School library and information technology programs are a vital resource for student learning. This video to highlight the essential role teacher librarians play in information and technology literacy instruction, reading advocacy, and information management. More information available at http://WLMA.org
Meet the latest tech superheroes: school librarians. According to School Library Journal’s 2012 School Technology Survey, media specialists are leading the charge to bring new media, mobile devices, social apps, and web-based technologies into our nation’s classrooms.
So far, the results have been pretty impressive: 87 percent of school librarians report that they’re in charge of their library’s technology, with 60 percent adding that they’ve also introduced it into the classroom. Furthermore, 44 percent now serve on their school’s tech team, and in these budget-troubled times, when many library positions are on the line, that role may mean increased job security. In fact, 55 percent of the elementary, middle, and high school librarians that responded to our survey say that their tech skills have increased their value in administrators’ eyes.
The results of this Pew Internet study clearly show the need for digital citizenship programs to be conducted in schools.
The report states: "Search engines remain popular—and users are more satisfied than ever with the quality of search results—but many are anxious about the collection of personal information by search engines and other websites...
Most internet users say they do not know how to limit the information that is collected about them by a website...
These findings can be used by teacher librarians to raise their school community's awareness of the importance of explicit instruction in the use of online databases, search engines, and websites and social media sites that require users to create an account.
An article by Debra E. Kachel which summarises some findings from the recent Pennsylvania study on school library impact, including responses to an online survey of almost 300 Pennsylvania public school administrators.
In April 2012, Softlink conducted the third annual Australian School Library Survey. The 2012 Softlink School Library Survey reports key findings into Australian school library budgets, staffing and literacy levels. Softlink has conducted the annual survey since 2010. Findings from these reports have been recognised and used by the Australian Government, the Australian School Library Association (ASLA) and Australian Library and Information Association (ALIA).
Principal findings from the 2012 Softlink Australian School Library Survey include:
* There is a positive relationship between well-resourced libraries and higher student literacy outcomes
* School library resourcing is inconsistent across school type (primary, secondary, P-12) and education provider (Government, Catholic, Independent)
* The majority of school libraries had no change in budgets in the past 12 monthsVery few school libraries received additional resources for implementing the National Curriculum
* Staffing levels remained unchanged for the majority of school libraries during the past 12 months
* There is a strong intention to purchase eBooks in the coming year
* Mobile technology (iPod, iPad, smart phone and tablet) use by students is widespread across all school types and education providers and is having a greater impact on the role of the school library.
Challenges continue to be: gaining funding, finding a balance between the physical and digital collection, collaboration with teaching staff and the recognition of Teacher Librarian’s skills and their evolving role.
The Ontario Institute for Studies in Education, OISE, is an international leader in teacher education, education research and graduate studies in education.
This press release of results of recent research conducted in public libraries' impact on literacy development of preschoolers highlights:
* Participating children demonstrated many early literacy behaviours and understandings considered by leading early researchers and experts to be foundational to later literacy success.
* Early literacy library programs were particularly strong in meeting parents’/caregivers’ goals of fostering children’s school readiness and their motivation to read.
* Library staff served as excellent literacy models for parents/caregivers, enabling them to make reading with their children more engaging and more productive.
While this is research related to early childhood and public libraries it is (a) encouraging to see such positive impacts as a result of public library programs, and (b) important for primary school teacher librarians to be aware of the types of literacy instruction programs that Kindergarten/Prep students may have been exposed to before entering compulsory schooling.
My question to our profession is: How do primary school library programs acknowledge, accommodate and build on the literacy programs of public libraries within their local community?
Rebecca Morrisis an assistant professor of library and information science at Simmons College, teaching courses in school library and curriculum integration, school library management, young adult resources and services, and storytelling. She has also worked as a middle school librarian and an elementary classroom teacher.In this edition of the EdCast, Morris describes the evolving landscape of school libraries and reframes the perception of the 21st century school librarian.
Keep your eye on the Education Reporter of the Vancouver Sun who has asked for feedback regarding the Education Minister George Abbott needing to fund school libraries to help the province's target of imporving reading abilities of K-3 students in BC schools.
This is the perfect invitation for BC teacher librarians to provide this reporter with loads of local evidence of the imapct of their school library program on students' reading levels and literacy scores.
Many schools have this evidence, the TL just needs to 'do something' with the data.
This is an excellent example of a state-based library association's awards program that encourages and celebrates teacher-TL collaborative partnerships in schools.
"Eight Brevard Schools were among the 15 schools chosen as 2012 winners of the prestigious Florida Power-Library Schools (FPLS) award - a statewide recognition awarded to schools that involve their school faculty members in developing and implementing outstanding library media programs focused on student achievement, according to a news release from Brevard Public Schools.
Teacher/librarian collaborations, supportive administrations, and dynamic library media programs are hallmarks of the winning Florida Power-Library Schools (FPLS). The Florida Association of Supervisors of Media and the Florida Department of Education’s Library Media Services launched the program in the fall of 2008.
After a rigorous review, including site visits, eight Brevard Schools were among the 15 schools chosen as this year’s winners of the prestigious FPLS award. These schools provide quality library media programs that encourage students to become lifelong readers and engage students in problem solving and inquiry-based activities."
Excellent article by Dianne Oberg presents research evidence that school libraries do make a difference and highlights the importance placed on mandating school library provision in a number of countries throughout the world.
A must-read for those studying TLship and those school communities or districts without a qualified teacher librarian as part of the school staffing formula.
This School Librarian Evaluation Rubric by the New York State Department of Education (SED) through submissions from Section of School Librarians (SSL) of NYLA and the NYS School Library Systems Association (SLSA) is an excellent tool for TLs to evaluate their school library programs and their professional practice.
LRS Fast facts Newsletter, ED3/110.10/No.314, December 4, 2012
Overall, according to these survey results, endorsed school librarians in Colorado are engaging in a variety of teaching activities that help students to acquire 21st-century skills. They are most frequently engaging in activities such as teaching students about using digital resources and critical thinking, but are collaborating with teachers less often. Students in large schools and at the secondary level have the greatest advantages in library instruction. In contrast, elementary school students and students in combined and/or small schools are less likely to encounter 21st-century instruction strategies in their school libraries.
A survey of Advanced Placement and National Writing Project teachers finds that teens’ research habits are changing in the digital age...
Presents results of a recent Pew Internet study that surveyed school teachers about students’ research habits and the impact of technology on their studies.
"Some 77% of advanced placement (AP) and National Writing Project (NWP) teachers surveyed say that the internet and digital search tools have had a “mostly positive” impact on their students’ research work. But 87% say these technologies are creating an “easily distracted generation with short attention spans” and 64% say today’s digital technologies “do more to distract students than to help them academically.”
The study concludes: "the internet has opened up a vast world of information for today’s students, yet students’ digital literacy skills have yet to catch up".
I think teacher librarians could leverage the results of this study to argue the important contribution the school library program and TL can make to a whole school digital literacy initiative.
This booklet is one of a series presenting research findings from the revcent Pennsylvania study on the imapct of school libraries on student learning.
Using data collected in the Spring of 2011 for the Pennsylvania State Board of Education Study of the state’s public school libraries and examining standardized Pennsylvania System of School Assessment (PSSA) Reading and Writing test scores for the same year, a team of researchers studied five components of school library infrastructure: Staffing, Collections, Digital Resources and Technology Infrastructure, Library Access, and Funding.
According to the research findings, students who have access to a quality school library program developed with these building blocks have an academic advantage over students who did not have such access. These differences are not explained away by the socio-economic, racial/ethnic, or disability status of the students. Here are a few highlights:
* Investments in library staff benefit all students. Full-time, certified librarians are associated with better PSSA Reading and Writing scores. * For several student groups that tend to experience achievement gaps—economically disadvantaged, Hispanic, Black, and those with IEPs (Individualized Education Programs) —Reading and Writing results are markedly better when those students attend a school with a librarian with library support staff. In fact, they benefit more proportionally than the general school population. * The impact of quality school library programs with these components is even stronger on Writing scores than Reading scores. * All students—both high-achievers and low-achievers—benefit and schools that leverage school library programs can narrow achievement gaps among their students. * Generally, the combined impact of these components—staffing, resources, technology, access to the library, and funding—has a steady and consistent effect on student learning and achievement regardless of demographic and economic differences among students.
This booklet is one of a series of publications presenting results from the recent Pennsylvania study on school library impact.
Written by Mary Biagini, it: * Explains why school library programs are essential to student
* Presents an overview of recent research that demonstrates how students and teachers benefit from school libraries * Outlines the state of public school libraries in Pennsylvania based on a 2011 study conducted by the State Board of Education, and * Recommends steps school library advocates can take to assure that all elementary and secondary students in Pennsylvania have access to a library in their schools.
Article by Keeli Cambourne on school libraries being transformed to support literacy development in students. Features the changes school libraries are making to accommodate the needs and interest of 21st century learners, incoluding ebook collections, students creating book trailers, National Year of Reading initiatives and supporting struggling and reluctant readers. Also features the benefits of recent refurbishments to these school libraries.
The eSchool News press release presents a number of research findings leading ot the conclusion traditional instruction in the teaching of science curriculum "favors breadth over depth, leading to a lack of deep conceptual learning".
These findings could be used by teacher librarians to encourage the introduction of an inquiry-based approach to teaching science in schools, and demonstrate the contribution they can make as an information and learning technology specialist to support science teachers in developing inquiry-based units for their classes.
Great post by Martha House on the role of school libraries as professional developers. Ideas are based on a workshop presented by Kristin Fontichiaro, one of the co-editors of the new book 'Growing School' with Debbie Abilock, and Violet H. Harada. Looks like a must read - http://www.abc-clio.com/product.aspx?isbn=9781610690416
Building a vision for school libraries in India - this program demonstrates the establishment of these school libraries is contributing to student learning and building a reading culture in schools...
"In 2006, Akshara started setting up libraries in government primary schools across the city after studies conducted by it showed that most children in these schools were reading much below their age-appropriate levels.The organization approached the education department, which gave it the go-ahead to create the libraries.
"We couldn't have done it without the cooperation of the schools, though. They gave us the space to operate a library out of their premises, they ensured the cooperation of their teachers and they created a library period each week for all classes," says Ashok Kamath, chairman, Akshara Foundation.
The libraries were created to function in a hub-and-spoke fashion: each physical library served not just the students in the school in which it was housed, it would also serve other schools in the neighbourhood. "Our librarians - each hub library has one and some of the larger ones have two - take books from the library and travel to the 'spoke' schools, where they conduct a library period for the students in those schools," explains Arvind Venkatadri, head of Akshara's library programme.
After creating the programme and running it for five years, today Akshara is ready to gradually hand it over, along with the infrastructure and assets created around it, to the state education department and individual schools."
"School libraries today feel increasing pressure to reinvent themselves in the face of increasing financial pressures, new media technologies, and a progressively media-savvy population. Their transformation from information reserve to knowledge center has been fast underway. This paper builds on that evolution to develop an argument for media literacy education as the pedagogical foundation for the learning commons model for school libraries. This would position the school library as a dynamic media literacy learning hub, anchoring entire schools around knowledge, expression, collaboration, and creation in both virtual and physical spaces. The paper will highlight the case of Chelmsford High School Learning Commons in Chelmsford, Massachusetts, as a vibrant central space in a school for just this type of integrated learning."
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