The Central Institute for the Union Catalogue of Italian Libraries, ICCU, has a long traditionwithin European projects and in recent years has been involved as a partner in two Erasmus+projects on librarians' skills and self-assessment: BIBLIO (Boosting digital skills andcompetencies for librarians in Europe) and ADELE (Advancing Digital Empowerment ofLibraries in Europe). The two projects are developing their activities in the context of publiclibraries, but their results may also be useful and applicable in the context of school librariesas they concern librarians' skills and libraries' digital strategies.
{"title":"Erasmus+ Projects in Libraries: The ADELE and BIBLIO Projects","authors":"Flavia Massara","doi":"10.29173/iasl8763","DOIUrl":"https://doi.org/10.29173/iasl8763","url":null,"abstract":"The Central Institute for the Union Catalogue of Italian Libraries, ICCU, has a long traditionwithin European projects and in recent years has been involved as a partner in two Erasmus+projects on librarians' skills and self-assessment: BIBLIO (Boosting digital skills andcompetencies for librarians in Europe) and ADELE (Advancing Digital Empowerment ofLibraries in Europe). The two projects are developing their activities in the context of publiclibraries, but their results may also be useful and applicable in the context of school librariesas they concern librarians' skills and libraries' digital strategies.","PeriodicalId":503765,"journal":{"name":"IASL Annual Conference Proceedings","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139232400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Distance learning has increased stressors upon educators, students, and families alikeand has increased academic inequities. Study after study has shown that exploring the naturalworld can reduce stress, increase focus, boost creativity and performance, and improve well-being.For example, the book The Nature Fix: Why Nature Makes Us Happier, Healthier, and MoreCreative by Florence Williams documents many of the physical and mental health benefits ofexposure to the natural world. How can this knowledge be used to help students increaseperformance and reduce stress associated with standardized testing?
{"title":"Study of Nature-Based Interventions Designed to Improve Student Performance on their Standardized Testing","authors":"Jo Watson Hackl, Elizabeth A. Gross","doi":"10.29173/iasl8760","DOIUrl":"https://doi.org/10.29173/iasl8760","url":null,"abstract":"Distance learning has increased stressors upon educators, students, and families alikeand has increased academic inequities. Study after study has shown that exploring the naturalworld can reduce stress, increase focus, boost creativity and performance, and improve well-being.For example, the book The Nature Fix: Why Nature Makes Us Happier, Healthier, and MoreCreative by Florence Williams documents many of the physical and mental health benefits ofexposure to the natural world. How can this knowledge be used to help students increaseperformance and reduce stress associated with standardized testing?","PeriodicalId":503765,"journal":{"name":"IASL Annual Conference Proceedings","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139234632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study involved data collection and analysis from four distinct phases of research to establish the features of current provision of post-primary school library services in Northern Ireland; and how these services are being implemented in disadvantaged areas. The research also considers the challenges for school library provision, explores examples of good practice, and sets out recommendations for the future for both provision within schools and at a Northern Ireland policy level.
{"title":"Knowledge and Skills for Life: School Libraries in Disadvantaged Areas of Northern Ireland","authors":"Cathal Coyle","doi":"10.29173/iasl8749","DOIUrl":"https://doi.org/10.29173/iasl8749","url":null,"abstract":"This study involved data collection and analysis from four distinct phases of research to establish the features of current provision of post-primary school library services in Northern Ireland; and how these services are being implemented in disadvantaged areas. The research also considers the challenges for school library provision, explores examples of good practice, and sets out recommendations for the future for both provision within schools and at a Northern Ireland policy level.","PeriodicalId":503765,"journal":{"name":"IASL Annual Conference Proceedings","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139278093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kay Oddone, Kasey L. Garrison, Krystal Gagen-Spriggs
The use of AI in school education is still in its infancy (Southgate et al., 2018); however,there is an increasing expectation for teachers to become “AI Ready” – able to integrate AIsafely and effectively into student learning, teaching students about how AI works and theimportance of using these powerful tools ethically (Luckin et al., 2022 p. XIV). This researchproject acknowledges the leading role TLs can play in shifting mindsets and practiceregarding generative AI platforms and will provide the groundwork for future investigationswhich more deeply investigate specific implementations of these or other similar tools.While the initial response of school systems might be fight (locking down access) orflight (pretending these platforms do not exist), a planned and informed strategy forembedding AI capabilities into educational practice, led by the TL as an information andpedagogical expert, is more likely to bring about long-term positive outcomes for studentswho will be learning and living in a world increasingly shaped by algorithms and automation.
人工智能在学校教育中的应用仍处于起步阶段（Southgate et al.，2018）；然而，人们越来越期待教师成为 "人工智能就绪者"--能够将人工智能安全、有效地融入学生的学习中，教导学生了解人工智能的工作原理，以及以合乎道德的方式使用这些强大工具的重要性（Luckin et al.，2022 p. XIV）。本研究项目承认教学人员在转变有关生成式人工智能平台的思维和实践方面可以发挥主导作用，并将为今后更深入地调查这些或其他类似工具的具体实施情况奠定基础。虽然学校系统的最初反应可能是战斗（锁定访问权）或逃离（假装这些平台不存在），但在作为信息和教学专家的教学人员的领导下，将人工智能能力纳入教育实践的有计划、有依据的策略更有可能为学生带来长期的积极成果，因为他们将在一个日益由算法和自动化塑造的世界中学习和生活。
{"title":"From Books to Bots","authors":"Kay Oddone, Kasey L. Garrison, Krystal Gagen-Spriggs","doi":"10.29173/iasl8740","DOIUrl":"https://doi.org/10.29173/iasl8740","url":null,"abstract":"The use of AI in school education is still in its infancy (Southgate et al., 2018); however,there is an increasing expectation for teachers to become “AI Ready” – able to integrate AIsafely and effectively into student learning, teaching students about how AI works and theimportance of using these powerful tools ethically (Luckin et al., 2022 p. XIV). This researchproject acknowledges the leading role TLs can play in shifting mindsets and practiceregarding generative AI platforms and will provide the groundwork for future investigationswhich more deeply investigate specific implementations of these or other similar tools.While the initial response of school systems might be fight (locking down access) orflight (pretending these platforms do not exist), a planned and informed strategy forembedding AI capabilities into educational practice, led by the TL as an information andpedagogical expert, is more likely to bring about long-term positive outcomes for studentswho will be learning and living in a world increasingly shaped by algorithms and automation.","PeriodicalId":503765,"journal":{"name":"IASL Annual Conference Proceedings","volume":"1998 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139278291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research documents the benefits for both students and teachers when teacher librarians take on leadership roles in their schools. Teacher librarians who take on leadership roles can collaborate with teachers to develop rich learning opportunities for students, provide relevant and engaging instruction, and integrate technology effectively for teaching and learning (e.g., Everhart et al., 2012; Johnston, 2012; Lewis, 2021; Mardis & Everhart, 2014). Although these advantages of teacher librarian leadership have been supported by research, only a limited number of studies have focused on how teacher librarians perceive that they enact leadership in their schools (Branch & Rodgers, 2021).
{"title":"Enacting Leadership: Perceptions of Teacher Librarians and the Proposed Model of School Librarian Leadership","authors":"Melissa P. Johnston","doi":"10.29173/iasl8754","DOIUrl":"https://doi.org/10.29173/iasl8754","url":null,"abstract":"The research documents the benefits for both students and teachers when teacher librarians take on leadership roles in their schools. Teacher librarians who take on leadership roles can collaborate with teachers to develop rich learning opportunities for students, provide relevant and engaging instruction, and integrate technology effectively for teaching and learning (e.g., Everhart et al., 2012; Johnston, 2012; Lewis, 2021; Mardis & Everhart, 2014). Although these advantages of teacher librarian leadership have been supported by research, only a limited number of studies have focused on how teacher librarians perceive that they enact leadership in their schools (Branch & Rodgers, 2021).","PeriodicalId":503765,"journal":{"name":"IASL Annual Conference Proceedings","volume":"24 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chao-Chen Chen, Yun-Fang Tu, Yi-Chin Chen, NingChiao Wang
Overseas charitable organizations often play a crucial role in fostering educational and cultural development in developing countries. Taiwan’s Zhi-Shan Foundation (hereinafter referred to as “Zhi-Shan”) has been establishing school libraries and promoting reading programs in rural counties and cities in Vietnam since 2008. This study analyzes dif erences in reading engagement, academic performance, and family cultural capital between students in schools funded by Zhi-Shan and those in nonfunded schools. The study objectives are to determine the ef ectiveness of the foundation’s reading programs and the relationships between students’ reading engagement, academic performance, and family cultural capital by using structural equation modeling.
{"title":"Library Funding and Reading Promotion Improve Reading Motivation, Family Cultural Capital, and Academic Achievement Among Students in Vietnam","authors":"Chao-Chen Chen, Yun-Fang Tu, Yi-Chin Chen, NingChiao Wang","doi":"10.29173/iasl8748","DOIUrl":"https://doi.org/10.29173/iasl8748","url":null,"abstract":"Overseas charitable organizations often play a crucial role in fostering educational and cultural development in developing countries. Taiwan’s Zhi-Shan Foundation (hereinafter referred to as “Zhi-Shan”) has been establishing school libraries and promoting reading programs in rural counties and cities in Vietnam since 2008. This study analyzes dif erences in reading engagement, academic performance, and family cultural capital between students in schools funded by Zhi-Shan and those in nonfunded schools. The study objectives are to determine the ef ectiveness of the foundation’s reading programs and the relationships between students’ reading engagement, academic performance, and family cultural capital by using structural equation modeling.","PeriodicalId":503765,"journal":{"name":"IASL Annual Conference Proceedings","volume":"287 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139278274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the school library profession’s long-standing and prominent role in technology leadership and technology-enabled learning, as well as pre-pandemic growth in K-12 online education, the ability to design and facilitate fully online K-12 instruction is not an integralcomponent of school library preparation programs (Green et al., 2017). The nation’s abrupt pivot to remote schooling due to COVID-19 highlighted this knowledge gap: school librarians had little time, support, or energy to acquire or deploy effective practices forculturally competent and inclusive online instruction, or digital environment development, despite having unique skills in technology tools and information literacy skills that help online learning flourish (McLaughlin & Resta, 2020). The profession needs to move away from emergency remote teaching and toward a more sustainable, flourishing, and responsive vision for online K-12 librarianship.
{"title":"Online Ready: Designing Culturally Competent and Impactful K-12 Online Learning","authors":"Melissa P. Johnston, Lucy Santos Green","doi":"10.29173/iasl8752","DOIUrl":"https://doi.org/10.29173/iasl8752","url":null,"abstract":"Despite the school library profession’s long-standing and prominent role in technology leadership and technology-enabled learning, as well as pre-pandemic growth in K-12 online education, the ability to design and facilitate fully online K-12 instruction is not an integralcomponent of school library preparation programs (Green et al., 2017). The nation’s abrupt pivot to remote schooling due to COVID-19 highlighted this knowledge gap: school librarians had little time, support, or energy to acquire or deploy effective practices forculturally competent and inclusive online instruction, or digital environment development, despite having unique skills in technology tools and information literacy skills that help online learning flourish (McLaughlin & Resta, 2020). The profession needs to move away from emergency remote teaching and toward a more sustainable, flourishing, and responsive vision for online K-12 librarianship.","PeriodicalId":503765,"journal":{"name":"IASL Annual Conference Proceedings","volume":"40 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139278444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
“I read Little House on the Prairie when I was a child and it didn’t make me racist”,“the kids love Indian in the Cupboard”, “it is our history we should include it and not censor”.These are all sentiments expressed in librarian groups. How much of this sentiment is based on ourown nostalgia for the books of our youth? If we were to engage in rereading these books that are ofthe childhood canon would we be so certain that we should engage our youth in experiencing thesetitles? Would we be defensive of arguments that these books need to be carefully curated andintroduced to students? Or not introduced at all? Censorship and the recent attempts in the UnitedStates as a backlash to diversity, equity and inclusion practices tend toward simple solutions ofcomplex conversations. Rereading childhood favorites may complicate the answers and bringnuance to a complex conversation. This paper examines one person's attempt to reckon with whatthe books of her youth taught her, while also opening discussion with practitioners about the impactof rereading on their own practice.
{"title":"Rereading and the Impact on Practice","authors":"Mary Ann Harlan","doi":"10.29173/iasl8734","DOIUrl":"https://doi.org/10.29173/iasl8734","url":null,"abstract":"“I read Little House on the Prairie when I was a child and it didn’t make me racist”,“the kids love Indian in the Cupboard”, “it is our history we should include it and not censor”.These are all sentiments expressed in librarian groups. How much of this sentiment is based on ourown nostalgia for the books of our youth? If we were to engage in rereading these books that are ofthe childhood canon would we be so certain that we should engage our youth in experiencing thesetitles? Would we be defensive of arguments that these books need to be carefully curated andintroduced to students? Or not introduced at all? Censorship and the recent attempts in the UnitedStates as a backlash to diversity, equity and inclusion practices tend toward simple solutions ofcomplex conversations. Rereading childhood favorites may complicate the answers and bringnuance to a complex conversation. This paper examines one person's attempt to reckon with whatthe books of her youth taught her, while also opening discussion with practitioners about the impactof rereading on their own practice.","PeriodicalId":503765,"journal":{"name":"IASL Annual Conference Proceedings","volume":"25 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139278335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jennifer Moore, Sarah Evans, Barbara Schultz-Jones
Survey results indicate that school librarians use a robust set of online book communities andbook-related information channels in their personal lives and professional work andencourage and develop literacy skills by encouraging children and young adults’ engagementwith online book communities and book-related information channels.
{"title":"From Book Talks to BookTok","authors":"Jennifer Moore, Sarah Evans, Barbara Schultz-Jones","doi":"10.29173/iasl8739","DOIUrl":"https://doi.org/10.29173/iasl8739","url":null,"abstract":"Survey results indicate that school librarians use a robust set of online book communities andbook-related information channels in their personal lives and professional work andencourage and develop literacy skills by encouraging children and young adults’ engagementwith online book communities and book-related information channels.","PeriodicalId":503765,"journal":{"name":"IASL Annual Conference Proceedings","volume":"42 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139278436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Libraries are tied to an American history and current context that oppresses, demonstratesprejudice, and embodies injustices. Preliminary findings suggest (1) school library standards insufficiently address schoollibrarians' roles in engaging in critical work and (2) school librarians need additional learningopportunities to develop the knowledge, skills, and desire to engage in critical work.Although the study is limited to one school district, findings may offer insight into andpotential guidance for evaluating school library programs, and strategies providing supportfor anti-oppression work in school libraries.
{"title":"Expectations and Understandings of Critical Work in School Libraries","authors":"Kim Krutka","doi":"10.29173/iasl8736","DOIUrl":"https://doi.org/10.29173/iasl8736","url":null,"abstract":"Libraries are tied to an American history and current context that oppresses, demonstratesprejudice, and embodies injustices. Preliminary findings suggest (1) school library standards insufficiently address schoollibrarians' roles in engaging in critical work and (2) school librarians need additional learningopportunities to develop the knowledge, skills, and desire to engage in critical work.Although the study is limited to one school district, findings may offer insight into andpotential guidance for evaluating school library programs, and strategies providing supportfor anti-oppression work in school libraries.","PeriodicalId":503765,"journal":{"name":"IASL Annual Conference Proceedings","volume":"58 3-4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139278733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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