Digital libraries in the classroom: Secondary school teachers’ conception

an article by A Abrizah and AN Zainab (University of Malaya) published in Journal of Librarianship and Information Science Volume 43 Number 4 (December 2011)

Abstract

This paper presents findings from a case study investigating secondary school teachers’ understanding of the term digital libraries and their relationship with learning.
The study addresses two research questions:

1. How do teachers conceptualize digital libraries, their relevance and issues relating to their integration into the curriculum? and
2. What are the teachers’ perceptions of the initiative to develop a collaborative digital library for school projects?

A series of interviews were carried out on six history subject teachers which provide a detailed and succinct information on their understanding of digital libraries, their knowledge and use of the internet and digital resources, their perception of the possible impact of digital resources on teaching and learning, the benefits teachers seen in digital resources and the problems they have in using them. It also offers important insights on history subject teachers’ perceptions of the initiative to develop a collaborative digital library for history projects, perception of its potential use, pointing out the conditions that facilitate its use in the classrooms.

The paper also points out the relevance of digital libraries to the history curriculum which will make readers understand that using the technology is relevant to the teaching of all subjects.

---

Information literacy in United Kingdom schools

an article by David Streatfield, Sue Shaper, Sharon Markless and Simon Rae-Scott published in JIL: Journal of Information Literacy Volume 5 Number 2 (2011)

Abstract

This paper reviews the evolution of information skills and information literacy (IL) work and associated research in UK schools over the past thirty years as reflected in the literature. A brief report is then offered of a recent small study of library-based IL work in primary schools in England, using structured focus groups of teachers and library assistants and telephone interviews with Heads.

The remainder of the paper reports on the IL aspects of the first major surveys of UK post-primary school libraries and what librarians do for more than twenty years. It draws on an activity survey of library staff in 1,044 schools in the UK, conducted through a combination of peer interviews with an e-survey, across a range of post-primary schools. A set of questions was asked about the preferred term used in the school for IL, the extent of learning support by library staff, and the distribution of IL efforts across student years. These replies were then compared with responses about management supervision and about librarian-generated planning to show that these are both influencing factors in IL work. Further questions were asked about the types of IL work undertaken by library staff – from supporting IL efforts of teachers to conducting lessons in the library or classroom and preparing guidance for students. Respondents then identified the phases of the IL cycle on which they concentrated their efforts and the main activities which they engaged in when collaborating with teachers. In presenting the results, comparisons are made between replies from professionally-qualified librarians and other categories of respondent.

Three models of IL intervention in schools are then presented, drawing upon activity descriptions contributed by survey respondents (including those interviewed). These are characterised as:
• Sporadic opportunism
• Systematic development
• Strategic orchestration

A brief comment is made on the limitations of the survey and some conclusions are offered, relating to the growing gap between ‘the best and the rest’, the implications of declining school library budgets at all levels, and the difference that a professionally-qualified school librarian can make to IL work in the school.

Full Text (PDF 22pp)

---

Web-based support for school librarians

via MmIT (Multimedia and Information Technology Group) News by Guy Daines on 29 March

A web-based resource to help school librarians advocate the value of their services to head teachers.

Read the full article

Hazel's comment:
This is an initiative of CILIP (Chartered Institute of Library and Information Professionals). My understanding is that many people working in school libraries are not CILIP members so I hope that this support is available to all regardless of membership status.