Your search found 18 results.

Descriptors:
Delphi Technique; School Libraries; Librarians; Library Science; Reflection; Cooperation; Partnerships in Education; Creative Thinking; Critical Thinking; Lifelong Learning; Leadership; Librarian Teacher Cooperation

Abstract:
As the authors progressed through their research agenda last year, they contributed an article to "School Library Monthly" entitled "Forecasting Professional Dispositions of School Librarians" (January 2011, 54-56) wherein they described a Delphi study they conducted in the fall of 2009 that identified professional dispositions based on responses from panelists who are many of the leading thinkers in the field of school librarianship. In their conclusion, the authors suggested, "this discussion requires a mindfulness and introspection that is uncommon within the study of school librarianship." In this article, the authors propose to take their own advice and revisit original responses from these panelists to see if hindsight and reflection might illuminate their thoughts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Inclusion; Disabilities; Cooperation; School Libraries; Special Education Teachers; Librarians; Regular and Special Education Relationship; Librarian Teacher Cooperation; Vignettes; Library Role

Abstract:
Collaboration between special and general educators is not only essential; the 2004 Individuals With Disabilities Education Improvement Act (IDEA, 2004) mandates this collaboration. Special educators must forge partnerships with general educators to create inclusive school environments for all students. Although collaboration between these professionals has increased while they address such issues as accountability, achievement, and effective use of dwindling resources, these collaborative efforts often leave out a key player: The school librarian is this forgotten partner. Despite the value of the school library, neither special education teachers nor general education teachers typically form working partnerships with school librarians. This article illustrates the importance of collaboration between teachers and school librarians and highlights the possible benefits to students and faculty. (Contains 1 figure 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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Descriptors:
Delphi Technique; Library Education; Qualitative Research; School Libraries; Librarians; Evaluation; Library Science; Teacher Effectiveness; Academic Achievement; Lifelong Learning

Abstract:
This article reports the findings of an exploratory study to identify professional dispositions of school librarians. The authors employed the Delphi method, a qualitative research method that emphasizes expert knowledge and consensus within a particular field. The Delphi panel consisted of members of the editorial boards of nationally recognized school library journals in the United States. Panelists independently forecasted and described the identified professional dispositions, commented on eleven prominent dispositions that received the most responses, and ranked and combined categories of dispositions. The results of this study provide a foundation for further exploration of professional dispositions, leading to the design of signature pedagogies for use in school library education, appropriate assessment measures for both school library education and practicing school librarians, and thoughtful and reflective consideration of the acquisition and nurturance of these dispositions. (Contains 3 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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Descriptors:
School Libraries; Library Services; Librarians; Special Needs Students; Student Needs; Guides; Disabilities; Federal Legislation; Teaching Methods; Skill Development; Individualized Education Programs

Abstract:
Special and general educators rely on the school library for many reasons, such as the wealth of resources that are used to motivate students and individualize instruction and the fact that many students with disabilities enjoy spending time there (Smith-Canter, Voytecki, Zambone, and Jones 2009). In the June 2009 issue of "School Library Media Activities Monthly," Helen R. Adams discussed the legal and ethical mandates for school librarians to serve students with special needs (54). While school librarians may not always have a great deal of training and support to accommodate students with disabilities, they have historically welcomed this group of students. This article is designed to provide school librarians with an overview of the types of challenges faced by students with special needs, and global suggestions for addressing some of those challenges within the context of the school library program. (Contains 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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School Libraries; Media Specialists; Librarians; Behavior Patterns; Lifelong Learning; Student Diversity; Prosocial Behavior; Child Advocacy; Educational Strategies; Role Models

Abstract:
According to early childhood education scholar and leading expert on this topic, Lilian G. Katz, dispositions are a "pattern of behavior exhibited frequently... in the absence of coercion... constituting a habit of mind under some conscious and voluntary control... intentional and oriented to broad goals" that can be taught and caught through modeling. While this is the current buzzword in the evaluation of teacher performance, dispositions pose a problem for those seeking clean, lean assessment measures. One reason dispositions are so complex to understand is simply due to semantics. The National Council for the Accreditation of Teacher Education (NCATE) describes dispositions as the "professional attitudes, values, and beliefs demonstrated through both verbal and nonverbal behaviors as educators interact with students, families, colleagues, and communities." NCATE "expects institutions to assess professional dispositions based on observable behaviors in educational settings." The two professional dispositions explicitly recognized by NCATE are fairness and the belief that all students can learn. The National Board of Professional Teaching Standards does not define dispositions but expects that proficient teachers are able to employ the necessary "skills, capacities, and dispositions". The American Association of School Librarians refers to dispositions in its "Standards for Initial Programs for School Library Media Specialist Preparation" but does not define them. The AASL "Standards for the 21st-Century Learners," which comprise four learning strands each consisting of skills, dispositions in action, responsibilities, and self-assessment strategies, are the best example of dispositions for school librarians. While these dispositions are intended for students, they might also serve as specific dispositions of exemplary school librarians. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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High Risk Students; School Libraries; Librarians; Media Specialists; Library Services; Academic Achievement; Teacher Student Relationship; Educational Legislation; Federal Legislation; Librarian Teacher Cooperation; Competence

Abstract:
American education is failing many students, but especially students of color, from low-income families, with disabilities or those who have limited English proficiency. These students are the focus of "No Child Left Behind" (NCLB), the 2001 revision of the Elementary and Secondary Education Act of 1965 (ESEA), which was signed into law on January 8, 2002. As much as educators complain about NCLB, it is difficult to argue against its purpose that all students will succeed regardless of race, ethnicity, family income, dominant language, or disability. Despite over 40 years of legislative efforts to resolve the conditions that place students at-risk for low achievement and school failure, America continues to face a growing crisis in education. Media specialists are in a strong position to strengthen at-risk students through mentoring, making connections with them and helping them connect to others in the school, and supporting their learning in creative and motivating ways. This article describes the tipping points--the small changes--that can transform low-achieving students into high-achieving ones for media specialists: (1) connection; (2) competence; and (3) contribution. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Problems; Dropouts; Dropout Prevention; Media Specialists; Librarians; Relevance (Education); Teacher Student Relationship; Teacher Role; Interpersonal Relationship; Models; Curriculum Development

Abstract:
It used to be that students who dropped out were considered lazy and unmotivated. Some students were actually pushed out and encouraged to leave, as if this solves the problem! While teachers blame kids for dropping out, kids blame an educational system "gone bad." Dropping out is no longer viewed as solely a student problem, but rather a problem with the system. The answer is to strengthen schools, students, and communities. Fixing schools is no easy feat, but one model--the 3 Rs--can help do this. It used to be the 3 Rs stood for reading, 'riting, and 'rithmatic, but in dropout prevention lingo they stand for rigor, relevance, and relationships. It is by adding rigor to coursework, relevance to the curriculum, and building relationships with students that schools prevent dropout. The media specialist has a role in each of the 3 Rs. In this article, the author discusses the role of media specialists in dropout prevention and presents some ideas media specialists can use to put the media program front and center in their school's dropout prevention efforts. (Contains 10 resources and 3 online resources.) 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:
Federal Legislation; High Risk Students; Media Specialists; Developmental Tasks; School Libraries; Library Role; Role Perception; Personality Traits; Motivation Techniques

Abstract:
Every single young person who has grown up in America is only one major event or catastrophe away from falling over the edge into what most people would call "at-risk." The term "at-risk" refers to a wide range of factors that make it more difficult for a person to meet the developmental tasks of their age group. For students, a major developmental task is schooling. The No Child Left Behind legislation identifies four groups of at-risk students more likely to be at risk of not realizing their academic potential--minority youth, English language learners, children living in poverty, and special education students. Meeting No Child Left Behind mandates to increase academic achievement may depend on finding ways to strengthen students, but especially those at risk, to effectively handle their problems and challenges so time spent at school is focused on learning. In this article, the author discusses the role of a library media specialist in raising the bar on student achievement in his or her school. She suggests that library media specialists should look no further than the six building blocks of resiliency: (1) bonding; (2) boundaries; (3) life skills; (4) caring and support; (5) high expectations; and (6) participation. (Contains 18 resources.) 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:
School Libraries; Media Specialists; Library Services; Personality Traits; Library Role; Role Perception; Motivation Techniques; Disadvantaged Environment

Abstract:
As students file into the library media center for orientation during the hectic first weeks of school, Mrs. Greene, a veteran media specialist with fifteen years experience, wonders how she can make a difference in an environment governed by No Child Left Behind and state-mandated tests. Some students are disadvantaged because they are struggling with challenges and problems such as divorce, poverty, parental alcoholism, abuse, and mental illness. Many are stressed by chaotic and fast-paced home lives. All are dealing with the anxiety of growing up. Caught between test scores and the emotional needs of students, Mrs. Greene wonders, "How can I strengthen the whole child?" The answer is resilience, which is "the ability to bounce back successfully despite exposure to severe risks." In this article, the author talks about resiliency and describes ways library media specialists can strengthen children and promote resiliency. (Contains 9 resources.) 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:
Adolescents; Librarians; Library Services; Public Libraries; School Libraries; Institutional Cooperation

Abstract:
Recently a public librarian e-mailed the Young Adult Library Services Association (YALSA)about teen problem behaviors at the library--excessive noise, profanity, vandalism, the works. Anthony Bernier, director of teen services at the Oakland (CA) Public Library, came to the teens' defense. He charged that some librarians "cultivate, exaggerate, or actually manufacture problems" by overreacting to the annoying behavior of a few teens. This article offer suggestions on ways for librarians to help teens make a success of the journey from adolescence to adulthood. It takes trust, mutual understanding, and shared values among people and institutions for this to be successful. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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