The document discusses the state of school libraries in New Hampshire based on a survey conducted in 2009. It finds that while elementary schools provide structured information literacy instruction, it is less formal in middle and high schools. Some schools operate without a certified library media specialist. Budget cuts have led some districts to use paraprofessionals instead of hiring qualified librarians. Internet access is generally good but policies restrict uses like social media. Collections are aging due to lack of funding and time for librarians to maintain them. The state does not have statewide curriculum standards for media literacy.
Resources for information literacy in Illinois high schools, Presented at ILA...Kelly Grossmann
Preliminary results from a study investigating the resources and perspectives about information literacy at Illinois High Schools. For an updated presentation with additional data and findings, view "Information Literacy in Illinois High Schools: Budgets, Staffing, Perceptions, and Pedagogy"
By: Kelly Grossmann & Michelle Guittar
The Requirement For Worthy Attribute of Library Staff in Tertiary Institution...AJHSSR Journal
: This study focuses on the requirement for worthy attribute of library staff in tertiary institutions’
library services so as to be more relevant in the new information age. This is based on the fact that institutions’
libraries are set up now to extend services beyond their physical walls, provide materials accessible by
electronic means and at the same time to provide unrestricted access to information. Invariably, to effectively
cope with their changing roles in the library system, Librarians need to avail themselves to training and
retraining programmes local, regional and international so as to keep pace with the development in the
Information Communication Technologies in the 21st Century to provide optimum services for library
users/clienteles. The study concludes that individuals must be preparing to make personal sacrifices towards
upgrading themselves. Similarly, tertiary institutions/ organisations should as a matter of obligation develop
people; it has no choice. It either helps them grow or it stunts them. It either forms them or it deforms them as
opine by Drucker, Peter F (1990). This training and retraining programmes is imperative in this new Information
Communication Technology dispensation as far as librarianship is concerned
This document discusses how public libraries can support education and lifelong learning. It outlines the mission of public libraries to provide equal access to knowledge and resources. Libraries aim to support both formal and informal education at all levels by providing materials, technology access, and collaborating with other institutions. Specific initiatives and programs described include support for youth, adults, disadvantaged groups and partnerships with educational and cultural organizations to enrich learning opportunities in the community.
Dateline: LibraryServices Supporting a Proposed Journalism ProgramAimee deChambeau
The document discusses library services to support a proposed journalism program at a university. It summarizes the goals of the program and opportunities for collaboration between the journalism faculty and library. The library participated in planning for the program and developed research modules integrated into journalism courses. This close collaboration has increased visibility for the library and supported the development of the journalism collection and a campus-wide news literacy initiative.
This document summarizes the development of guidelines for financial literacy education in libraries by the Reference and User Services Association (RUSA). It describes how RUSA received a grant to develop these guidelines in response to increased demand for financial literacy education from libraries due to the economic recession. An advisory group was assembled including experts from financial literacy organizations. A working team then conducted research including a literature review and survey. They reviewed existing standards and developed the "Financial Literacy Education in Libraries: Guidelines and Best Practices for Service" to provide guidance to library staff on this topic.
The role of library in educational development08180512000
The document discusses the role of libraries in educational development. It defines different types of libraries, including academic libraries, public libraries, and special libraries. It states that libraries influence students from primary school through tertiary education by supporting curriculums and research, developing reading habits, and providing lifelong learning opportunities. Libraries also aid mass education through extension services, audiovisual materials, and programs. The document concludes that libraries significantly aid the education of citizens and support educational revival programs in developing literacy and knowledge.
The communication plan outlines guidelines for communicating within the roles of the school librarian. As an instructional partner and teacher, the librarian will communicate through newsletters, presentations, shared resources and calendars to collaborate with teachers on lessons. They will provide resources and assessments to students. As an information specialist and leader, the librarian will send technology updates and copyright information to teachers. They will teach information literacy to students and highlight resources. The librarian will also communicate library achievements to stakeholders through presentations and the school cable channel. Tools like websites, surveys and shared drives will facilitate communication within these roles.
The Kansas State University Library Strategic Plan 2011-2013 outlines priorities and an action plan to guide the library system over three years. The library recently reorganized into four divisions and consolidated services at a single help desk. Key priorities include careful stewardship of resources through updating collections policies, enhancing user services and systems, and fostering collaborative partnerships across campus. The action plan details goals and objectives to address each priority, such as moving more collections online, strengthening outreach, and creating an institutional repository through Digital Commons to showcase faculty research and support open access publishing. Metrics and timelines are established to monitor progress in achieving the strategic goals.
Resources for information literacy in Illinois high schools, Presented at ILA...Kelly Grossmann
Preliminary results from a study investigating the resources and perspectives about information literacy at Illinois High Schools. For an updated presentation with additional data and findings, view "Information Literacy in Illinois High Schools: Budgets, Staffing, Perceptions, and Pedagogy"
By: Kelly Grossmann & Michelle Guittar
The Requirement For Worthy Attribute of Library Staff in Tertiary Institution...AJHSSR Journal
: This study focuses on the requirement for worthy attribute of library staff in tertiary institutions’
library services so as to be more relevant in the new information age. This is based on the fact that institutions’
libraries are set up now to extend services beyond their physical walls, provide materials accessible by
electronic means and at the same time to provide unrestricted access to information. Invariably, to effectively
cope with their changing roles in the library system, Librarians need to avail themselves to training and
retraining programmes local, regional and international so as to keep pace with the development in the
Information Communication Technologies in the 21st Century to provide optimum services for library
users/clienteles. The study concludes that individuals must be preparing to make personal sacrifices towards
upgrading themselves. Similarly, tertiary institutions/ organisations should as a matter of obligation develop
people; it has no choice. It either helps them grow or it stunts them. It either forms them or it deforms them as
opine by Drucker, Peter F (1990). This training and retraining programmes is imperative in this new Information
Communication Technology dispensation as far as librarianship is concerned
This document discusses how public libraries can support education and lifelong learning. It outlines the mission of public libraries to provide equal access to knowledge and resources. Libraries aim to support both formal and informal education at all levels by providing materials, technology access, and collaborating with other institutions. Specific initiatives and programs described include support for youth, adults, disadvantaged groups and partnerships with educational and cultural organizations to enrich learning opportunities in the community.
Dateline: LibraryServices Supporting a Proposed Journalism ProgramAimee deChambeau
The document discusses library services to support a proposed journalism program at a university. It summarizes the goals of the program and opportunities for collaboration between the journalism faculty and library. The library participated in planning for the program and developed research modules integrated into journalism courses. This close collaboration has increased visibility for the library and supported the development of the journalism collection and a campus-wide news literacy initiative.
This document summarizes the development of guidelines for financial literacy education in libraries by the Reference and User Services Association (RUSA). It describes how RUSA received a grant to develop these guidelines in response to increased demand for financial literacy education from libraries due to the economic recession. An advisory group was assembled including experts from financial literacy organizations. A working team then conducted research including a literature review and survey. They reviewed existing standards and developed the "Financial Literacy Education in Libraries: Guidelines and Best Practices for Service" to provide guidance to library staff on this topic.
The role of library in educational development08180512000
The document discusses the role of libraries in educational development. It defines different types of libraries, including academic libraries, public libraries, and special libraries. It states that libraries influence students from primary school through tertiary education by supporting curriculums and research, developing reading habits, and providing lifelong learning opportunities. Libraries also aid mass education through extension services, audiovisual materials, and programs. The document concludes that libraries significantly aid the education of citizens and support educational revival programs in developing literacy and knowledge.
The communication plan outlines guidelines for communicating within the roles of the school librarian. As an instructional partner and teacher, the librarian will communicate through newsletters, presentations, shared resources and calendars to collaborate with teachers on lessons. They will provide resources and assessments to students. As an information specialist and leader, the librarian will send technology updates and copyright information to teachers. They will teach information literacy to students and highlight resources. The librarian will also communicate library achievements to stakeholders through presentations and the school cable channel. Tools like websites, surveys and shared drives will facilitate communication within these roles.
The Kansas State University Library Strategic Plan 2011-2013 outlines priorities and an action plan to guide the library system over three years. The library recently reorganized into four divisions and consolidated services at a single help desk. Key priorities include careful stewardship of resources through updating collections policies, enhancing user services and systems, and fostering collaborative partnerships across campus. The action plan details goals and objectives to address each priority, such as moving more collections online, strengthening outreach, and creating an institutional repository through Digital Commons to showcase faculty research and support open access publishing. Metrics and timelines are established to monitor progress in achieving the strategic goals.
This document discusses using data from the AASL Planning Guide and the "School Libraries Count!" survey to advocate for school library programs. It recommends drawing connections between the Planning Guide assessment results and personalized reports from the "School Libraries Count!" survey. Sample data is provided comparing a school's hours spent planning with teachers and budget for information resources to state and national averages. The document provides guidance on sharing assessment results with stakeholders to clarify strengths and areas for improvement in the library program.
Pathfinders to Information: 2003 versionJohan Koren
Reference services involve trained librarians assisting patrons with their information needs in person, by phone, or electronically. This includes answering questions, conducting searches, and instructing patrons on finding and evaluating information. Reference collections contain authoritative sources like dictionaries, handbooks, and encyclopedias to support these services. While traditionally only print resources, reference collections now consider online accessibility and availability. Developing a balanced collection requires understanding community needs, analyzing existing resources, selecting new materials, and ongoing maintenance.
This document provides an overview of reference services in school library media centers. It defines reference services and describes the key elements such as answering questions, assisting patrons, and keeping statistics. It also discusses related topics like the reference collection, accessibility of resources, collection development policies, and tools for selecting reference materials.
Pathfinders to Information: 2007 versionJohan Koren
The document discusses reference services provided by librarians, including answering questions, assisting patrons in finding information, conducting searches, and more. It also discusses elements of reference collections such as reference books that are meant to be used in the library and not checked out. The collection includes both physical and virtual resources, and selecting materials involves criteria and community needs.
The document outlines goals and activities for learners to identify advocates, learn advocacy skills, and engage in advocacy through movement. It defines transliteracy and information literacy. Advocacy is described as an ongoing effort to develop support through specific and sustained efforts over time. The last section encourages advocacy for libraries and information access.
The school library media center in today's world powerpointckdozier
The document discusses how the role of the school library media center is influenced by changes in education, the educational environment, alternatives to traditional schooling, the history of school libraries, and the relationship with public libraries. It provides details on the evolution of the US education system from the 19th century onward and how new theories shaped practice. It also outlines alternatives like charter schools and homeschooling that impact library media specialists' roles.
Pride Presentation of Cook Islands School Librarieschrissyneale
The document summarizes a project to develop school libraries and information literacy in the Cook Islands. It describes the background and objectives of the project, which was a partnership between the Cook Islands Ministry of Education and the National Library of New Zealand. It outlines the four phase training model used, including initial professional development sessions in New Zealand, implementation support via online tools, follow up visits, and future workshops. Early results included new library resources, training, and the establishment of a community library. Ongoing challenges are ensuring sustainability, continued professional learning, and integrating libraries into the curriculum.
This document discusses incorporating government documents into information literacy instruction in university libraries. As more information becomes available online, fewer students are using physical government documents in libraries. The document argues that government documents should be incorporated into information literacy instruction so that students understand the importance and reliability of these sources. It provides examples of how libraries are promoting awareness of government documents through tutorials, podcasts, websites and training reference librarians. The goal is to help students become informed citizens by teaching them how to effectively find and evaluate government information.
Libraries play an essential role in education by providing access to information and resources to support learning. There are different types of libraries, including academic libraries that serve universities and colleges, public libraries that serve communities, and school libraries that assist K-12 students and teachers. The core mission of all libraries is to answer queries and provide reading materials to help individuals with problems and further their knowledge. Specifically, libraries help in the education process by making information available to support new and ongoing learning, providing resources regardless of users' backgrounds, and creating an environment that facilitates research.
This document discusses social networking and its impact on libraries. It provides an overview of the speaker's extensive involvement with various social media platforms including Facebook pages for libraries, wiki pages, groups, and social sharing sites. Statistics on social media use in the Philippines are presented, establishing it as a world leader in social networking. Potential uses of social media for libraries are explained, such as communication, marketing, and understanding patrons. Skills needed by librarians to engage with social media are covered. Best practices and tips for using different social media platforms safely and effectively in a library setting are also shared.
This document provides information about the Institute of Museum and Library Services (IMLS). IMLS is the primary source of federal support for the nation's 123,000 libraries and 35,000 museums. It makes grants, conducts research, and publishes to build the capacity of museums and libraries to serve the public. IMLS has three strategic goals that guide its grantmaking: supporting learning experiences, promoting libraries and museums as community anchors, and exemplary stewardship of collections. The document outlines several IMLS grant programs that support libraries, including basic grants for Native American libraries, enhancement grants, and programs like the Laura Bush 21st Century Librarian grant. Contact information is provided for questions.
The annual report summarizes activities at the MSU Libraries in 2013-14, including expanding access to electronic resources and digital collections, increasing space usage at Meyer Library, and implementing new collaboration stations, scanning stations, and a display near the entrance. Usage of library resources and facilities continued to increase significantly. Future plans include continuing to implement a long-range space plan to better accommodate student needs through compact shelving and relocated services.
When they want everything yesterday, how do you deliver? Learn about purchase on demand services and other ways to deliver information fast to your patrons.
Speakers:
Sheryl L. Knab, Executive Director, WNYLRC
Cyril Oberlander, SUNY Geneseo
The document outlines a proposed "Training of Trainers for Effective Teaching and Collaborating in Information Literacy" workshop for librarians at the Academic Library of Ar-Raniry in Indonesia, which would provide training to develop the librarians' skills in teaching information literacy, designing instruction, and collaborating with faculty through methods like lectures, demonstrations, role-playing and microteaching over two days.
The Library Then and Now: Its Importance and Relevance to the Present Genera...Fe Angela Verzosa
presented at PAARL’s seminar outreach program on “The Essence of the Library as the Heart of an Educational Institution,” held at St. Augustine School, Iba, Zambales, Philippines on 2006 Sep 28
This document discusses how libraries are adapting their services to the digital age through e-resources, outreach, and networking. It provides examples of the Thomas Jefferson Information Center's (TJIC) efforts in these areas, including providing online databases and article alerts, developing partnerships with other institutions, and conducting outreach activities like the American Corner Mindanao Caravan. The document emphasizes how libraries can maximize usage of e-resources, utilize free resources, and facilitate information sharing through networking and outreach both within their communities and across institutions.
This project aims to develop an information literacy toolkit for students at a charter high school in Boston. It will employ a controlled educational intervention trial over 24 months with two social studies classrooms, testing the hypothesis that developing baseline information literacy skills provides an asset for enhancing student achievement. The intervention group will receive a multifaceted information literacy program while the control group receives regular instruction. Measures will assess academic profiles, focus groups, interviews, and tests. The goal is to generate an evidence-based, replicable toolkit to strengthen information literacy in charter schools.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document discusses using data from the AASL Planning Guide and the "School Libraries Count!" survey to advocate for school library programs. It recommends drawing connections between the Planning Guide assessment results and personalized reports from the "School Libraries Count!" survey. Sample data is provided comparing a school's hours spent planning with teachers and budget for information resources to state and national averages. The document provides guidance on sharing assessment results with stakeholders to clarify strengths and areas for improvement in the library program.
Pathfinders to Information: 2003 versionJohan Koren
Reference services involve trained librarians assisting patrons with their information needs in person, by phone, or electronically. This includes answering questions, conducting searches, and instructing patrons on finding and evaluating information. Reference collections contain authoritative sources like dictionaries, handbooks, and encyclopedias to support these services. While traditionally only print resources, reference collections now consider online accessibility and availability. Developing a balanced collection requires understanding community needs, analyzing existing resources, selecting new materials, and ongoing maintenance.
This document provides an overview of reference services in school library media centers. It defines reference services and describes the key elements such as answering questions, assisting patrons, and keeping statistics. It also discusses related topics like the reference collection, accessibility of resources, collection development policies, and tools for selecting reference materials.
Pathfinders to Information: 2007 versionJohan Koren
The document discusses reference services provided by librarians, including answering questions, assisting patrons in finding information, conducting searches, and more. It also discusses elements of reference collections such as reference books that are meant to be used in the library and not checked out. The collection includes both physical and virtual resources, and selecting materials involves criteria and community needs.
The document outlines goals and activities for learners to identify advocates, learn advocacy skills, and engage in advocacy through movement. It defines transliteracy and information literacy. Advocacy is described as an ongoing effort to develop support through specific and sustained efforts over time. The last section encourages advocacy for libraries and information access.
The school library media center in today's world powerpointckdozier
The document discusses how the role of the school library media center is influenced by changes in education, the educational environment, alternatives to traditional schooling, the history of school libraries, and the relationship with public libraries. It provides details on the evolution of the US education system from the 19th century onward and how new theories shaped practice. It also outlines alternatives like charter schools and homeschooling that impact library media specialists' roles.
Pride Presentation of Cook Islands School Librarieschrissyneale
The document summarizes a project to develop school libraries and information literacy in the Cook Islands. It describes the background and objectives of the project, which was a partnership between the Cook Islands Ministry of Education and the National Library of New Zealand. It outlines the four phase training model used, including initial professional development sessions in New Zealand, implementation support via online tools, follow up visits, and future workshops. Early results included new library resources, training, and the establishment of a community library. Ongoing challenges are ensuring sustainability, continued professional learning, and integrating libraries into the curriculum.
This document discusses incorporating government documents into information literacy instruction in university libraries. As more information becomes available online, fewer students are using physical government documents in libraries. The document argues that government documents should be incorporated into information literacy instruction so that students understand the importance and reliability of these sources. It provides examples of how libraries are promoting awareness of government documents through tutorials, podcasts, websites and training reference librarians. The goal is to help students become informed citizens by teaching them how to effectively find and evaluate government information.
Libraries play an essential role in education by providing access to information and resources to support learning. There are different types of libraries, including academic libraries that serve universities and colleges, public libraries that serve communities, and school libraries that assist K-12 students and teachers. The core mission of all libraries is to answer queries and provide reading materials to help individuals with problems and further their knowledge. Specifically, libraries help in the education process by making information available to support new and ongoing learning, providing resources regardless of users' backgrounds, and creating an environment that facilitates research.
This document discusses social networking and its impact on libraries. It provides an overview of the speaker's extensive involvement with various social media platforms including Facebook pages for libraries, wiki pages, groups, and social sharing sites. Statistics on social media use in the Philippines are presented, establishing it as a world leader in social networking. Potential uses of social media for libraries are explained, such as communication, marketing, and understanding patrons. Skills needed by librarians to engage with social media are covered. Best practices and tips for using different social media platforms safely and effectively in a library setting are also shared.
This document provides information about the Institute of Museum and Library Services (IMLS). IMLS is the primary source of federal support for the nation's 123,000 libraries and 35,000 museums. It makes grants, conducts research, and publishes to build the capacity of museums and libraries to serve the public. IMLS has three strategic goals that guide its grantmaking: supporting learning experiences, promoting libraries and museums as community anchors, and exemplary stewardship of collections. The document outlines several IMLS grant programs that support libraries, including basic grants for Native American libraries, enhancement grants, and programs like the Laura Bush 21st Century Librarian grant. Contact information is provided for questions.
The annual report summarizes activities at the MSU Libraries in 2013-14, including expanding access to electronic resources and digital collections, increasing space usage at Meyer Library, and implementing new collaboration stations, scanning stations, and a display near the entrance. Usage of library resources and facilities continued to increase significantly. Future plans include continuing to implement a long-range space plan to better accommodate student needs through compact shelving and relocated services.
When they want everything yesterday, how do you deliver? Learn about purchase on demand services and other ways to deliver information fast to your patrons.
Speakers:
Sheryl L. Knab, Executive Director, WNYLRC
Cyril Oberlander, SUNY Geneseo
The document outlines a proposed "Training of Trainers for Effective Teaching and Collaborating in Information Literacy" workshop for librarians at the Academic Library of Ar-Raniry in Indonesia, which would provide training to develop the librarians' skills in teaching information literacy, designing instruction, and collaborating with faculty through methods like lectures, demonstrations, role-playing and microteaching over two days.
The Library Then and Now: Its Importance and Relevance to the Present Genera...Fe Angela Verzosa
presented at PAARL’s seminar outreach program on “The Essence of the Library as the Heart of an Educational Institution,” held at St. Augustine School, Iba, Zambales, Philippines on 2006 Sep 28
This document discusses how libraries are adapting their services to the digital age through e-resources, outreach, and networking. It provides examples of the Thomas Jefferson Information Center's (TJIC) efforts in these areas, including providing online databases and article alerts, developing partnerships with other institutions, and conducting outreach activities like the American Corner Mindanao Caravan. The document emphasizes how libraries can maximize usage of e-resources, utilize free resources, and facilitate information sharing through networking and outreach both within their communities and across institutions.
This project aims to develop an information literacy toolkit for students at a charter high school in Boston. It will employ a controlled educational intervention trial over 24 months with two social studies classrooms, testing the hypothesis that developing baseline information literacy skills provides an asset for enhancing student achievement. The intervention group will receive a multifaceted information literacy program while the control group receives regular instruction. Measures will assess academic profiles, focus groups, interviews, and tests. The goal is to generate an evidence-based, replicable toolkit to strengthen information literacy in charter schools.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The five year program plan for HCCMS Media Center outlines goals to improve the media center environment and resources. A student survey showed interest in more time in the library, additional eBooks and technology, and newer book titles. Goals include building a virtual learning platform, teaching information literacy, increasing community involvement, and improving the physical space to support student activities. Achieving these goals would provide students expanded access to resources, research skills, and a more engaging environment to improve reading and learning.
Resource sharing in e-environment: A Study of P.M.N.M. Dental College and Hos...Vijaykumar2014
To introduce practical experiences of some important resource sharing activities in the PMNMDCH Library by focusing on digital activities and the HELINET Consortium of Rajiv Gandhi Health Sciences, University.
This document summarizes an assessment of the learning environment and resources at the Donald L. Morrill Math & Science Specialty School library program. The assessment found the program to be deficient or basic in the 4 learning environment standards due to outdated materials, lack of resources and technology utilization, minimal funding advocacy, and no policies or instruction around ethics. However, the new administration is making efforts to transform the program by hiring a new librarian, updating the collection, increasing technology, and emphasizing collaboration to better serve students.
Collection Development: To Improve Reading Habits in Academic Scenario by Cha...Venkitachalam Sriram
Collection Development: To Improve Reading Habits in Academic Scenario by Chandrakala N. Pai and V. Sriram. In Digital Light: National Seminar on Digital Library Management,
Davanagere, India. Dec, 24 2011
Abstract: Libraries play an important role in the changing scenario also in supplementing the information needs of its user. Academic libraries enjoy collecting, organizing and preserving materials for current and also future users. The collection of the library should aim to support both casual and serious reading habits of the individual user. Collection development is based upon an understanding of strengths and weaknesses of the collection, the availability of shared resources and the information needs of the community.
Library Services in the Grossmont Union High School Districtslmontgomery
A presentation about library services in the Grossmont Union High School District, given by district teacher-librarians as part of a two-day professional development workshop for district administrators on June 28, 2011.
Savings are nice, but learning is nicer: Libraries linking open textbooks wi...Sarah Cohen
With Marilyn Billings, UMASS Amherst.
This presentation will make the case for how open textbooks and OER can foster collaboration between instruction librarians, scholarly communication librarians, and faculty in order to advance access to course content, improve student learning, and continue the crusade for saving students money on course content.
The document summarizes levels of proficiency (basic, proficient, exemplary) for a school library media program self-evaluation rubric across several categories including student achievement and instruction, staffing, facilities, access, and resources. An exemplary program meets or exceeds all criteria for basic and proficient programs and fully integrates information literacy standards into content instruction through collaborative planning between library staff and teachers.
The strategic plan outlines goals for Hobsons Bay Libraries from 2011-2015. It aims to enhance lifelong learning programs, develop libraries as welcoming community spaces, establish community and business relationships, develop current collections and infrastructure, improve communications, develop staff skills, and maintain fiscal responsibility. The plan seeks to keep libraries relevant through social and technological changes and bring them closer to the community.
This document discusses key concepts for developing a school library collection, including curriculum, clients, and community. It emphasizes that the collection should directly support the school's curriculum. The primary clients are students, teachers, and other members of the learning community. Community is defined broadly as groups sharing an identity or interests, and the school and community should not be considered separate - community resources can enhance the curriculum. The collection should include relevant local resources to strengthen connections between learning and the real world.
The document identifies the top ten trends in academic libraries according to the ACRL Research Planning and Review Committee in 2012. The trends include communicating the value of libraries, data curation, digital preservation, shifts in higher education, the growing role of information technology, increasing use of mobile devices, patron-driven e-book acquisition, evolving models of scholarly communication, developing staff to meet new challenges, and changing user behaviors and expectations.
Community college libraries play an important role in the continuum of lifelong learning by bridging the gap between high school and higher education. They provide affordable access to higher education and help acclimate community members to an intellectual environment. Some challenges they face include a perception that libraries are inefficient and replaceable by the internet, as well as poor marketing of their services. Solutions involve greater integration and collaboration between different types of libraries to share resources and promote their value through effective advocacy.
This document discusses the importance of information literacy for higher education in Pakistan. It notes that Pakistani university libraries currently lack formal information literacy policies and programs. The author proposes establishing a National Committee on Information Literacy to develop an information literacy framework, train library staff, advocate for information literacy, and integrate it into university curricula and examinations. Recommendations include surveying user needs, using new technologies, and improving collaboration between libraries and educational authorities to further the development of information literacy in Pakistan.
The document discusses the context for developing a school library collection. It identifies the main elements of context as the curriculum, clients (students, teachers, etc.), and community. Regarding community, it provides definitions that emphasize how a community is a group that interacts and shares something in common, rather than being defined by physical proximity. It also discusses how the school and community should not be viewed as separate but rather the same, and how the educator's role involves learning about community resources to enhance the curriculum. Finally, it notes that accessing community resources can make learning more relevant and enable stronger partnerships between the school and community.
I survey the students and faculty about the media center and discovered there were a number of changes to be made. I designed a media center that was user friendly.
Academic Team 1 Strategic Plan Darcy CummingsDarcy Cummings
Librarian 1 will be responsible for coordinating the visits to the three libraries
and compiling a report of their findings. This will be completed by March 2014.
Step #2: A survey will be distributed to senior patrons of the Cerritos Library to gain
input as to what they would like to see included in the senior center.
The document outlines a strategic plan for the Sacramento Public Library system to address goals such as increasing diversity, promoting literacy, exploring new technologies, and compensating for budget cuts over the next few years in order to better serve the community and adapt to changing needs. It provides details on the library's mission, values, consumer base, threats, goals, and objectives. The plan aims to help the libraries make progress rather than fall behind due to economic challenges.
Issues and options in selected secondary school libraries in akure south loca...Alexander Decker
This document summarizes a study that examined issues and options in secondary school libraries in Akure South Local Government Area of Ondo State, Nigeria. The study found that while most secondary schools had libraries, they received very low patronage and were not properly located. Facilities in the libraries were limited, as computers, electronic media, and internet access were absent. The libraries also faced challenges in meeting student needs. The document recommends giving more attention and funding to school libraries, improving their locations, training staff and students on library usage, and preventing non-academic uses of library spaces.
Similar to State Of New Hampshire School Libraries Report (20)
Issues and options in selected secondary school libraries in akure south loca...
State Of New Hampshire School Libraries Report
1. New Hampshire
School Library Media Association
State of New Hampshire’s School Libraries
In 2009, I sent out a survey to our school libraries through our list-serv asking librarians about
budget and staffing changes. The collected data needs to be taken three years in a row in order to
show a trend, but the first report was not pleasant. Please note that in our state the certification
for a school librarian is “library media specialist”. Fortunately our State Office of Educational
Technology headed by Dr. Cathy Higgins has also been collecting and disseminating data on the
state of our school libraries. Her data is in a report available online and the graphics are included
below, along with some narratives regarding the State of New Hampshire’s School Libraries.
Andrea Ange
Advocacy and Government Relations Liaison, New Hampshire School Library Media Association
2. You can see that information literacy is taught heavily in elementary school, but is less structured
in the middle schools and high schools. Individual school districts have developed k-12
curricula based on AASL and ISTE standards, but there is not currently a statewide curriculum
for media literacy. It should also be noted that we do have several schools operating in New
Hampshire without the benefit of a library media specialist. “According to our employment
records in Credentialing there are 187 schools (elementary, middle or high school) out of 480 or
so that do not have someone employed as a Library Media Specialist or a Library Media
Supervisor.” – Board of Credentials. A further breakdown shows that Number of credentials by
level: Elementary – 149 Middle – 22 High School – 15.” Numbers are from the Bureau of
Credentialing, January 2009. Yet the standards for school personnel clearly call for each school
to have the services of a library media specialist, see Standard (Ed 306.15) in the additional
supporting materials at the end of this report.
Andrea Ange
Advocacy and Government Relations Liaison, New Hampshire School Library Media Association
3. Open positions may be due to budget cuts and less sources of revenue for school districts.
Recently NHSLMA has been approached by our state library about “certification courses” for
paraprofessionals that are taking care of libraries without proper training. Our organization
would like to make sure that all students are getting the resources they need for a good education
but we are concerned that some schools are choosing to use paraprofessionals instead of hiring
qualified librarians. For NHSLMA, training these paraprofessionals puts our members between
the proverbial “rock and a hard place.”
High schools report the heaviest use by non-instructional users, which follows the trend of more
flexible scheduling for librarians in the high school setting. Flexible scheduling seems to work
best at upper levels, though elementary librarians report difficulty finding enough time for
cataloging, collection development, inventory management and collaboration with teaching staff.
In addition there seems to be a trend to staff elementary libraries with support staff and having
one librarian handle the teaching needs for multiple schools in a district. We have worked hard
in our state to get our schools to see the value of teaching media literacy, developing curriculum
and integrating state standards into our coursework. The concept of a school librarian being a
teacher is not new in New Hampshire, but there is little mention of libraries or librarianship in
our teacher education programs. Our organization is working on changing this through our
connections with the teacher and administrator education programs in New Hampshire’s
colleges.
Andrea Ange
Advocacy and Government Relations Liaison, New Hampshire School Library Media Association
4. Note the trend of paraprofessionals providing library services. A paraprofessional is by
definition not a library media specialist. Administrative rules set out by the department of
education describe the Library Media Specialist (Ed 507.21) state that schools must provide the
services of a Certified Library Media Specialist (Ed 306.15) and must provide instructional
resources that are cataloged using AARC2 rules (Ed 306.08). See additional supporting
materials at the end of this report.
Andrea Ange
Advocacy and Government Relations Liaison, New Hampshire School Library Media Association
5. Internet and computer access is good, though bandwidth and infrastructure issues continue to be
reported through the list-serv and the Tech Leader Cohort program. Many school technology
leaders and librarians report restricted access to the internet due to filtering and restrictive
policies regarding social networking, instant messaging, mp3 players and chat. Technology
education regarding social responsibility (safety, cyber bullying and protocol) is on the rise, but
policy is not keeping up with technology tools.
Andrea Ange
Advocacy and Government Relations Liaison, New Hampshire School Library Media Association
6. This report shows the average copyright year for non-fiction books. Aged books in a collection
can be partially attributed to several factors, lack of sufficient budget for materials,
paraprofessionals being put in charge of libraries not realizing the need for updated information
and over-extended librarians not having the time for proper collection maintenance.
Andrea Ange
Advocacy and Government Relations Liaison, New Hampshire School Library Media Association
7. Budgets for e-books were minimal at the time of this data collection, as librarians and teachers
are still working out how best to use these resources. Elementary and middle schools in New
Hampshire get a lot of their collection development funds through book fairs. Funding for high
school libraries is dependent on the community, grant writing and donations.
Andrea Ange
Advocacy and Government Relations Liaison, New Hampshire School Library Media Association
8. Works Cited
New Hampshire Department of Education, New Hampshire School Library Media Association.
New Hampshire Public School Library Survey 2007 Statewide Report in Brief. Concord, NH, 4
April 2010 .
New Hampshire School Library Media Association. List-serv. Concord, 06 April 2010.
Online Professional Education Network. Tech Leader Cohort Online: Session Dates: 2/1/09 to
3/1/10. 4 April 2010 <http://opennh.net/course/view.php?id=101>.
State of New Hampshire, Bureau of Credentialing. New Hampshire School Library Data.
Concord, NH, 06 April 2010.
State of New Hampshire, General Court. CHAPTER Ed 300 ADMINISTRATION OF
MINIMUM STANDARDS IN PUBLIC SCHOOLS. 1 July 2005. 06 April 2010
<http://www.gencourt.state.nh.us/rules/state_agencies/ed300.html>.
—. CHAPTER Ed 500 CERTIFICATION STANDARDS FOR EDUCATIONAL
PERSONNEL. 24 July 2003. 4 April 2010
<http://www.gencourt.state.nh.us/rules/state_agencies/ed500.html>.
Additional Supporting Materials
Ed 306.08 Instructional Resources.
(a) The local school board shall require that each school:
(1) Provides a developmentally appropriate collection of instructional resources,
including online and print materials, equipment, and instructional technologies, that
shall be current, comprehensive, and necessary to support the curriculum as well as
the instructional needs of the total school population;
(2) Provides that instructional resources are, as appropriate:
a. Catalogued and classified according to practices accepted by the American
Library Association as specified in the Anglo-American Cataloguing Rules,
Second Edition (AACR2), 2002 edition;
b. Organized to make them accessible to students and staff;
c. Managed through circulation policies and procedures that are designed to
maximize the use of the resources; and
d. Utilize community resources;
(3) Provides instructional resources to all students and staff from designated space(s)
in each school, including:
a. Ready access to instructional resources, including those available online or
through interlibrary loan;
b. Instruction in:
1. Accessing information efficiently and effectively;
2. Evaluating information critically and competently;
Andrea Ange
Advocacy and Government Relations Liaison, New Hampshire School Library Media Association
9. 3. Using information accurately and creatively;
4. Pursuing information related to personal interests;
5. Appreciating literature and other creative expressions of information;
6. Striving for excellence in information-seeking and knowledge
generation;
7. Recognizing the importance of information to a democratic society;
8. Practicing ethical behavior in regard to information and information
technology; and
9. Participating effectively in groups to pursue and generate information;
and
c. Activities to promote the development of reading, viewing, and listening
skills; and
(4) Implements a written plan for the ongoing development, organization,
acquisition, maintenance, replacement, and updating of instructional resources
necessary to support the needs of the user population and the curriculum.
(b) At a minimum, the plan implemented under (a)(4) above shall:
(1) Provide an analysis and assessment of the present instructional resources based on:
a. The needs of the user population and the curriculum;
b. Accessibility of instructional resources to all students and staff;
c. Strengths and weaknesses of the present instructional resources; and
d. Resources available within the district, the local community, and beyond;
(2) Reflect developing instructional technologies; and
(3) Establish priorities, criteria, timelines, and procedures for the selection,
acquisition, maintenance, and replacement of instructional resources which shall
include but not be limited to:
a. Online materials,
b. Print materials,
c. Equipment, and
d. Instructional technologies.
Source. #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #2787, eff 7-31-84; ss by #4851, eff
6-25-90; ss by #5546, eff 7-1-93; ss by #6366, eff 10-30-96, EXPIRED: 10-30-04
New. #8206, INTERIM, eff 11-18-04, EXPIRED: 5-17-05
New. #8354, eff 7-1-05
Ed 306.15 Provision of Staff and Staff Qualifications.
(a) To carry out the educational program established by these rules and local school board
policy, the local school board shall require that each school provides:
(1) The services of a certified principal, a certified library media specialist and a
certified guidance counselor(s);
(2) For the hiring and training of teachers certified under Ed 500;
Andrea Ange
Advocacy and Government Relations Liaison, New Hampshire School Library Media Association
10. (3) In each elementary school, the services of a reading specialist and library media
specialist to facilitate the delivery of the language arts and reading program
established in Ed 306.37(a);
(4) In each middle and high school, a library media specialist to support the
instructional resources program and facility requirements of Ed 306.08; and
(5) Teachers, including art, music, health, and physical education teachers, in
accordance with class size requirements in Ed 306.17.
(b) The local school board shall require that in carrying out the guidance plan established
by Ed 306.13:
(1) The counseling load in each elementary school shall not exceed the equivalent of
one full-time guidance counselor per 500 students served; and
(2) The counseling load in each middle school and each high school shall not exceed
the equivalent of one full time guidance counselor per 300 students served.
(c) The local school board shall require that each school with an enrollment of 500 or
more students provides the services of an associate principal or 2 or more persons with
administrative certification under Ed 506 who together act as a full-time equivalent to carry out
administrative duties assigned by the superintendent in accordance with local school board
policy.
(d) The local school board may provide for each school the services of additional staff to
facilitate the use of the instructional resources described in Ed 306.08 and the technological
resources needed to facilitate the information and communication technologies program
described in Ed 306.42.
(e) Pursuant to RSA 189:24 and in accordance with Ed 500 and Ed 600, the local
school board shall require that each professional staff member is certified for assignment by the
department.
(f) In accordance with Ed 509, the local school board shall require that each professional
staff member shall improve the content knowledge and teaching skills through participation in a
local professional development plan.
Source. #5546, eff 7-1-93; ss by #6366, eff 10-30-96, EXPIRED: 10-30-04
New. #8206, INTERIM, eff 11-18-04, EXPIRED: 5-17-05
New. #8354, eff 7-1-05
Ed 507.21 Library Media Specialist. The following requirements shall apply to the certification
of a library media specialist in grades K-12:
(a) To be certified as a library media specialist, the candidate shall have a bachelor’s
degree.
(b) A candidate for certification as a library media specialist shall have the following
skills, competencies, and knowledge through a combination of academic and supervised practical
experiences in the following areas:
(1) In the area of administration, the ability to:
a. Collaborate with other educators to create a mission statement and develop
long-range program goals;
b. Develop and implement policies and procedures to acquire, process, organize,
disseminate, maintain and continually assess collections of information
resources, essential equipment, and latest technologies;
c. Train, supervise, and evaluate support staff, volunteers, and student helpers;
Andrea Ange
Advocacy and Government Relations Liaison, New Hampshire School Library Media Association
11. d. Implement effective strategies and techniques to systematically perform
library management operations, including, but not limited to:
1. Budgeting;
2. Staffing;
3. Scheduling; and
4. Managing and maintaining resources;
e. Assess the strengths and weaknesses of the library media program;
f. Set program goals for a library media program consistent with school-wide
objectives;
g. Design, manage, and maintain the library media facility to support the
collaborative and independent work of all learners;
h. Participate in local, state, and national education and technology initiatives, to
ensure integration of current research findings and best practices into the library
media program;
i. Promote the library media center as an essential link to the larger learning
community;
j. Align the library media program with national library information literacy
standards;
k. Provide staff development opportunities to acquaint teachers with the use of
new resources; and
l. Offer strategies for the inclusion of new resources into curriculum planning
and classroom instruction;
(2) In the area of ethical, legal, and responsible use of information, the ability to:
a. Develop policies consistent with:
1. School, district, state, and national standards;
2. Relevant laws and legislation;
3. Privacy rights;
4. Equity of access; and
5. Tenets of intellectual freedom;
b. Design and implement student learning activities which address ethical issues
in the use of information;
c. Model and promote compliance with copyright laws and fair use guidelines;
and
d. Model and promote the highest standard of ethics and integrity in the use of
information resources;
(3) In the area of collection development, the ability to:
a. Create and implement a collection development policy that demonstrates
knowledge of principles related to selection, acquisition, organization,
evaluation, and reconsideration of library resources;
b. Select current, relevant, and balanced resources for the diverse needs of the
school community that support the curriculum and provide leisure reading
materials;
c. Implement standard procedures for classifying, cataloging, and processing that
facilitate resource sharing; and
d. Employ existing and emerging technologies to access, evaluate, and
disseminate information including, but not limited to:
Andrea Ange
Advocacy and Government Relations Liaison, New Hampshire School Library Media Association
12. 1. The Internet; and
2. Electronic databases;
(4) In the area of teaching and learning, the ability to:
a. Promote literacy and the use and integration of information systems to enrich
the curriculum and enhance learning;
b. Design effective instruction by applying knowledge of:
1. Literature;
2. Information; and
3. The learner;
c. Model and teach information problem-solving;
d. Collaborate with educators to plan, implement, and assess units of study that
integrate multimedia, research, and information literacy into classroom
instruction;
e. Assist learners in choosing, evaluating, and utilizing the most appropriate
information resource to enhance:
1. Decision-making;
2. Problem-solving;
3. Research;
4. Communication; and
5. Productivity;
f. Create an environment that fosters and supports individual and collaborative
inquiry, appropriately employing group management strategies;
g. Demonstrate a working understanding of the design, production, and use of
educational technology tools; and
h. Collaborate with teachers and principals to assess student learning of content
and information literacy goals; and
(5) In the area of literature, the ability to:
a. Encourage and engage students in reading, viewing, and listening for
understanding and enjoyment;
b. Use knowledge of literature to guide and encourage students to read a variety
of fiction and non-fiction resources for personal and informational needs;
c. Introduce students to a range of genres in both print and digital formats by
creating events, activities, and displays that encourage reading;
d. Promote quality literature and authors reflecting a variety of cultures and
themes;
e. Model the appreciation and enjoyment of literature; and
f. Collaborate with teachers to expand the effective uses of literature in the
curriculum.
Source. #6349, eff 10-5-96; ss by #7925, eff 7-24-03
Andrea Ange
Advocacy and Government Relations Liaison, New Hampshire School Library Media Association