Thesis (M.Ed. (Curriculum Studies)) --University of Limpopo, 2011 / The key aim of the study was to investigate whether school libraries in the rural schools of Nkangala region, Mpumalanga do implement budgeting policies due to funding constraints and poor service delivery. The library-computer centre can enhance teaching and learning. Some 188 school libraries were selected to explore their budgeting procedures and only 81 responded. The survey data collection method was used through a self-administered questionnaire which was distributed to teacher-librarians. The results of the study were analyzed according to frequencies and graphically displayed in table form. The results of the study show that almost all rural school libraries in the area have neither budgeting policies nor adequate budget to spend for effective service delivery. This shows that not only do school libraries experience budgetary constraints, but there might be other factors contributing to their poor library service delivery. It is important to empower school principals, SGBs and top managers in library budgeting procedures and for all to work cooperatively to achieve the expected educational goals.

School impact media studies indicate that a well-staffed and funded school library media program with a certified school library media specialist (SLMS) positively correlates with increased student achievement. SLMS must have a shared understanding of their roles and responsibilities to positively impact student success. In an effort to determine prior knowledge and differentiated learning objectives, the method of certification is critical for planning professional development. This dissertation presents a multi-method investigation of differences between Alternatively Certified (AC) and Traditionally Certified (TC) SLMS as it relates to their perceptions of collaboration, leadership and technology described in Information Power: Building Partnerships for Learning (1998). The overall findings were used to generate recommendations for SLMS professional development. Of 2350 total SLMS in Florida, 161 AC and 318 TC SLMS responded to an online job task analysis. The strength of association between method of certification and perceptions of job tasks under the three themes (collaboration, leadership, and technology) were compared using statistical analysis (i.e. variance, standard deviation, t-tests, chi-square tests, and ANOVA). Longitudinal comparisons were made between this study and baselines studies from 1996 and 2006. There were no significant differences between AC and TC overall perceptions of collaboration, leadership and technology as indicated by the job task analysis survey. Two tasks within collaboration and technology themes had large significant differences in AC and TC responses. TC SLMS were more likely to "Assist students and/or teachers with general references services (e.g., answer reference questions)" and to "Evaluate the adequacy and suitability of facilities, equipment, materials, and services with regard to their impact on learning outcomes." TC SLMS were significantly more familiar with IP2, made more attempts to implement IP2, and attended more in-services on IP2. Observations and interviews with two AC and two TC SLMS triangulated the survey data and explored questions related to professional development. Interview participants advocated for content developed by other SLMS and mentorship training. SLMS asserted that professional development should include school and county protocols, evaluation tools and methods, relevant and accessible technologies (i.e. school and district software, Student Information System, Library Databases Standards such as CORE Curriculum). The SLMS indicated a preference for the following professional development methods: SLMS designed and implemented professional development; formal and informal SLMS sharing; differentiation and options to opt-out based on prior experiences and expertise; relevant and accessible technology training; and mentorship. These findings inform ways to effectively recruit, train, certify, and differentiate instruction in SLMS programs and professional development courses. Furthermore, our qualitative findings indicate a need to examine the impact of reduced budgets on school library media programs. Future studies should investigate the impact of increased numbers of non-certified SLMS and cuts to library staff on student achievement and K-12 learning communities. While this study counted the total number of non-certified SLMS in addition to the AC and TC SLMS, results from the sample of non-certified SLMS collected during the job task analysis were not analyzed because it was too small for comparison or generalizability.

The aim of this bachelor thesis has been to explore how teachers with long experience in the profession look upon the school librarian, if they see and are affected by any stereotypes. As my method I have interviewed five teachers and asked them a series of questions about how they have worked with the school librarians during the years and what they have thought about when they would hear the word librarian. I have used three major research questions: Since teachers visit the school library quite often in their occupation, how do they perceive the school librarian? How are teachers affected by the stereotypical image of the librarian? According to the teacher, has the librarian changed during the last 40 years? I have tried to distinguish if the teachers I interviewed talked about any stereotypical attributes, based on which I conducted an analysis about my findings. I was surprised to find that the teachers do not seem to have a stereotypical image of the school librarian, rather that they know that stereotypes exist but that they have realized that the librarians they met in their profession do not fit in any of the stereotypes. Still when they did talk about the stereotypical librarian they immediately thought of the old grumpy lady with her hair in a bun and glasses, who is very strict and boring. This study is rather limited by its size, which is why my findings only reflect a part of what teachers might think and not necessarily what everyone thinks.

Abstract In this master´s thesis I primarily investigate librarians´ and teachers´ conceptions of collaboration between libraries and schools and their conceptions of childrens´reading. Secondary I investigate the contents of laws concerning libraries and schools and also the school curriculums concerning the subject field of the Swedish language. My theoretical point of departure is that of social constructionism. I use two models in my analysis. One is a model of collaboration created by Patricia Montiel-Overall, called TLC (Teacher Librarian Collaboration), which grades collaboration from the lowest level (A) to the highest (D). The other model is created by Staffan Thorsson and is a model for understanding different kinds of reading strategies. I chose to study one public library and one elementary school. At the public library I interviewed the manager, the children´s librarian and the literature pedagogue. At the elementary school I interviewed the headmaster, two teachers who are teaching the Swedish language (one junior-level teacher and one senior-level teacher) and the school librarian. I used a hermeneutical method when I analyzed both my interviews and the laws and curriculums mentioned above. In my analysis I discovered all levels of collaboration, except for the highest one (D). Everyone, except for the school librarian, seemed more or less content with the lower degrees of collaboration. The teachers´ perceptions of the librarians were quite traditional. Even though all of the librarians had previous teaching experience and education they were not seen as pedagogues by the teachers. Especially in the case of the school librarian this became a problem, because it seemed to inhibit a development of the collaboration between them. In the laws and curriculums that I looked into collaboration between schools and libraries were never mentioned. The reading promotion seemed to be based on two strategies: pragmatical and emancipatorical. The pragmatical strategy led to looking at children as “becomings”, the emancipatorical one led to looking at children as “beings”.

The purpose of this study is to look into what qualifications required necessary to a collaboration between the school library and the afterschool recreational center. The research questions are: 1) What is the position regarding school librarians to collaboration between the school library and the afterschool recreational center? 2) What qualifications are required of school librarians, according to themselves, in order to collaborate with recreational teachers? 3) How can school librarians view on collaboration and need of competence relate to the Afterscool Recreational Center with the support of the TLC- model? The method used is qualitative research interviews with six school librarians. The interviews took place at their place of work. The theoretical framework for the study have been Montiell-Overalls Theory on collaboration between school librarians and teachers, TLC. The outcome of the interviews shows that in collaboration and competences, as requested in research issues, is of importance of how the principal and school management organizes the work at the schools and it plays a major role in the ability to collaborate. It also shows that school librarians are positive of collaboration but the school's organization is one reason why it is difficult to find time to collaborate. The outcome also shows that the activities of the school library are important for collaboration. Connections between the School Library and the Afterschool Recreational Center lies in the difference and the similarities between them. The qualifications school librarians believe they have can also be used during recreational time. Their functions in their pedagogical work are meant to operate enriching for the students’ progress growth.  Further research within the area is to look into what priorities the school management think is the school libraries assignment towards the after school recreational center and what result the students will get with that pedagogical method that TLC is.

The purpose of this thesis has been to examine how three school librarians utilize Instagram in their daily work. Thereby, the essay may contribute knowledge and deeper understanding of why school librarians choose to use Instagram as part of their daily work, and what aspects of the school library appear particularly relevant for digital publishing. The theoretical foundation of this paper has been inspired by Henrik Jochumsen, Casper Hvenegaard Rasmussen and Dorte Skot-Hansen, and their theories regarding how libraries relate to the four-space model, as well as Lorri Mon and her analysis tool for examining how libraries work with social media. Three school libraries in different parts of Sweden were selected, and their Instagram accounts were exam-ined for five months, between November 2017 and March 2018. Interviews were conducted with the school librarian from each library. A comparison between the three selected school libraries’ Instagram accounts of-fered an opportunity to study what similarities and differences appeared. The content analysis showed overall that the content of each Instagram account followed a general pattern. Interview answers continued to build and reinforced much of the content analysis, but there were also answers that suggested that school libraries use Instagram in their work for reasons other than those most commonly mentioned in connection with for example public libraries and social media. The school librarians interviewed in the paper mainly use Instagram as a tool for developing their own pro-fessional role, and they do it on their own initiative and on their own terms. The content of the Instagram ac-counts was generally relevant and depicted several different aspects of the school library. The target group for the Instagram accounts proved to be primarily other school librarians and people with a general interest in school libraries. This is a two years master’s thesis in Library and Information Science.

Submitted by REGINA PINTO (reginafp@ufba.br) on 2015-03-18T19:46:46Z No. of bitstreams: 1 DISSERTAÇÃO REGINA VERSÃO FINAL PDF.PDF: 1068122 bytes, checksum: da175005751c4dc630d1e0987d302b3c (MD5) / Approved for entry into archive by Urania Araujo (urania@ufba.br) on 2015-03-27T18:09:21Z (GMT) No. of bitstreams: 1 DISSERTAÇÃO REGINA VERSÃO FINAL PDF.PDF: 1068122 bytes, checksum: da175005751c4dc630d1e0987d302b3c (MD5) / Made available in DSpace on 2015-03-27T18:09:21Z (GMT). No. of bitstreams: 1 DISSERTAÇÃO REGINA VERSÃO FINAL PDF.PDF: 1068122 bytes, checksum: da175005751c4dc630d1e0987d302b3c (MD5) / Esta dissertação investiga a contribuição da biblioteca escolar para a formação do aluno do ensino básico, visando a sua autonomia para uso da biblioteca universitária. Como espaço de aprendizagem, a biblioteca da escola deve estar sustentada na proposta pedagógica que norteia a prática desenvolvida nessa unidade de informação. O planejamento dessa proposta está centrado nas ações e atividades que a biblioteca desenvolve junto com os professores para a formação desse aluno. O universo da pesquisa abrange a Universidade Federal da Bahia; a população-alvo são os concluintes dos cursos de biblioteconomia e pedagogia, que poderão atuar em bibliotecas escolares e em salas de aula, respectivamente, tendo a biblioteca como espaço de aprendizagem, na amostragem foram selecionados 14 concluintes do curso de biblioteconomia e 48 do curso de pedagogia de 2011.2. O instrumento de pesquisa usado para a coleta de dados foi o questionário semiestruturado. Para os procedimentos da análise dos dados, optou-se pelo método de análise de conteúdo por permitir a interpretação das respostas ao questionário, através da categorização desses dados. Assim, foram criadas 5 categorias: 1) Biblioteca na escola; 2) Biblioteca escolar e formação do aluno-usuário; 3) Frequência à biblioteca escolar para autonomia na biblioteca universitária; 4) Ações da biblioteca escolar para autonomia do aluno na biblioteca universitária; 5) Trabalho e/ou estágio no ambiente escolar. Nas categorias 1, 2 e 5 foram estabelecidas subcategorias para aprimorar a interpretação dos conteúdos. Na análise, buscou-se identificar a existência da biblioteca escolar no período da educação básica dos sujeitos da pesquisa, observando a que rede de ensino a escola pertencia – pública ou particular –, com o interesse de confirmar a presença da biblioteca nessas instituições de ensino e analisar as ações desenvolvidas para a formação desses sujeitos, bem como sua contribuição para a autonomia do aluno na biblioteca universitária. Os resultados apresentados demonstram uma incipiente contribuição da biblioteca escolar na formação do aluno, fato que se reflete na sua restrita autonomia para o uso da biblioteca universitária. / ABSTRACT This dissertation investigates the contribution of school libraries in students education background, aiming their autonomy to the use of the university library. As a learning center, the school library must be considered in the pedagogical proposal that leads the developed practicum in this information unity. This proposal planning is centered in actions and activities that library and teachers develop towards the students education background. The research universe includes the Federal University of Bahia State; the target-population are librarianship and pedagogy seniors, who would be able to work, respectively, in school libraries and classrooms , focusing on library as a learning Center, as for the research sampling, it was selected 14 seniors of librarianship major and 48 of pedagogy major graduating in 2011.2. The used research instrument for data collecting was the semi structured questionnaire. For the data analysis proceedings, It was chosen the analysis of content thus it permits the questionnaire answers to be interpreted through data categorizing. So 5 categories were created: 1) Library in school 2) School library and the library-user student education background 3) Library attendance towards autonomy in the university library 4) School library actions towards the students autonomy in the university library 5) Working and/or interning in the school environment. In categories 1, 2 and 5, subcategories were established for majoring the interpretation of contents. In the analysis, it was aimed to identify the school library presence in the interviewee’s basic education, considering to which school system he/she came from- whether the public one or the private one-, with the goal of confirming the library presence in those institutions and analyzing the developed actions for the education background of those people, as well as its contribution for the student’s autonomy in the university library. The showed results demonstrate an incipient school library contribution for the student’s education background, which is reflect of the restrict autonomy for the use of university libraries.

Made available in DSpace on 2014-06-11T19:26:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-03-17Bitstream added on 2014-06-13T20:34:38Z : No. of bitstreams: 1 bicheri_alao_me_mar.pdf: 1072337 bytes, checksum: 9c8701bb40bbcc23e44c70dbc2bc3fc0 (MD5) / Universidade Estadual Paulista (UNESP) / Paralelamente ao avanço da tecnologia e uso da expressão “Sociedade do Conhecimento”, percebe-se pessoas que não sabem efetuar a contento pesquisas e leituras. Alguns professores e bibliotecários escolares preocupam-se apenas com a orientação na aquisição de habilidades para o uso dos recursos tecnológicos na localização de informação. Esquecem que a ambiência da biblioteca, maior que seu espaço físico, deve alcançar os lares dos alunos, salas de aula e outros aportes de apoio pedagógico. Sendo assim, procurou-se responder questões como: O bibliotecário sabe que é um mediador? Como tem sido esta mediação? O bibliotecário acompanha as mudanças tecnológicas, inserindo-as em seu fazer cotidiano? A virtualização da informação facilita o uso das fontes/recursos de pesquisa e a capacidade de selecionar informação e ampliar conhecimento? O estudo teve como objetivos: avaliar a percepção do bibliotecário quanto a sua responsabilidade cotidiana em mediar a pesquisa escolar, independentemente da ambiência em que se encontra; analisar a postura e as habilidades técnicas/cognitivas do bibliotecário na mediação da pesquisa em um momento de crescente virtualização da informação; verificar o processo de utilização de recursos tecnológicos na busca de informação; identificar a existência de parceria entre bibliotecário e professor na prática da pesquisa escolar; obter subsídios para propostas de projetos/ações que visem busca de soluções para que a pesquisa escolar atinja seus objetivos.Buscou-se embasamento teórico por meio da literatura pertinente e para coleta de dados aplicou-se uma entrevista focalizada com o profissional bibliotecário em seis escolas de ensino fundamental da cidade de Londrina. / In parallel with the advancement of technology and use of the term the knowledge society, realizes it is people who do not know sign to the satisfaction surveys and readings. Some teachers and school librarians concern itself only with the guidance in the acquisition of skills for the use of technological resources in tracking information. Forget that the environment of the library, more than its physical space, must reach the homes of students, classrooms and other contributions of teaching materials. Therefore, it is answering questions such as: The librarian knows who is a mediator? As has been the mediation? The librarian accompanies technological change, inserting them into their daily lives do? The virtualization of the information facilitates the use of sources / resources research and the ability to select information and expand knowledge? The study aimed to: assess the perception of the librarian as its responsibility in daily mediate the search school, regardless of the environment in which it is; examine the attitude and technical skills / knowledge of the librarian in mediation of the search in a time of growing virtualization of documents; verify the process of the use of technological resources in the search for information; identify the existence of partnership between librarian and professor in the practice of research school; obtain subsidies for proposals for projects / activities aimed at finding solutions to the search school reaches its objectives. Intent is a theoretical through the relevant literature and to collect data applied to be a focused interview with the professional librarian in six schools of basic education of the city of Londrina.

Esta tese insere-se no campo da leitura do texto literário, mais especificamente de narrativas infantis, e centraliza sua atenção na atuação do narrador, instância narrativa responsável pela condução da nossa leitura e, assim, por nos aproximar ou distanciar, nos mostrar ou esconder, nos envolver mais ou menos no mundo narrado. A partir da hipótese de que este ser de papel, muito além de apenas ser classificado em 1ª ou 3ª pessoa, pode, pela sua atuação na narrativa, também ser considerado mediador simbólico de leitura e, ainda, com a intenção de contribuir para a prática pedagógica, o objetivo geral deste estudo é averiguar a possibilidade de o narrador ser um mediador simbólico de leitura. Para a análise, elegemos obras do Programa Nacional Biblioteca da Escola – PNBE 2010, distribuídas gratuitamente pelo Governo Federal a todas as escolas públicas do País. O aporte teórico subsidia-se, especialmente, nos fundamentos de Iser (1999; 1996), Larrosa (2003) e Candido (1995), no que diz respeito à leitura do texto literário; Genette (s/d); Benjamin (2007), Lajolo e Zilberman (1996), ao estudo do narrador; Prince (1994), do narratário; Zilberman (1981) e Coelho (1991), da literatura infantil; e Vygostsky (1989), da mediação. Após a leitura e o levantamento dos elementos que compõem cada uma das 50 obras com narrativas verbovisuais – NVV - que compõem os 4 acervos do PNBE 2010, selecionamos 8 títulos para a análise quali-quantitativa, direcionando nosso olhar para a história e para o seu discurso, especialmente para a atuação do narrador com vistas ao narratário. Com base nessas análises, consideramos que o narrador é também mediador simbólico no processo de leitura, desde que: a) manifeste profundo conhecimento sobre o narrado e seja, portanto, um sábio; b) leve em consideração o universo de expectativa do leitor; e c) desafie o leitor. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-07-15T18:17:38Z No. of bitstreams: 1 Tese Lovani Volmer.pdf: 1918313 bytes, checksum: 93df2f407bb49be3d48a89af81651b0e (MD5) / Made available in DSpace on 2015-07-15T18:17:38Z (GMT). No. of bitstreams: 1 Tese Lovani Volmer.pdf: 1918313 bytes, checksum: 93df2f407bb49be3d48a89af81651b0e (MD5) / Universidade de Caxias do Sul, UCS / This thesis is part of the literary texts reading field, specifically children's narratives, and focuses its attention on the performance of the narrator, a narrative body responsible for conducting our reading and, thus, to makes us close or distant, to show us or hide or to involve us into the narrated. The objective of this study is to investigate the possibility of seen the narrator as a reading symbolic mediator. From the hypothesis that this individual made of paper, far beyond just being ranked as 1st or 3rd person, for his performance in the narrative can also be considered a symbolic mediator of reading and also with the intention of contributing to the pedagogical practice. For this investigation, we selected works of the Programa Nacional Biblioteca da Escola (National Program of School Library) - PNBE 2010, distributed free by the federal government to all public schools in the country. Our theoretical background lies on Iser (1999; 1996), Larrosa (2003) and Candido (1995) with respect to the literary text reading; Genette (s / d); Benjamin (2007), Lajolo and Zilberman (1996), the study of the speaker; Prince (1994), the narratee; Zilberman (1981) and Coelho (1991), children's literature; and Vygotsky (1989), the mediation. After reading and analyzing the elements that make up each of the 50 works with verb visual narratives, that make up the 4 PNBE 2010 collections, we selected eight titles for the qualitative and quantitative analysis, directing our attention to the story and its speech, especially for the narrator's role with a view to the narratee. Based on this analysis, we consider that the narrator is also a symbolic mediator in the reading process, provided that: a) expresses deep knowledge of the narrated and is therefore a wise person; b) takes into consideration the reader's expectation of the universe; and c) challenges the reader.

Orientador: Patrízia Piozzi / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-18T08:37:35Z (GMT). No. of bitstreams: 1 Carvalho_ValdireneRodriguesde_M.pdf: 1027275 bytes, checksum: 588939ef0eb7f05c85346b1917ea9592 (MD5) Previous issue date: 2011 / Resumo: Trata-se de um estudo exploratório acerca dos principais documentos voltados para políticas públicas de leitura e de biblioteca escolar. Busca definir quais são os pontos em que existe algum tipo de diálogo entre esses documentos e a biblioteca escolar da rede estadual de São Paulo, com foco, principalmente, no MANIFESTOIFLA/1999 em Prol da Biblioteca Escolar e o PNLL - Plano Nacional da Leitura e do Livro/2006. Desenvolve-se a pesquisa, tendo por base e referencial teórico os próprios documentos em torno do assunto, considerando-se que as diretrizes foram geridas no bojo das Reformas Educacionais dos anos 1990 e inseridas nas exigências econômicas de fortalecimento do neoliberalismo. Constata-se a existência de políticas de acervo, mas não de política de biblioteca escolar como espaço de aprendizagem que visa ao desenvolvimento de trabalhos pedagógicos e a interlocução entre educadores e profissionais da biblioteconomia. / Abstract: This is an exploratory study about documents public policies focused on reading and school library. It Seeks to define what are the points where there is some sort of dialogue between these documents with school library to system education to State of São Paulo, focusing mainly on IFLA/1999 Manifesto in Favor of School Library and PNLL - National Reading and Book / 2006. It develops research, based on theoretical and the documents themselves around the issue, considering that the guidelines were managed in the wake of the 1990 Educational Reforms and economic demands placed on the strengthening of neoliberalism. There is a collection of existing policies, but not as a political school library as a learning space that aims to develop work and educational dialogue among educators and professionals from librarian ship. / Mestrado / Ciencias Sociais na Educação / Mestre em Educação