-teaching and/or leaving the librarian in charge of the students. However there were concerns from both the teacher and librarian about the time-consuming nature of collaborative work. This paper contributes to the literature through a literature review, two case studies and teaching approaches that highlight factors leading to success when collaborating with faculty. [ABSTRACT FROM AUTHOR]

This study examined the extent to which school library development correlates with information literacy competencies among students in selected Secondary Schools in Nigeria. The study design is correctional design. This study was predicated on a theoretical framework of Marlands Steps to research inform of nine questions which claims that a whole school information skills policy "would improve students" ability to search for and use information. The population of the study comprised 227 students in the selected schools being studied. All the 227 students were used as sample for this study. This was purposively sampled as all the final years student were involved and the number is manageable. Questionnaire was used as instrument for data collection, while the research questions were analysed with the use of Pearson correlation. The only hypothesis was analysed with one way Analysis of Variance (ANOVA). The results revealed that there is significant relationship between the development of school library and information literacy competencies among the students. This relationship is positive and strong. It is therefore recommended that school libraries should be established and equipped in all the secondary schools in Nigeria to enhance information literacy competencies. [ABSTRACT FROM AUTHOR]

The work discussed funding for libraries in selected public and private schools in Imo State as well as provision of resources in their libraries. The major aim of the work was that there is a corollary between funding and provision of resources such that the funding directly affects the resources of the library. The survey research design was used for the study and Questionnaires and Direct Observation were methods used for data collection. Copies of questionnaire were distributed to a sample of Principals, Librarians/Teacher Librarians and Headmasters/ Headmistresses of four secondary schools and two primary schools (public and private) from each of the three senatorial zones of Imo State namely, Okigwe, Orlu and Owerri. Data collected were analysed using descriptive statistics tables and simple percentages. The findings revealed that these libraries wore poorly funded which has concomitant effect on their provision of resources. The study also found out that school libraries were not properly staffed which affects library services delivery in these school libraries. The paper recommended enhanced funding by the relevant agencies; adequate staffing and provision of adequate information resources amongst others, for public and private schools in Imo Sate in order to meet the expected educational target of the Nigerian National Policy on Education and the Millennium Development Goals. [ABSTRACT FROM AUTHOR]

The article discusses the research conducted on the school libraries and their collection assessment, informing that the statistical collection evaluation requires a time-consuming efforts. Reason being that the school libraries faces inadequate collections and aging situations on daily basis, that can be sorted through the management and development of the libraries collection. The formal collection analysis helps the librarians of the schools to figure out the detailed picture and measures of the quantity of the collection. Where the review of the literature is the other most important inquiry suggesting the structured plan for the school libraries through statistical collection analysis and other methods of calculated metrics, mixed method models, and qualitative methods.

This article presents the results of a survey given to public and school library workers to gain a foundational understanding of censorship within the state of Idaho. Our population was asked questions regarding position demographics; experience with challenges; the tracking, reporting and assistance sought; and the contents of said challenge policies. Special attention was also given to the history of censorship, both nationally and statewide, and the demographic, political, and legislative characteristics of Idaho, to provide a conceptual framework for the findings. The results of this statewide survey address an important and uninvestigated segment of national challenges and Idaho librarianship. [ABSTRACT FROM AUTHOR]

Implementing Communities of Practice (CoP) in online learning is well documented (Gray, 2004; Wenger & Snyder, 2000), and is of particular interest to the LIS profession (Yukawa, 2010). Most of the students in school library programs are practicing teachers seeking to add the library science endorsement to their existing license. They are adults with busy lives, full-time jobs, and family and home commitments who welcome the opportunity provided by part-time distance learning options. This study found that students perceived CoP development to be possible in online part-time graduate coursework, although the barriers of time, commitment to CoP development, and technology issues persisted to defray the effectiveness of the CoP. [ABSTRACT FROM AUTHOR]

Current essay intends to be a sharing for a greater knowledge about the situation of school libraries in Brazil, more specifically in Caxias do Sul, Estado do Rio Grande do Sul and in Portugal. The description of the situation of school libraries in Caxias do Sul, Estado do Rio Grande do Sul and in Portugal reveals that, although with different settings, there is still a long way to go before schools and the educational community envisage this segment as the nerve center of the school. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this study is to determine the present status of the school libraries in Sri Lanka that were not developed under the General Education Project 2 implemented during 1997-2005. Design/methodology/approach – A questionnaire survey was used to collect data from 135 school libraries drawn at random from two educational zones in Sri Lanka. The instrument included objective-oriented close-ended questions to be answered appropriately and analysis was done accordingly. Findings – The majority of school libraries in Sri Lanka are run by less qualified school librarians with no professional librarianship qualification. Scarcity of appropriate library buildings, inadequate funding and lack of reading materials and other physical resources were common among the studied school libraries. Unavailability of dedicated timeslots within the school timetable for library and information skills sessions had significantly decreased the library usage by students. It was also found that school librarians had rather negative attitudes concerning their job. Research limitations/implications – Neglecting other stakeholders and taking samples only from school librarians for the study and selecting only government schools by excluding private/international schools and monasteries (Pirivenas) created considerable limitation for the study. Originality/value – This study derived significant findings which could be used to understand the reality of school libraries in Sri Lanka, and these findings could be used to overcome practical issues which may negatively affect school library development. [ABSTRACT FROM AUTHOR]

The field of school librarianship continues to grapple with the twin concerns of a gap between research and practice and a shortage of usable, middle-range theories generated within the discipline. Design-based research (DBR), a methodology developed over the past two decades in the education field, offers a promising means of addressing both of these concerns simultaneously by placing research, design, practice, and theory generation into a real-world context. This article addresses the need for such a methodology in the school library field, provides an overview of design-based research, summarizes some of the benefits and criticisms of this methodology, and suggests specific ways in which the school library field might make use of this approach. Age. [ABSTRACT FROM AUTHOR]

This study aims to determine the role of curriculum programs in Turkish education system on how students are encouraged to use school libraries. In this framework 30 primary curriculum programs in the context of the Ministry of national education, the Board of education and Discipline, were analyzed between May 2012 and February 2013. It was examined whether expressions leaning towards use of libraries, reading and research existed initially in the objective, scope, vision, method and then within context of gain and efficiency of these curriculum programs. In the event the result of these analysis were affirmative - that expressions entailing use of libraries, reading and making research were observed in the mentioned sections - it was concluded that an equal and adequate allocation had not been in question for each lesson. [ABSTRACT FROM AUTHOR]

In this article it is described the investigation carried out from the analysis of school libraries webs of Andalusia and Estremadura in order to establish a diagnosis of the situation as for his pedagogic, formative and informative value. There are described the aims as well as the methodology followed for the accomplishment of the study, and the conclusions obtained after analyzing 517 webs that form the sample here studied. It finishes with a proposal to design an ideal school library we [ABSTRACT FROM AUTHOR]

The article comes out of a panel discussion, featuring five teacher-librarians, which was broadcast to schools across the Western Cape Province of South Africa in 2011. Four of the panelists are graduates of the University of the Western Cape's school librarian programme. The request for the broadcast came from two managers of the Qids-Up school improvement project in the Western Cape Education Department, which has sent collections of books to over 400 historically disadvantaged schools across the province. The aim of the project was to improve prevailing low literacy levels with injections of attractive reading materials in the languages spoken in the schools. The two managers, however, were concerned that the donations of books had had little impact. The article focuses on participants' stories about their reading projects. The discussion provides inspiring and convincing evidence for those, like the author, who have been arguing for years that without libraries and dedicated school- or teacher-librarians, the millions spent on book donations and literacy projects might be wasted. [ABSTRACT FROM AUTHOR]

The study is focused on challenges of school libraries in the new educational reforms in Ghana. The study was conducted at the Konongo-Odumase Senior High School in the Asante-Akim North District of the Ashanti Region. It is aimed at finding the extent to which the reforms has improved school library service provision. The study revealed that, school library service provision has not seen remarkable change since the inception of the new educational reforms in Ghana. Some of these challenges are poor funding, untrained library staff, poor facilities among others. To meet these challenges, some recommendations have been made. It is hoped that; if the recommendations made in this study are implemented, school libraries in Ghana will live up to expectation. [ABSTRACT FROM AUTHOR]

This post-project study investigates the use of the school library at a primary school by teachers at the end of a literacy project, without the guidance of the project facilitators at the school. The article gives background information about the Academic Literacy Research Project Unit (ALRU) from the University of South Africa which established a school library at school P as part of the literacy research project. The aim of the Literacy Project was to improve literacy levels and create a strong reading culture that would later have a positive impact on the academic progress of learners at school P. The Literacy Project involved training teachers in literacy and reading matters. In addition to the teacher training, a school librarian was trained to manage the school library. At the onset of the post-project study, self-administered questionnaires were drawn up to collect data on the teachers' school library practices after withdrawal of the project team. The questionnaires included qualitative and quantitative questions. The findings suggest that the school library is being utilised and appreciated as an integral part of the learning process: however, the teachers seem to need further exposure and training on information literacy. The authors hope that the information and interpretations provided in this article will be helpful in achieving the goal of quality education in South Africa and especially in improving the reading and literacy levels of all learners. [ABSTRACT FROM AUTHOR]

The article presents a study surveying senior secondary school libraries in the provinces of Jammu and Kashmir, India. The role of libraries in secondary education in India is commented on, and the survey's goals and methodology are commented on. Different aspects of library service in the institutions surveyed are described, and the conclusion that secondary library facilities in both areas are insufficient for the needs of students and that improvements by authorities are needed is offered, and the problem of insufficient funding is touched on.

The article analyzes the success of the School Resource Centre (SRC) program established by the Malaysian Ministry of Education in 1983 in place of school libraries. The article seeks to examine the relationship between SRC programs and student academic achievement and information literacy by exploring the role of school administrators in the resource centers. Other topics discussed include how often Malaysian high school teachers visit the SRC, the types of materials often found in the SRC, and recommendations for how librarians can ensure that the SRC's collections support their school's curriculum.

Purpose - This paper aims to investigate the success and suitability of a Western-donated school library in furthering the aims of literacy and reader development in Malawi. Design/methodology/approach - A qualitative, case study approach was taken using extensive interviews with school teachers and a library assistant at a primary school in Malawi. Findings - Contrary to a common discourse that libraries are of limited value in a predominantly oral culture, the research revealed a valuable role in providing sources for sharing knowledge by young readers with the non-literate. Limitations of the library under study included insufficient attention to reader development and inappropriateness of materials for the local context. Practical implications - The work reveals important shortcomings in furthering global literacy targets through current practice in African primary school libraries supported by international donors and non-governmental organisations. Recommendations to improve impact are given. Originality/value - This research is original in representing the voices of school teachers in the debate over the suitability of libraries for the African context and in evaluating the overseas book donation model currently practised in many locations. [ABSTRACT FROM AUTHOR]

The article considers a survey of librarians and library employees of private secondary school libraries in a region of Ondo State, Nigeria. Librarians were identified by gender and professional qualifications. Tables are presented summarizing their responses to questions on the organization, cataloging and classification of library materials, as well as on the librarians' identification of major challenges facing their libraries. Suggestions presented by the librarians for the improvement of their services are considered.

The article presents research on the reading habits of senior secondary education students in Allahabad City, India, as well as a library use study of their use of their school libraries. A survey of students was conducted on topics including motives for reading, time spent reading on a daily basis and use of reference materials in school libraries. It was found that a large majority of students borrowed books from their school libraries, used reference materials, and read books and periodicals in both the English and Hindi languages.

Using the theory of planned behavior as a theoretical framework, survey data from 121 authors in the professional field of school librarianship (40% of whom were practitioners) were used to identify beliefs about publishing in the field, attitudes to research and publication, perceived social norms and social influences on research and publication, and perceived barriers to research and publication. The journals in which the authors prefer to publish and their reasons for journal choice are also reported. This is the first reported study to specifically address reasons for publication choice in a professional field, and it indicates that relevance to practice is an important consideration, in addition to scholarly rigor, when authors in professional fields consider where to publish their research. The views and motivations of full professors, other researchers and practitioner-authors were surprisingly similar, although practitioners—who had less research preparation than researchers—were less confident about their ability to conduct and write-up research. Additionally, researchers other than full professors, and practitioners, reported that the encouragements of peers and supervisors or senior colleagues were important social influences for research and publication. [Copyright &y& Elsevier]

Purpose - This article aims to explore collection development for small libraries facing an extremely restricted budget, with an additional focus on international school libraries. Design/methodology/approach - Drawing on the author's experience as a professional consultant for Oasis International School, Ankara, Turkey, this case study provides collection development advice, tips for librarians interested in volunteering or international travel, and a literature review. Findings - An extremely restricted budget and the complexities of an international environment need not prevent libraries from taking steps towards improving their collection. Strategies include: seeking targeted donations from publishers, granting organizations, individuals, and others; intelligently exploiting non-targeted donations; utilizing volunteers; carefully balancing preservation and access; and implementing a basic inventory/circulation system. Research limitations/implications - Similar case studies undertaken at other libraries would add to the sparse literature on restricted budget and international school library collection development. Practical implications - International and domestic school libraries facing a restricted budget will gain concrete advice on collection development. Librarians interested in volunteering or international librarianship will find practical guidance. Originality/value - This article fills a gap in library scholarship by focusing on collection development issues facing international school libraries with an extremely restricted budget. [ABSTRACT FROM AUTHOR]

This paper analyses publication and citation patterns in the Malaysian Journal of Library and Information Science (MJLIS) from 2001-2006, and compares the results with those obtained in an earlier study by Tiew et al. (2002) covering the period 1996-2000. Our results show that the number of publications has increased from the 76 articles in the Tiew study to 85 articles here, with statistically significant changes in the types of article, in the numbers of references per article and in the lengths of the articles. The complete set of 161 articles attracted a total of 87 citations, 52 of which were self-citations, with 14% of the MJLIS articles having been cited at least once. [ABSTRACT FROM AUTHOR]

This paper discusses faculty awareness and use of library information products and services in South-West Nigeria universities. Systematic random sampling method was used to select 446 faculty members from a population of 4,459 in the universities. A questionnaire formed the major instrument for data gathering. The response rate achieved was 89.7 percent and the reliability coefficient of the questionnaire used was 0.72. The study found that there was a significant difference in faculty awareness of available library information products and services. In addition, they did not have sufficient knowledge of those library products and services pertinent to their teaching and research activities. The survey also revealed that the level of knowledge of faculty staff had positive relationship with the frequency of use, consultation with the librarians, faculty status and membership of library related committees. User education programmes coupled with planned public relations were recommended to improve faculty awareness of library information products and services. [ABSTRACT FROM AUTHOR]

Integrating the concepts of diverse student bodies with school library programming conjures the social justice of inequitable information access. The theory of and model for the Informationally Underserved (IU) suggest that deficient school library resources adversely impact academic achievement and independent learning dispositions that empower student inquisitiveness and critical thinking. IU research subjects are diverse, American, urban 15 year old students who learned without school libraries. The social justice theory and IU findings offer the global LIS community, including instructors, students and professionals, a replicable model to teach, learn, expand and advocate for equitable information access and policies. [ABSTRACT FROM AUTHOR]

The article discusses a study which investigated the impact of school libraries on secondary education in Greece. A synopsis of the dominant assumptions documented by previous studies on the positive role of school libraries is presented. Assumptions from teachers and pupils on the impact of school libraries on learning are also discussed.

In order to successfully navigate space in seeking information, students need to develop their spatial thinking, or the ability to visualize and interpret location, distance, direction, relationships, movement, and change through space. Learning to think spatially has been defined as a vital skill for students to be equipped properly for their future (National Research Council, 2006; National Science Foundation, 2010). Wayfinding refers to the ability of users of the built environment (i.e., a facility) to navigate through that environment to find specific destinations (Mandel, 2010). In the school library environment this means that student users can find and access the information they need for school related tasks and assignments. Developing wayfinding skills contributes to the development of spatial literacy. Often, the school provides a child's first experience independently navigating spaces, yet there is limited research on assessing the usability and navigability of school library spaces. The purpose of this study is to explore how to improve the effectiveness of wayfinding and spatial awareness tools in a school library environment addressing the research question: How effective are the existing wayfinding aids in communicating spatial information to the user? This report is the results of the pilot study focused on an expert review of the signage systems in a selection of school libraries. [ABSTRACT FROM AUTHOR]

This paper examines the concepts of identity and digital identity -- their similarities and differences -- and ways to support their development in youth. Specifically, the use of electronic portfolios, or eportfolios, is discussed as a means of personal expression within the control of a young person. Constructing an electronic portfolio empowers one to create and recreate a changing identity and allows the author to observe and reflect on his or her growth and direction. The school library is an ideal venue to introduce young people to a means of digital presence in a secure environment that supports the creativity, individual exploration and experimentation necessary for shaping identities to flourish. [ABSTRACT FROM AUTHOR]

Purpose – The paper aims to explore the purposes of school libraries as they are viewed by teenagers attending a high school in northern England. Design/methodology/approach – The work is based on qualitative data contributed by 245 youngsters. Their material was coded inductively and frequency counts were generated in order to determine the balance of the data in relation to individual themes. Findings – Typically, the school library was understood as an area that made available books either for pleasure reading or academic purposes. No participant referred either to the work of librarians or to the value of libraries in enabling the user to find information in support of personal interests. Research limitations/implications – The research took place in only one school and it may well have been the case that many students who were apathetic towards school libraries simply declined the opportunity to participate in the work. Practical implications – Although the attitudes of the young people who contributed data were to an overwhelming degree constructive, key gaps were evident in their awareness of the potential of a school library. These are best rectified by managers developing their facility in such a way that it serves to demonstrate effectively to students the roles that the school library can play in a diversity of situations. Originality/value – Much of the published literature dealing with the purposes of school libraries and the prerequisites necessary to ensure their effectiveness pays little regard to the ideas of young people themselves. This paper goes some way towards remedying the deficiency. [ABSTRACT FROM AUTHOR]

School librarians are not only managers of the school libraries, they are also educators, administrators, teaching consultants, information specialists, and information literacy teachers, etc. Unfortunately, in many countries, especially in Asia, there has always been a lack of understanding on the parts of the classroom teachers and school administration about the role of the school librarians in the public school system. Meanwhile, many novice school librarians do not have a clear understanding of the potential contributions of the school library programs to students' overall development process and their achievements, as well as their contributions to students' overall enquiry-based learning as a whole. Furthermore, very little research is available on the attitudes and self-perceptions of the school librarians regarding their teaching role, in relation to enquiry-based learning for comparison. The study was designed to examine, explore and compare how school librarians function between Hong Kong, Japan, Shanghai, South Korea, and Taipei, as well as how they perceived their own status within the school community, by looking at their relationships with their principals and other classroom teachers. [ABSTRACT FROM AUTHOR]

Evidence is required to ensure the future viability of school libraries and teacher-librarians. Education policy makers and school principals need detailed, reliable evidence to support informed decision-making about school library resourcing and staffing. Teacher-librarians need evidence to guide their professional practice and demonstrate their contribution to student learning outcomes. This review, which arises from recent Australian research (author, 2013), collates international and Australian research about the impacts of school libraries and teacher librarians. It strengthens the evidence base, and recommends how this evidence can be best used to advance school libraries and teacher-librarians and enhance student learning. [ABSTRACT FROM AUTHOR]

Presents information on a study of middle school students' reading preferences and the materials available in their school libraries and classrooms. Importance of interest in motivation and learning; Issues to consider in conducting preference studies; Method; Findings of the study; Implications for further research and education.

The goal of this study was to examine the collections of eBooks in Spanish provided by vendors of library resources to school libraries to determine if there are equitable offerings of eBooks in Spanish relative to the Spanish-speaking school population in the United States. The results of the study indicated that the top vendors do provide eBooks in Spanish, but the titles comprised a small percentage of their total collections and do not mirror national demographics. Research findings showed that with only one to three percent of eBook titles in vendor's collections available in Spanish, there is a lack of equity in Spanish language eBook titles compared to the national school population of10% to 17% Spanish speaking children with varying degrees of English proficiency. This lack of equity in Spanish eBooks available for school libraries will be of growing concern as demand for eBooks in Spanish increases with the growing Spanish speaking school population in U.S. public schools. [ABSTRACT FROM AUTHOR]

The purpose of this study was to discuss the benefits of the "lumad" (self-ascription and collective identity of the indigenous peoples of Mindanao, Philippines) school mini library. Additionally, the results of this study will aid the further research of indigenous people's (IP) perspective at the primary school (first six grades) in achieving higher self-esteem levels and increased literacy through the community learning centers' mini-school library. Classroom teachers and librarians determine how reading is taught and their decisions are influenced both by the policies instituted by local, regional and national agencies and the beliefs senior teachers and librarians hold. One assumption is that teacher and librarian decision making strongly influences the teaching of reading in a learning centre's mini-school library. The processes of teaching reading have been influenced by any number of more classical learning theories over time. Within the last 10 years, no research was located in which experienced teachers' and librarians' decision making about reading instruction in an indigenous community's learning centre or mini-school library was examined. A case study approach was used with an analysis of data from field based observations and semi-structured interviews of 10 classroom teachers and librarian in one community learning center at the Salugpungan Community Learning Center in Sitio Dulyan, Palma Gil Village, North Cotabato province, Southern Mindanao. Artifact analysis from teacher and librarian samples and an analysis of reading instructional practices within the mini-school library were used to expand the analysis of data. [ABSTRACT FROM AUTHOR]

In efforts to enhance school library programs in Germany, two teacher librarians from Germany visited the United States in the fall of 2010 through the Goethe Institute's Librarian in Residence program to learn from U.S. teacher librarians. The German teacher librarians spent three weeks observing best practices in school libraries in the state of Florida in conjunction with researchers from the Florida State University. The purpose of this research was to investigate this international exchange of best practices, through documenting and analyzing the German teacher librarians' learning experiences, and observing, documenting, and analyzing the resulting implementation of the best practices in multiple school situations in Germany. This data serves to answer the research question: How can teacher librarians and school library programs benefit from a formal international exchange of best practices? Implications for teacher librarians as a global community, future exchanges, and future research are discussed. [ABSTRACT FROM AUTHOR]

In order to provide culturally responsive instruction to all students, school library professionals need to recognize the various discourses around cultural competence that exist in the field of library and information science (US) and understand the broader meanings that are attached to these discourses. This study presents an evaluation of the underlying ideologies that are embedded in the textual responses of a group of US students reporting on their perceived levels of cultural competence preparation. The results reveal that there are dominant and competing discourses around cultural competence in the US field, which are important to make visible. The paper concludes with a discussion of how this kind of discourse analysis might inform pedagogies in the school library in ways that uniquely benefit historically marginalized students. [ABSTRACT FROM AUTHOR]

Although models are often assumed to constitute the end product of a research project, it is not unusual for them to be refined after subsequent study or thought. Having presented a model of young people's information behavior in a previous paper elsewhere, the authors here offer a more compact version and explore the possibilities for its application in a teaching context with pupils. Use of models in this way can play an important part in reducing the longstanding gap between information-seeking research and information literacy instruction. Drawing inspiration from earlier work undertaken by Shenton with Masters students at Northumbria University, the authors demonstrate how it is possible to evolve from such models pro formas that can be completed by pupils to help them in relation to their own information-seeking activity. Shenton and Hay-Gibson feature here one such pro forma, intended for use by secondary schoolers. They discuss its value in promoting metacognition and indicate how this type of tool may be introduced at one of various points in an assignment task: in advance (as a pupil planning aid), while the activity is taking place (so as to guide information-seeking as it happens) or at the end (to aid summative reflection). [ABSTRACT FROM PUBLISHER]