The Experts below are selected from a list of 15771 Experts worldwide ranked by ideXlab platform
Daniella Smith - One of the best experts on this subject based on the ideXlab platform.
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the role of mentoring in the leadership development of pre service School Librarians
Education Libraries, 2017Co-Authors: Daniella SmithAbstract:The purpose of this study was to determine how providing pre-service School Librarians with mentors during their degree program impacted their level of self-perceived transformational leadership potential. The study consisted of 30 participants enrolled in a School library certification master’s degree program emphasizing leadership. The findings indicated that the use of mentors had a positive impact on the leadership development of the participants. Moreover, the combination of the leadership training and the experience of having a mentor taught the participants the behaviors that are desirable in mentors and encouraged them to apply mentorship as a leadership role in their Schools.
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collaboration between rural School and public youth services Librarians
New Library World, 2014Co-Authors: Daniella SmithAbstract:Purpose – The purpose of this article is to determine the types of collaborative activities public youth services and School Librarians in rural locations engage in and to ascertain whether there are methods that youth service Librarians believe can be employed to improve collaborative activities with public School Librarians. Design/methodology/approach – A mixed method design was implemented with an online self-administered survey. The survey contained open and closed-ended questions. Findings – The findings indicate that many public Librarians serving youth in rural locations find it important to collaborate with School Librarians. Yet, they struggle to build strong collaborative relationships. Factors such as time, a lack of School librarian administrative support, and a lack of understanding about the roles of School Librarians and public Librarians, are collaborative barriers. Research limitations/implications – The study was limited to a purposive sample of 80 public Librarians serving youth in rur...
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Improving the Leadership Skills of Pre-Service School Librarians through Leadership Pre-Assessment.
Journal of Education for Library and Information Science, 2014Co-Authors: Daniella SmithAbstract:School librarian guidelines encourage active leadership in Schools. Two ways School librarian educators can encourage School Librarians to be leaders are to embed the standards into the certification curriculum and to assess the leadership potential of preservice School Librarians in order to adapt the curriculum to their needs. This mixedmethod study examines how a pre-assessment of leadership potential was implemented in a School Librarianship certification program that emphasized leadership skills. The results of the study indicate that the leadership pre-assessment implemented during the program application process effectively identified teacher leaders with the potential to be exceptional School Librarians. This signifies that leadership pre-assessments can enable School librarian educators to help pre-service School Librarians to improve their leadership skills.
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making the case for the leadership role of School Librarians in technology integration
Library Hi Tech, 2010Co-Authors: Daniella SmithAbstract:Purpose – The purpose of this study is to determine the self‐perceived impact of technology training on the transformational leadership practices of pre‐service School Librarians who participated in a Master's degree program in library and information studies focusing on leadership development.Design/methodology/approach – A concurrent triangulation mixed method design was implemented using two paper‐based self‐administered surveys. The first survey measured transformational leadership behaviors. The second obtained demographic variables and the participants' perceptions of the skills they learned in each of the five transformational leadership dimensions.Findings – The results indicate that the leadership curriculum taught the participants how to be transformational leaders by using technology. The participants also use technology in a way that is significantly different from other teachers in Florida. Moreover, it is important to teach practical applications for integrating technology.Research limitatio...
Peter Willett - One of the best experts on this subject based on the ideXlab platform.
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secondary School Librarians as heads of department in uk Schools
Library Management, 2011Co-Authors: Hannah L Brackenbury, Peter WillettAbstract:Purpose – The purpose of this paper is to study the attitudes of UK head teachers and of Librarians to the view that secondary School Librarians should have the status of a head of department (HOD).Design/methodology/approach – Questionnaires sent to 77 secondary Schools in Cheshire, UK had response rates of 58 per cent from the Librarians and of 49 per cent from the head teachers, with follow‐up interviews being conducted with 15 of the Librarians.Findings – Most Librarians were employed as support staff, although many of them were doing a HOD's job; even when a librarian had this title, they did not often receive the recognition appropriate to such a role. Librarians were more likely to have HOD status in the independent Schools sector than in the state‐maintained sector, and there was some evidence that head teachers and Librarians have different views as to what a librarian's responsibilities should be.Originality/value – There has been no previous study of this topic in the UK.
Snunith Shoham - One of the best experts on this subject based on the ideXlab platform.
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professional self efficacy and role perception of School Librarians and their impact on the development of students information literacy an evidence based study
Journal of Information Literacy, 2014Co-Authors: Ruth Ashargyle, Snunith ShohamAbstract:The current study evaluated the degree to which School Librarians are involved in two different dimensions of their work that directly relate to developing information literacy (IL): (1) providing students with basic and advanced reference work services (RWS); and (2) assisting students at different stages of their research process assignments, as defined by the Big6 model. In addition, to examine factors that may affect the degree of involvement in these two dimensions, the professional self-efficacy of the Librarians and their perceptions of their role within the School community were assessed. Data was collected from 71 Israeli School Librarians through online questionnaires and analysed quantitatively. This analysis reveals that School Librarians provide primarily basic RWS, which require a low degree of professional and technological skills and little collaboration with School teachers. Similarly, School Librarians are mainly involved with two specific stages of the students’ research processes, namely, the seeking and evaluation of information, which again reflect a low degree of IL training. The degree of involvement of Librarians in these dimensions of their work is significantly and positively correlated with (a) the perception of the Librarians of their own self-learning ability and professional updating level; and (b) their perceptions of their role as co-teachers or leaders within the School community. These findings should increase the awareness of the IL community to the work of School Librarians, to their role in shaping information-related processes in young students, and to possible means of achieving these goals.
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Librarians leadership efficacy training and School involvement collaboration between teachers and School Librarians in israel
School Libraries Worldwide, 2012Co-Authors: Ruth Ashargyle, Snunith ShohamAbstract:This paper analyzes the correlation between the type of training received by Librarians, their leadership efficacy and their involvement in the life of the School, and patterns of teacher-librarian collaboration (TLC) in Israel. The study was based on 291 questionnaires answered by School Librarians, teachers, and principals of public Schools in Israel. The research findings indicate that leadership ability is predictive of an advanced pattern of teacher-librarian collaboration (TLC). Similarly, the perceived level of advanced cooperation was lower among Librarians who do not have a teaching license, than for either teacher-Librarians or Librarians with a teaching license who work only in the library. The teacher-Librarians were perceived to have the highest level of pedagogical and social involvement, and therefore the chances that they will maintain an advanced pattern of TLC are the higher. Introduction This paper is based on research conducted in Israel in 2010. It is a qualitative study based on a questionnaire distributed to School Librarians, principals and teachers in Israeli Jewish public Schools. The goal of the study was to examine the degree of connection, if any, between the leadership efficacy of the Librarians, as perceived by themselves, teachers and principals, and their involvement in the life of the School and patterns of teacher-librarian collaboration (TLC) in Israel. We also analyze the correlation between the type of training the Librarians received, their leadership efficacy, and TLC. This paper contributes to a renewed examination of the required competencies and the cultivation of leadership skills in the education of effective School Librarians. It also sheds light on the areas of involvement necessary for development of best practice work patterns that are an important factor in building fruitful collaboration between Librarians and teachers. Literature Review Teacher-Librarian Collaboration (TLC) Collaboration is defined as a relationship system based on shared goals, a shared vision, and a climate of trust and respect where each partner has a defined role. The partners share the leadership, risk, control and resources. Usually, the work relationship between them lasts for a relatively long period of time (Callison, 1999). The importance of TLC has long been recognized. As early as 1941, School Librarians in the United States were expected to be familiar with the sources teachers needed for teaching, to coordinate with them and integrate them in the School's plans. Standards formulated by the American Library Association in 1945 emphasized the close working relationship between Librarians and teachers (Douglas, 1945). In 1960, the standards of the American Association of School Librarians were updated with a focus on collaboration between teachers and Librarians, in order to encourage excellence, and provide teachers and students with the resources they required. In the 1980s, the clear connection between increasing the collaboration between teachers and Librarians, and an improvement in students' achievements was recognized. In Empowering Learners, (American Association of School Librarians [AASL], 2009) the role of the School librarian is based on the belief that the librarian is central to teaching and learning in School. TLC was a central issue in the second edition of Information Power (AASL, 1998). It emphasized the involvement of Librarians in the educational process, while the newer Empowering Learners places more emphasis on collaboration and team-teaching by the librarian and a teacher as a way to achieve the goal of improving students' achievements (Loertscher, 2009). In the 21st century educational environment, the librarian is required to intensify collaboration, especially with classroom teachers. Predictions of future developments in the role of School Librarians emphasize the need to be a partner in teaching. The librarian is required to build new collaborations and connect the School resource center to a broad educational community through cooperative programs even with organizations outside of the School (AASL, 2009). …
Casey H Rawson - One of the best experts on this subject based on the ideXlab platform.
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preparing pre service School Librarians for science focused collaboration with pre service elementary teachers the design and impact of a cross class assignment
School Library Media Annual, 2015Co-Authors: Casey H Rawson, Janice Anderson, Sandra HugheshassellAbstract:Numerous authors in the library and information science (LIS) field have called for more authentic collaborative experiences for students in School librarian education programs, particularly experiences that partner School library students with pre-service teachers to collaboratively design instruction. The first-iteration, design-based study described below examines the impact of such a project, a collaborative science-focused lesson plan assignment given to pre-service elementary School teachers (PSTs) and pre-service School Librarians (PSLs) at a public university in the southeastern United States. Specifically, this paper explores the impact of the project on School library students’ understanding of collaboration between teachers and School Librarians, particularly science-focused collaboration, and examines the features of the assignment that either facilitated or hindered their progress toward improved understanding. Based on the results of this project, we provide recommendations for School librarian educators interested in designing and implementing similar projects.
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every flower in the garden collaboration between School Librarians and science teachers
School Libraries Worldwide, 2014Co-Authors: Casey H RawsonAbstract:Both� the� teaching� profession� and� the� School� library� profession� emphasize� collaboration� as� a� way� to� improve� teaching� and� learning.� However,� K�괂Ġ12� School� Librarians� rarely� collaborate� with� science� teachers.� This� article� reviews� publications� related� to� collaboration� between� science� teachers� and� School� Librarians.� Themes� that� emerged� from� the� literature� included� barriers� to� collaboration� as� well� as� opportunities� to� collaborate� in� four� areas:� traditional� literacy� instruction,� information� literacy� instruction,� classroom� technology� integration,� and� connecting� science� to� students’� daily� lives.� Gaps� in� the� research� and� suggestions� for� future� study� are� also� included.�
Joan Swann - One of the best experts on this subject based on the ideXlab platform.
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School Librarians as facilitators of extracurricular reading groups
2017Co-Authors: Teresa Cremin, Joan SwannAbstract:The research object of this chapter is School Librarians as leaders of extracurricular reading groups in secondary Schools. The study was undertaken in England where young people continue to read less independently and find less pleasure in reading than many of their peers in other countries (Twist et al. 2007, 2012). Attention has thus turned towards all those who work to foster young people’s engagement and pleasure in reading, including School Librarians (Cremin and Swann, 2015). However, whilst studies of teachers’ practices and reading interactions abound, there is scant research focused upon the practices of School Librarians. The chapter’s purpose is to explore the role of secondary School Librarians in extracurricular reading groups. The research questions addressed are twofold: What is the nature of the reading groups’ practices and how are these constructed and maintained by the School Librarians and the group members, and, what dialogic dimensions to reading are evidenced in these groups? The research draws upon case studies of seven secondary School extracurricular reading groups led by six School Librarians and one teacher, all of whom were participating in a national book award ‘shadowing’ scheme.The scheme involves student groups reading the books shortlisted (by UK children’s Librarians) for two prestigious book awards: the Carnegie Medal and the Kate Greenaway Medal. The groups spend part of the summer term reading and discussing these short-listed books and are able to upload their reviews and compare their views with those of the librarian judges. The findings indicate that the School Librarians, working from a commonly expressed purpose, to develop students’ pleasure in reading, sought to differentiate the extracurricular reading groups from English, and profiled reading choice and agency in the shared social space for reading which they created. Group members, both students and attending teachers, contributed to the shaping of these reading events, and the relatively informal relationships that obtained between group leaders and members afforded space for readers to construct a more dialogic understanding of the literary texts, and in some instances of the texts of their own and each other’s lives.
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School Librarians as leaders of extracurricular reading groups
2017Co-Authors: Teresa Cremin, Joan SwannAbstract:The research object of this chapter is School Librarians as leaders of extracurricular reading groups in secondary Schools. The study was undertaken in England where young people continue to read less independently and find less pleasure in reading than many of their peers in other countries (Twist, Schagen, & Hodgson 2007; Twist, Sizmur, Bartlett, & Lynn, 2012).