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Descriptors:
School Libraries; Librarians; Library Personnel; Technical Support; Information Literacy; Information Technology; Librarian Teacher Cooperation; Library Instruction; Professional Development; Academic Achievement; Library Role; State Surveys

Abstract:
This paper presents selected key findings of the first phase of a multiphase research study commissioned by the New Jersey Association of School Librarians (NJASL) in 2009 and undertaken by the Center for International Scholarship in School Libraries (CISSL) at Rutgers, The State University of New Jersey. The overall research agenda seeks: (a) to construct a picture of the status of New Jersey's school libraries and the work of school librarians in the educational landscape of New Jersey, (b) to understand the contribution of quality school libraries to education in New Jersey, (c) to understand the contextual and professional dynamics that inhibit and enable school libraries to contribute significantly to educational agendas, and (d) to make recommendations to key stakeholders to develop a sustained and long-term program of capacity-building and evidence-based continuous improvement of school libraries in New Jersey. (Contains 4 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Preservice Teachers; Elementary Secondary Education; School Libraries; Information Literacy; Information Skills; Library Services; Librarians; Librarian Teacher Cooperation; Evaluation

Abstract:
Graduating preservice teachers were surveyed regarding their knowledge of information literacy concepts, the pedagogy of information literacy, and the role of the teacher librarian and school library programs. The preservice teachers felt poorly prepared to teach information literacy to pupils, had a limited array of information skills, and held a narrow view of the role of the school library. In response to these findings, the education librarians revised their instruction to the preservice teachers by moving the focus from information literacy skills for teachers to strategies for teaching information literacy skills to K-12 students. (Contains 6 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Media Specialists; School Libraries; Information Scientists; Library Role; Learning Resources Centers; Librarians; Books; Library Services; Information Technology; Library Personnel; Academic Achievement; Leaders; Leadership; Partnerships in Education; Information Literacy; Librarian Teacher Cooperation

Abstract:
Media centers have been transformed from warehouses for books and equipment into the hub of the learning community. Media specialists keep the hub functioning properly. If school library media specialists are doing their job well, they are making a difference in the ways teachers teach and in the ways students learn. On any given day, a media specialist performs a wide variety of roles that serve to strengthen the entire school community. Given all of the responsibilities and challenges that school library media specialists face daily, role clarification is needed. "Empowering Learners: Guidelines for School Library Media Programs" embodies the goals for school library media programs and defines the roles of the library media specialist as leader, instructional partner, information specialist, teacher, and program administrator. In this article, the author takes a look at the different roles of a school library media specialist. (Contains 2 charts and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Libraries; Elementary Secondary Education; Librarians; Interaction; Disabilities; Special Needs Students; Library Services; Student Diversity; Library Role; Online Surveys; School Districts; Knowledge Level; Best Practices; Accessibility (for Disabled); Librarian Teacher Cooperation

Abstract:
The programs and services offered at school libraries will be accessed by K-12 students with a range of physical and cognitive abilities. School librarians must be equipped to address the information-seeking needs of all patrons, including those with special needs. An electronic survey was conducted to collect data from school librarians working in central New York State school districts; the purpose of the survey was to identify the strengths this group of school library professionals brought to the task of providing services to students with special needs. This paper shares the answers to five research questions and presents opportunities for improvement. Study results indicate that the respondents showed strength in several of the examined areas. Results also reveal practices that school librarians might implement to increase and improve library services for students with special needs. (Contains 2 tables, 3 figures and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Public Libraries; Library Role; Human Capital; Quality of Life; Cultural Centers; Internet; Access to Computers; Immigrants; Urban Areas; Career Readiness; Older Adults; Library Services; Electronic Publishing; Adult Literacy; Games; Library Administration; Technological Advancement; English Language Learners

Abstract:
As more and more New Yorkers turn to digital books, Wikipedia and other online tools for information and entertainment, there is a growing sense that the age of the public library is over. But, in reality, New York City's public libraries are more essential than ever. Far from becoming obsolete, the city's three public library systems--Brooklyn, Queens and New York, which encompasses the branches in Manhattan, the Bronx and Staten Island--have experienced a 40 percent spike in the number of people attending programs and a 59 percent increase in circulation over the past decade. Although they are often thought of as cultural institutions, the reality is that the public libraries are a key component of the city's human capital system. With roots in nearly every community across the five boroughs, New York's public libraries play a critical role in helping adults upgrade their skills and find jobs, assisting immigrants assimilate, fostering reading skills in young people and providing technology access for those who don't have a computer or an Internet connection at home. The libraries also are uniquely positioned to help the city address several economic, demographic and social challenges that will impact New York in the decades ahead. Despite all of this, New York policymakers, social service leaders and economic officials have largely failed to see the public libraries as the critical 21st century resource that they are, and the libraries themselves have only begun to make the investments that will keep them relevant in today's digital age. One way or another, New York needs to better leverage its libraries if it is to be economically competitive and remain a city of opportunity. This report takes an in-depth look at the role that New York's public libraries play in the city's economy and quality of life and examines opportunities for libraries to make even greater contributions in the years ahead. (Contains 38 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Qualitative Research; School Culture; Leadership Styles; School Libraries; Case Studies; Library Services; Leadership; Organizational Culture; Principals; Librarian Teacher Cooperation; Academic Achievement; Models; Elementary Secondary Education; Cooperation; Information Literacy; Curriculum; Professional Development

Abstract:
This research describes the results of a cross-case analysis of four individual case studies at schools having nationally recognized school library programs. The focus of the study is on the culture of the school as an organization and its effect on establishing an effective school library program. The purpose of the study was to identify cultural themes at each school. The approach to analysis is consistent with the tenets of naturalistic research and reflects the assumptions of qualitative research. Giddens' (1984) structuration theory, Senge's (1990) concepts of the learning organization, and Schein's (1992) theory of organizational culture provide the framework for this research. Common patterns found at each site include the presence of a collaborative culture, the collaborative leadership style of the principal, and high expectations for the students and the staff. Possible future research includes replicating this study using a larger number of schools to determine if the same patterns will surface. Additional research is necessary to further analyze the role of culture in organizations and its effect of establishing an effective school library program. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary Secondary Education; School Libraries; Librarians; Technology Integration; Educational Technology; Teaching Methods; Teachers; Librarian Teacher Cooperation; Internet; Teacher Collaboration; Social Change; Academic Achievement

Abstract:
School librarians need a simple action plan for overcoming the barriers to adopting School Library 2.0. This book provides one, and describes how fully integrating technology would dramatically benefit 21st-century schools. Despite the substantial efforts that have been made to bring schools into the 21st century, research indicates that the integration of technology into education is incomplete. In many schools, teachers are still not integrating technology into instruction; some are not using Web 2.0 at all. School librarians must also be involved in getting our schools up to speed with current technology. Web 2.0 and its associated tools have the power to substantially increase student achievement. This book has two straightforward primary purposes: to detail the research-based reasons classroom teachers fail to incorporate Web 2.0 tools into their instruction and collaboration with other educators; and to provide actionable strategies to rectify these omissions. "The Secret Reasons Why Teachers Are Not Using Web 2.0 Tools and What School Librarians Can Do about It" provides authoritative definitions of Web 2.0, explains the types of Web 2.0 tools suited for use in educational settings, examines the research-based reasons they are underutilized, and offers strategies for school librarians to model the use of technology-enabled tools--and for teaching others to do so. This book will benefit anyone wishing to effect a positive social change in improving student achievement: practicing K-12 librarians and educators, K-12 school and district administrators, and researchers in the field of K-12 education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Graduate Students; Student Research; Fine Arts; Research Methodology; Information Literacy; Information Skills; Anxiety; Case Studies; Librarian Teacher Cooperation; Research Skills; Library Instruction; Library Services; Academic Libraries; Program Descriptions; Partnerships in Education; Library Role; Trust (Psychology)

Abstract:
This paper outlines the case studies of two librarians who work closely with graduate students in fine arts programs. Realizing that graduate students can often experience a unique form of research anxiety, both librarians collaborated with faculty to embed themselves into the research methods courses of their programs. Both librarians found that the chance to work one-on-one with graduate students resulted in a reduction of their anxiety, an increase in information literacy skills, and a strengthened partnership between the librarians and the departments. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Copyrights; Online Courses; College Libraries; Role Models; Best Practices; Teacher Collaboration; Teacher Empowerment; College Faculty; Library Role; Information Policy; Change Strategies; Library Administration; Library Policy; Library Services; Librarian Teacher Cooperation; Outreach Programs

Abstract:
The Excelsior College Library is turning fearful faculty members into empowered copyright role models. Geared towards institutions operating without a copyright policy or department, this article outlines a three-step process for fostering faculty collaboration surrounding copyright practices: (1) Give faculty and course developers the tools and confidence necessary for making responsible copyright decisions. In addition to providing quick guides about fair use and the TEACH Act, we also promote the use of library resources and other rights-cleared materials such as those with Creative Commons licenses, (2) Reinforce the library's recommendations by hosting periodic professional development sessions that emphasize the faculty member's responsibility in making balanced and fair copyright decisions, and (3) Share specific examples of how to model good copyright behaviors in online courses. The authors emphasize that by simply modeling copyright responsibly, faculty can help students learn how to avoid plagiarism. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Library Services; School Libraries; Case Studies; Communities of Practice; Librarian Teacher Cooperation; Library Role; Task Analysis; Library Development; Performance Factors; Change Strategies

Abstract:
What is the common goal of our school? Why is this important? How does this build community? What are Professional Learning Communities (PLCs) and where does the library media program fit in? All these questions swirled in the author's head during the first few months they were opening their new middle school. She had been hired as the school librarian with the huge task of building a new library program and acquiring the resources and technology needed for the staff and students. Collaborating with teachers was not a new experience for her, but figuring out how to work with a whole new staff--a staff that was also trying to figure out how to work within the PLC structure--was somewhat intimidating and there were a number of challenges that she needed to address. In this article, the author discusses these challenges and describes the lessons learned. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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