Explore the vast range of titles available.

This volume explores teacher and librarian partnerships in literacy education, showing that such partnerships are essential to literacy education in 21st century. The contributors reconceptualize literacy education based on teacher and librarian partnerships. Studies from Sweden, Norway and the U.K. analyze such partnerships as sociocultural and intercultural practices, documenting ways in which teacher and librarian partnerships in literacy education enhance reading literacy, learning, empowerment and social justice. The authors treat literacies as social practices, rather than as an autonomous skill, working with interdisciplinary perspectives that draw on educational research, New Literacy Studies, library and information science and interprofessional studies. Equally important, the contributors show that the partnerships foster work with the multiple literacies of students and communities, and students? attachment to the public and school library. The contributors also analyze tensions and contradictions in literacy education and in school library policy and practice, and attempt to deal with these challenges.

How do college students really conduct research for classroom assignments? In 2008, five large Illinois universities were awarded a Library Services and Technology Act Grant to try to answer that question. The resulting ongoing study has already yielded some eye-opening results. The findings suggest changes ranging from simple adjustments in service and resources to modifying the physical layout of the library. In this book Duke and Asher, two anthropological researchers involved with the project since the beginning, * Summarize the study s history, including its goals, parameters, and methodology * Offer a comprehensive discussion of the research findings, touching on issues such as website design, library instruction for faculty, and meeting the needs of commuter and minority students * Detail a number of service reforms which have already been implemented at the participating institutions This important book deepens our understanding of how academic libraries can better serve students needs, and also serves as a model for other researchers interested in a user-centered approach to evaluating library services.

In this uproarious exploration of the joys of reading, a long-time teacher, lifelong reader and The New Yorker contributor shares surprising stories from her life and the poignant ways in which books have impacted her students and shows us how literature can transform us for the better.

This paper presents the results of a comparative study carried out in Maharashtra and Karnataka on effective library support for Special Education Programmes recognised by Rehabilitation Council of India, New Delhi. The special education institutes play an important role in the education and development of people with disabilities. The libraries being an integral part of these educational institutes, are expected to support the academic programmes effectively. The findings suggest that the libraries attached to the special education institutes are facing various challenges in terms of finance, infrastructure, collection and ICT facilities. These issues are critically discussed and suitable suggestions were made in the following paragraphs.

This volume explores teacher and librarian partnerships in literacy education, showing that such partnerships are essential to literacy education in 21st century. Teacher and librarian partnerships contribute significantly to the realization of the democratic mandate of the teaching and library profession. Partnerships respond to the educational challenges characterized by an unprecedented pace of knowledge development, digitalization, globalization and extensive transnational migration.

ASLA provides the direction and guidance to the school library community and to achieve this objective ASLA meets annually to discuss the issues and plans new developments. The ASLA’s annual report includes its achievement and raises concern about providing guidance and support to others among the group.

A connected library is a library where the staff operate as a cohesive team, connecting with the administration, the staff, the students and the wider community. This paper will concentrate on the library team's relationship with the students and, to a lesser extent, teachers and parents.

Han, L. P. (2012). The Teachers’ Training College/Institute of Education Library in post war Singapore, 1950-1991: a historical perspective. Malaysian Journal of Library & Information Science, Vol.17, no. 1: 93-106. This article is a study on the historical development of the Teacher’s Training College (TTC) library in two phases. From 1950 to 1973 it was known as the TTC library and from 1973 to 1991 it became the Institute of Education (IE) library after the TTC was converted into the IE. It refers widely to the annual reports of the TTC and IE and other official education reports to have an in depth understanding of the historical development of the library. Throughout the two phases of development study identifies the lack of recruitment and deployment of professional library staff to manage a specialized education library. By retrieving specific data from official library surveys the study shows how the collection of the library evolved from print to include non-print items during the years 1964, 1969, 1975, 1983 and 1989 and the gradual progress being made to improve its collection. The second phase of the library shows how the Library set up its organization structure and adopted the use of information technology and the implementation of an integrated library management system.

Purpose – The purpose of this study is to examine and compare the different roles and expectations of the school librarians as information literacy (IL) instructors between Hong Kong, Japan, Shanghai, South Korea, and Taipei. School librarians are not merely managers of the school libraries nowadays; they are also expected to serve as administrators, teaching consultants, information specialists and IL teachers, etc. Unfortunately, in many countries, especially in Asia, there has always been a lack of understanding on the parts of the classroom teachers and school administration about their role as IL specialists in the public school system. Design/methodology/approach – The school librarians in Hong Kong, Japan, Shanghai, South Korea and Taipei were invited to take part in a questionnaire survey. A total number of 466 self-completed questionnaires were collected from all 5 regions. Findings – The results indicated that the school librarians in both Taipei and South Korea outperformed the other regions, in terms of the scope and extent of duties and responsibilities these school librarians undertook as IL skills instructors. The staffing and organizational structures amongst the school libraries in Taipei also tended to be far more affluent and “departmentalized” in comparison to the other four regions. Results also indicated that the amount of IL instructions carried out by the school librarians were directly proportional to the frequencies of collaborations the school librarians carried out with other subject teachers as well as the extent the librarians themselves could contribute to the curriculum as both information consultants and curriculum facilitators. Finally, the amount and level of reference duties performed by these school librarians for supporting the teaching of other subject teachers was another factor contributing to the overall success of IL instructions programmes being carried out. Originality/value – The complex interactions of global trend and local responses in education system cannot easily be understood without the use of comparative studies (Arnove and Torres, 1999). The value of comparative studies lies in its potentials in highlighting the strengths and deficiencies of the education systems being examined and thereby identifying valuable features of both foreign and local systems, as well as exposing defects for necessary improvements. Nevertheless, there has been a lack of cross-regional comparative research on IL programmes carried out via school libraries in East Asia. This study aims to provide a cross-analysis of empirical data collected in five different regions in East Asia for examining the issues of the role of the school librarians as IL skills specialists, by looking at their relationships with other colleagues as well as their role as curriculum facilitator within the school community as a whole.

Concerns the motivations and resistance among library and information science (LIS) academicians with respect to Green Road open access publishing in an inter-institutional repository. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.