เรื่องที่ 1
School Librarian as Inquisitor of Practice:
Reimagine, Reflect, and React with the New Standards
Reimagine, Reflect, and React with the New Standards
Burns, Elizabeth
Knowledge Quest, v46 n4 p54-58 Mar-Apr 2018
The modern school library is a complex social setting "grounded in standards and best practice" (AASL 2018). The new "National School Library Standards" have refreshed the student learning standards and aligned new Shared Foundations to the school library. Additionally, the competencies for learners are now complemented by competencies of effective school librarians. To be effective, school librarians must be aware of classroom pedagogy and possess a thoughtful disposition about their practice. Professional competence challenges school librarians to continuously monitor and self-assess while being receptive to professional growth. Ideally, school librarians are self-reflective. This reflective stance toward practice allows librarians to model the self-reflection process for learners and impact practice for greater student improvement. This articles presents how school librarians reimagine, reflect, and react with the new standards.
Descriptors: School Libraries, Librarians, Library Administration, National Standards, Professional Development, Reflection, Educational Change, Program Implementation, Self Evaluation (Individuals)
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://knowledgequest.aasl.org/
เรื่องที่ 2
Building of Causality: A Future for School Librarianship Research and Practice
Mardis, Marcia A.; Kimmel, Sue C.; Pasquini, Laura A.
Knowledge Quest, v46 n4 p20-27 Mar-Apr 2018
The Colorado Study (Lance, Wellborn, and Hamilton-Pennell 1993) and its many replications in other states have demonstrated that when educators and learners had access to a qualified school librarian in the context of a thoughtfully built, adequately resourced, technology rich, and widely accessible school library, learners tended to flourish on traditional measures of reading and science achievement, regardless of the district or community's relative wealth and other external factors (Scholastic 2016). This correlational research has been vital for communicating the value of school librarians and school libraries to decision makers and other stakeholders. The Causality: School Libraries and Student Success II (CLASS II) project is aimed at establishing the foundation for comparison and groundwork for causal research. In this article, the authors share the CLASS research agenda and progress to date and demonstrate how this effort to chart the future of school librarianship research has the potential to guide and strengthen professional growth and implementation. The resulting knowledge is to help school librarians create meaningful, authentic learning experiences that impact and influence the next generation of learners.
Descriptors: School Libraries, Library Science, Research and Development, Theory Practice Relationship, Librarians, Correlation, Futures (of Society), Trend Analysis, Quasiexperimental Design, Problem Solving, Library Role, Librarian Teacher Cooperation, Partnerships in Education, Outcomes of Education, Library Services
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://knowledgequest.aasl.org/
เรื่องที่ 3
School Librarian, Teacher Collaborator, and Independent Learner: A Symbiosis for Equitable Education in an Alternative High School
Jaaskelainen, Kristal; Deneen, Musetta
Knowledge Quest, v46 n4 p49-52 Mar-Apr 2018
As the future arrives faster and faster one must ask continually, what do kids actually need from their formal education today and tomorrow? Continuous innovation of method and strategy must be integral to the practice of all teaching professionals. Equitable educators must take a look at the learners in front of them, when and where they stand, and address the needs of each individual. It has never been clearer that teachers cannot know what tomorrow holds for their students--yet they must be the wizards of the future. While they have no magic wand, the two critical opportunities made visible in this article are the processes to: (1) build powerfully honest relationships; and (2) teach students to be independent learners. Teacher collaboration with a future-thinking school librarian makes these processes possible and responsive in an alternative school setting. A struggling reader or literacy-averse high school student rarely walks into a library and browses for a book of choice that will then be read front to back independently. This article offers ways teachers can get high-interest, level-appropriate books into the hands of the students most in need of literacy skill development.
Descriptors: School Libraries, Librarians, Teacher Collaboration, Independent Study, Nontraditional Education, Futures (of Society), High School Students, Librarian Teacher Cooperation, Partnerships in Education, Library Role, Independent Reading, Learner Engagement, Reading Materials
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://knowledgequest.aasl.org/
เรื่องที่ 4
UK Preparatory School Librarians' and Teachers' Design and Use of Reading Lists: A Qualitative Study of Approaches, Perceptions, and Content
Scott, Rebecca; Inskip, Charles
School Library Research, v20 2017
This paper reports the findings of a small-scale qualitative study that explored the perceptions of and approaches used by UK school librarians and teachers in the design and use of reading lists. The research question was: "What is the best way to construct reading lists to maximize their benefit in the school library or classroom?" The research strategy adopted for the study was thematic analysis. The data collected from five semi-structured interviews was analyzed and a thematic map produced. The analysis identified four key themes that shape construction of reading lists: content, user, purpose, and format. The content was selected using a range of methods, including patron-driven, literary merit, exclusion, textual variety, and curriculum. The user was central to the design with reading lists being parent-driven and pupil-centered. The purpose was situated within a wider reader-development curriculum. However, the participants perceived that the reading list was a less-effective method of reader development than face-to-face interaction with pupils. Four recommendations to improve practice in similar contexts are suggested. The conclusion reached was that UK preparatory school librarians' and teachers' construction of reading lists is a complex practice that attempts to balance pupils' reading for pleasure with their needs for literacy attainment.
Descriptors: Foreign Countries, Qualitative Research, Reading Lists, School Libraries, Classroom Techniques, Best Practices, Curriculum Design, Teacher Attitudes, Librarian Attitudes, Summer Programs, Reading Programs, Content Analysis, Behavioral Objectives, Library Role, User Needs (Information), Elementary Education, Semi Structured Interviews
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 800-545-2433; Web site: http://www.ala.org/aasl/slmr
