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Descriptors:
Information Literacy; College Readiness; High School Students; Urban Schools; Partnerships in Education; Academic Libraries; Public Libraries; High Schools; School Libraries; College School Cooperation; Best Practices; Outreach Programs; Advanced Placement Programs; Program Implementation; Program Development

Abstract:
This article describes a nearly decade-long partnership between three institutions representing school, public, and academic settings in Westchester County, New York. The program, designed to improve the academic performance of local high school students, is unique due to the extensive contact students have with academic librarians during the school year, including two day-long orientations and individual consultation sessions. Using experiences as partners in this collaborative effort, interviews with six teachers and librarians, and the existing literature, this article identifies best practices and key factors for academic libraries that are considering or currently providing instructional and outreach activities to high schools. (Contains 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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Elementary Education; Childrens Literature; Classrooms; School Libraries; Sexuality; Behavior Standards; Social Behavior; Books; Censorship; Intellectual Freedom; Library Role; Psychological Patterns; Sexual Identity; Social Theories; Content Analysis; Literary Criticism; Homosexuality

Abstract:
This essay explores what it might mean to read children's literature in elementary school classrooms through a queer lens. The authors argue that because queer theory has a history as a literary theory that destabilizes normative associations among gender, sexuality, bodies, and desire, it provides a set of analytical tools classroom communities can draw on to create alternative readings of a wide range of familiar texts. Such readings of books already on the shelves of elementary school libraries and classrooms can highlight experiences and subjectivities of nonnormative sexualities and gender identities in the hopes of making classrooms more inclusive. Specifically, we argue that four high-quality, award-winning children's books already included in many schools and classrooms--Sendak's (1963) "Where the Wild Things Are", Woodson's (2001) "The Other Side", DiCamillo's (2003) "Tale of Despereaux", and Patterson's (1977) "Bridge to Terabithia"--can be fruitful sites for opening up these more inclusive readings and conversations. The article offers possible queer readings of these texts as well as suggestions for how to encourage elementary-aged students to think about both books and the socially constructed norms of real life through a queered lens. By first queering on-the-shelf texts and then asking students to think about how that queering connects to larger social issues, elementary classrooms can become places where strict identity categories--categories that can marginalize queer students and families--are made visible, are questioned, are stretched, and can even fall apart. (Contains 4 notes.) 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:
Information Literacy; Evaluation Methods; School Libraries; Reading; Libraries; Literacy; Evaluation; Case Studies; Foreign Countries; Librarians

Abstract:
This paper reports the implementation results of the Portuguese School Libraries Evaluation Model, more specifically the results of primary schools self-evaluation of their libraries' reading promotion and information literacy development activities. School libraries that rated their performance as either "Excellent" or "Poor" have been purposefully selected as case studies. Following a QUAN-QUAL approach to data collection and analysis, we first present the results of two surveys designed respectively to understand how students relate to reading and information access, production and communication in the context of the school library provision, and to map teachers' perceptions on school libraries' systematic promotion of reading and information literacy. In the qualitative component of the study, the evaluation reports submitted by school libraries were subject to thematic analysis to unearth meanings assigned and core concepts employed to classify school libraries' provision. The thematic analysis of reports was also used to further confirm the validity of schools' self-attributed performance levels. The paper calls for the development of an evaluation culture in school libraries, and suggests the development of an online case repository, which would operate as evaluation's interface with new organisational practices. (Contains 8 tables 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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Descriptors:
Minority Group Students; Alumni; Mentors; Boarding Schools; Strategic Planning; School Libraries; Learner Engagement; African Americans; Hispanic Americans; Single Sex Schools; Males; Program Development; Outreach Programs; Partnerships in Education

Abstract:
Two years ago, members of a strategic planning committee at Woodberry Forest School set a goal to re-engage African-American and Hispanic alumni, many of whom had lost touch with the Virginia boarding school for boys. One of the committee's ideas was to launch a mentoring program to connect current minority students with minority alumni. Two years in, the program has 26 mentors for 34 participating students, and more minority alumni are visiting campus, forging connections, and making gifts to the school. There is no one effective way to arrange a student-alumni mentoring program. Each institution must determine what works for its students and alumni. Alumni relations professionals who lead successful mentoring programs recommend starting slow. Building partnerships across campus can also ensure that a mentoring program will be a success. As with any other program, it's important to be flexible and willing to make changes if they are warranted. When students and alumni commit to a mentoring program, they need to know what they're getting into--what is expected of them and what they can expect to gain from the program. The most successful programs clearly communicate this information to both groups. Even when expectations are clearly stated, there are bound to be some students or mentors who don't follow through. Student commitment is one of the biggest challenges to producing a successful mentor program. Launching and maintaining an effective student-alumni mentor program can be more work than one might initially think, but the benefits make it a worthwhile effort. While the relationships or interactions are generally one-on-one, they have a far greater effect. The alumni mentor program makes outreach global and, at the same time, brings the world directly to students. The program also helps the university by making those alumni bonds stronger and demonstrating to students what being an active alumnus looks like. It is all win-win. 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:
Disabilities; Inclusion; Information Services; Evidence; Curriculum Development; Professional Development; Special Education Teachers; School Libraries; Federal Legislation; Public Schools; Accessibility (for Disabled); Student Diversity; Student Needs; Librarians; Teacher Role; Models; Skill Development; Teamwork; Program Effectiveness; Workshops

Abstract:
US school libraries are required to ensure that schoolchildren and school staff with disabilities have equal opportunity to use and benefit from library facilities and information services under federal law. However, evidence indicates teacher-librarians (TLs) often lack the training, knowledge and skills to provide programmes and services that meet the needs of students with disabilities. Project ENABLE (Expanding Nondiscriminatory Access by Librarians Everywhere) was created to respond to this shortfall by designing, implementing and evaluating a professional development programme in New York State. The project applies a social model of disability to help 100 TLs, special educators and general educators further develop their skills and resources by teaming together to create an inclusive environment for all students. This is achieved through the use of universal design principles, appropriate assistive and other technologies, an emphasis on person-first language and sensitivity simulations, a focus on inclusive lesson planning, and by developing collaboration capacity among participant teams. Curriculum development, data collection and analyses are presented. The effect of the Project ENABLE trainings was significant in terms of higher levels of skill and knowledge reported by participants for creating accessible library programmes, advancing inclusive education and building effective collaborations. Drawing from their workshop learning and resources, participant teams developed action plans to implement during the 2011-2012 school year. This project underscores the importance of TLs in the education of all students, including those with disabilities. Higher education and local professional development programmes must place greater emphasis on preparing TLs to perform this role effectively and confidently. (Contains 12 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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Descriptors:
Public Libraries; Academic Libraries; School Libraries; Special Libraries; Expenditures; Operating Expenses; Resource Allocation; Program Budgeting; Trend Analysis; Library Administration; Comparative Analysis; Needs Assessment; Educational Policy; Educational Finance; Financial Policy; Retrenchment

Abstract:
This study compares the overall spending trends and patterns of growth of Academic Libraries with Public Libraries, K-12 schools, higher education institutions, and hospitals in the period of 1998 to 2008. Academic Libraries, while showing a growth of 13% over inflation for the period, far underperformed the growth of the other public institutions in the study. Academic Libraries lost nearly 25% of their share of higher education total spending, suggesting a shift in higher education priorities. Academic and Public Libraries are shown to have very different investment and spending priorities with Academic Libraries as a group reducing staff and investing in their collections, while Public Libraries have expanded their staff and services significantly, but not collections. Patterns of spending and investment differ markedly for Academic Libraries by size of institution, while size of library or community is not a differentiating determinant for staff or services growth. (Contains 7 figures and 6 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:
Foreign Countries; Public Schools; Private Schools; School Closing; School District Reorganization; Rural Schools; School Safety; Seismology; Educational Facilities Improvement; Enrollment; Graduation Rate; Educational Finance; Financial Support; Well Being; Academic Achievement; Teacher Student Ratio; Teacher Employment; Gender Differences; State Aid; Tuition; Fund Raising; Taxes; Poverty; Educational Attainment; Educational Benefits; School Libraries; Enrollment Projections; Canada Natives; American Indian Students; English Language Learners; Foreign Students; Special Needs Students; Class Size; Adult Education; Adult Students; Specialists

Abstract:
This report presents facts and figures on British Columbia's education for 2012. It is divided into the following seven sections: (1) Schools, which covers: (a) Number of public schools; (b) Number of independent (private) schools; (c) School closures; (d) Rural schools and students; (e) School-district amalgamation; and (f) School safety: Seismic upgrades; (2) Student Enrolment, which covers: (a) FTE [Full-time equivalent] enrolment (public and independent); (b) FTE Kindergarten enrolment on the increase--public schools; (c) Headcount enrolment (school-age and adult students); (d) Enrolment projections; (e) Aboriginal students; (f) English Language Learning (ELL); (g) International (non-resident) students; (h) Students with special needs; (i) Class size and composition; (j) Distributed Learning (DL) students; and (k) Adult Education students; (3) Graduation Rates, which covers: (a) Six-year completion rate; and (b) 20 to 24 years old; (4) Staffing: Teachers and Administrators, which covers: (a) Student/educator ratios--BC and Canada; (b) Teaching employment decreasing; (c) Full-time and part-time teaching employment--Gender differences; (d) Learning Specialist Teachers; and (e) Teacher/administrator ratios; (5) Education Funding, which covers: (a) Provincial funding; (b) BC falls behind the rest of Canada; (c) Independent (private) schools; (d) International (non-resident) student tuition; (e) School-generated funds; (f) Fundraising for school resources; and (g) Education funding and taxation policy; (6) Economic Well-Being, which covers: (a) Family poverty; (b) Educational attainment and economic well-being; and (c) Overall benefits of public-school education to individuals and society; and (7) Student Achievement, which covers: (a) Benefits of school libraries to student achievement; and (b) How does Canada's education system compare to those in other countries? (Individual sections contain references.) [This paper was compiled by the British Columbia Teachers' Federation (BCTF) Information Services and BCTF Research Department.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (734K)

Descriptors:
Library Services; Public Libraries; Young Adults; Research Needs; Reading Habits; Adolescents; High School Students; College Students; Electronic Libraries; Handheld Devices; Reading Material Selection; National Surveys; Telecommunications; Computers; Newspapers; Periodicals; Assignments; School Libraries

Abstract:
More than eight in ten Americans between the ages of 16 and 29 read a book in the past year, and six in ten used their local public library. At the youngest end of the spectrum, high schoolers in their late teens (ages 16-17) and college-aged young adults (ages 18-24) are especially likely to have read a book or used the library in the past 12 months. And although their library usage patterns may often be influenced by the requirements of school assignments, their interest in the possibilities of mobile technology may also point the way toward opportunities of further engagement with libraries later in life. The Pew Research Center's Internet & American Life Project has taken a special look at readers between the ages of 16 and 29 because interest in them is especially high in the library world and the publishing world. This report examines how they encounter and consume books in different formats. It flows out of a larger effort to assess the reading habits of all Americans ages 16 and older as e-books change the reading landscape and the borrowing services of libraries. The main findings in this report, including all statistics and quantitative data, are from a nationally-representative phone survey of 2,986 people ages 16 and older that was administered from November 16-December 21, 2011. This report also contains the voices and insights of an online panel of library patrons ages 16-29 who borrow e-books, fielded in the spring of 2012. Among the main findings: (1) 83% of Americans between the ages of 16 and 29 read a book in the past year; (2) Among Americans who read e-books, those under age 30 are more likely to read their e-books on a cell phone (41%) or computer (55%) than on an e-book reader such as a Kindle (23%) or tablet (16%); (3) Overall, 47% of younger Americans read long-form e-content such as books, magazines or newspapers; (4) 60% of Americans under age 30 used the library in the past year; (5) Many of these young readers do not know they can borrow an e-book from a library, and a majority of them express the wish they could do so on pre-loaded e-readers; (6) High schoolers (ages 16-17) are especially reliant on the library for their reading and research needs; (7) College-aged adults (ages 18-24) show interesting shifts in their reading habits compared with high schoolers (ages 16-17); and (8) Adults in their late twenties (ages 25-29) exhibit different patterns when compared with younger age groups. (Contains 2 tables and 22 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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 ERIC Full Text (1310K)

Descriptors:
Literacy; Leadership; Library Services; Nonfiction; Elementary Secondary Education; Librarians; Leadership Role; Librarian Attitudes; Library Materials; School Libraries; Public Libraries; Academic Standards; State Standards

Abstract:
Librarians say they view the common core, with its emphasis on explanation, complex text, and cross-disciplinary synthesis, as an unprecedented opportunity for them to really strut their stuff. Adopted by all but four states, the standards have prompted coordinating discussions among the library-association divisions that represent librarians in public schools, city libraries, and higher education. All librarians are affected by the new expectations: those who help at K-12 schools, at city libraries during the after-school and weekend hours, and those on college campuses, who have had to support students unequipped for college-level research and inquiry. The common standards have prompted school librarians to "take a hard look" at their collections to weed out dated material and bolster challenging fiction and nonfiction resources. In doing so, they are looking especially closely at the rigor of the readings they offer, since the standards emphasize assigning students "on-grade-level" texts, even if that means extra supports are needed to help them. Librarians are also looking to better balance their collections with high-quality nonfiction since the standards use such texts as content-builders and vehicles for the teaching of discipline-specific literacy skills. 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:
State Standards; Writing Skills; High School Graduates; Elementary Secondary Education; State Departments of Education; Librarians; Academic Standards; Role; School Libraries; Reading Skills; Library Materials; Reading Material Selection; Job Skills; Standard Setting

Abstract:
The gap between the reading and writing skills of high school graduates and the demands of freshman college coursework and employers was one of the greatest concerns when the National Governors Association and the Council of Chief State School Officers were developing the Common Core State Standards for English Language Arts (CCSS-ELA). A particular concern was that many high school graduates could not read and comprehend the texts required to learn and perform, whether in coursework or the workplace. The authors of the Common Core State Standards were faced with the challenge of addressing this gap in a concrete and vivid way. They, along with the many teachers, curriculum developers, and others wanted a way to describe a set of goals for students in terms of the degree of difficulty and sophistication of the texts they should learn to comprehend by the end of their K-12 years. However, there was great concern that the best known, most widely used traditional quantitative tools for measuring and describing the degree of difficulty of a given text were inadequate in the K-12 instructional environment. In response, the authors developed the concept of "text complexity." Text complexity includes both the traditional quantitative measures of readability or text difficulty, but also adds two other equally important or even more significant approaches to evaluating the level and appropriateness of a given text for use in K-12 instruction. The two additional parts of the Standards' model of text complexity are "qualitative measures of text complexity" and "reader and task considerations." The sophisticated and deep knowledge found in texts, books, and other resources require children to effectively apply the CCSS-ELA model of text complexity. It is because of these complex demands of CCSS-ELA that school librarians are absolutely essential to the successful selection of appropriate texts. State departments of education, district superintendents, curriculum developers, principals, and teachers should recognize this need, and school librarians have an opportunity to rise to the challenge. (Contains 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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