Library research studies have provided evidence that teacher-librarians (TLs) impact student academic success; nevertheless, TLs statewide and internationally are at a critical juncture due to stakeholder groups' ambiguous perceptions regarding their influence on student achievement. The problem in this study involves a local independent school district's lack of conclusive evidence to demonstrate TLs' contribution to student achievement on standardized testing. The purpose of this study was to examine the perceptions of TLs, classroom teachers (CTs), and administrative staff (AS) concerning student achievement as instructed by local TLs. Using Piaget's cognitive theory and Mezirow's transformative learning theory, this qualitative case study explored the perceptions of 15 participants and acquired clarification regarding the TLs' instructional practice. The interview questions focused on perceptions of 5 CTs, 5 AS, and 5 TLs regarding the instructional role of TLs on students' academic success as well as the evidence provided by these stakeholders regarding the value of school libraries. Data collection with semi-structured interviews followed by an open coding thematic analysis revealed 7 themes: (1) involvement in curriculum, (2) flexibility of schedule, (3) preconceived misconceptions, (4) using an evidence-based practice approach, (5) collaboration, (6) access to materials, and (7) a conducive learning environment. The resulting project consisted of a policy recommendation created for augmenting stakeholder perceptions. The project contributes to social change by fostering an informed societal positive perception of the TLs' instructional influence on student academic achievement and by offering a measurable interpretation of the TLs' educational value to the learning community that may transform stakeholder perception locally and worldwide.

The thesis has its origins in a concern that teacher librarians in schools throughout Australia were disadvantaged in the development of their professional learning due to their professional and often geographical isolation in schools. A listserv (online discussion network) called OZTL_NET was developed to facilitate the enhancement of teacher professional learning for this group of teachers. OZTL_NET has been available to teacher librarians and others interested in teacher librarianship for over nine years. The study sought to determine whether usage of OZTL_NET was associated with the enhancement of teacher librarians’ professional learning. The study also explored the characteristics of teacher professional learning from the literature and sought to determine which characteristics of online communities may contribute to teacher professional learning. A case study design for the research was adopted using a mixed methods approach. The methods of data collection were a web survey and semi-structured interviews. Quantitative and qualitative data were collected and analysed and a detailed description of the object of study, OZTL_NET, was provided. A major finding of this study was that usage of OZTL_NET was significantly related to the enhancement of teacher professional learning. It was concluded that online learning communities may provide appropriate contexts for teacher professional learning and that, in relation to the case of OZTL_NET, various aspects of the concept of online learning communities and, to a lesser extent, communities of practice, are portrayed in the listserv. The findings supported the assertion that online learning communities have the potential to enhance the professional learning of teachers and provide opportunities for teachers to learn online. The study also revealed that community building online is a complex and demanding activity. Usability and sociability factors must be carefully considered and developed over the lifetime of the community. This process should include input from the community, the leadership of which should be broad-based and inclusive. Two broad principles emerged from the research that provide guidance for the management of listservs for teacher professional learning online. First, the study revealed that involvement and collaboration were critical ingredients in teacher professional learning online. Involvement was portrayed not only in the learning that ensued from the interactivity that necessarily underpins the sharing of tacit knowledge through information exchange and professional discussion between and among subscribers online but also by individuals through less obvious means such as lurking, archive searches and off-list communications. In terms of collaboration, this study found that in addition to high levels of trust, subscribers experienced a strong sense of collegiality and support as members of OZTL_NET. Second, the major finding above confirms that involvement and collaboration are strongly related to individual and collective orientations of teacher professional learning. The broad concept of individual or collective orientation recognises that teacher professional learning occurs in both orientations online as it does offline. Teachers have long recognised their colleagues as their major source of professional information. The difficulty in the past has been in the identification of a means by which teachers can readily access a wider pool of colleagues with whom they can discuss important issues, seek advice and so on. This is particularly important for teachers who are professionally isolated as a consequence of their teaching speciality (such as teacher librarians) and those who are geographically isolated making real time meetings with colleagues expensive and/or impracticable. In this context listservs such as OZTL_NET can play a critical role in providing the infrastructure to support distributed models of teacher professional learning online.

The roles of the person who works in a school library, as well as their title - librarian, teacher-librarian, library teacher, library media specialist, school librarian, library media teacher - have undergone countless revisions since the first official school libraries opened their doors in the early 1900s. Although school library media specialists (LMSs) have struggled to negotiate their identities in public K12 education for decades, this "identity crisis" seems to have reached a critical point due to changes in U.S. learning environments brought about by federal legislation, the implementation of standards-based teaching, the emphasis on standardized criterion referenced testing, and the proliferation and ubiquitous use of computers and the Internet as information sources. Although teacher identity has been thoroughly studied, the ways in which LMSs describe themselves in their professional role and how their identities change from pre-service to in-service are rarely investigated. Using Holland, Lachicotte, Skinner, and Cain’s (1998) theory of identity and their concept of figured worlds as a framework, this study explores how four novice LMSs negotiated the identities made available to them in the figured worlds of their public K12 school environments. The following questions guided the study: 1. How do novice library media specialists describe their professional identities? a. How does personal history inform the construction of professional identity of novice library media specialists? b. How do novice library media specialists negotiate identity within the figured worlds of public K12 schools? The four participants were first year LMSs recruited from a large urban school district in the southeastern United States. Data collection took place over the course of the 2011-2012 school year and included in-depth interviews, document analysis, journal responses, and observations. Findings indicate that the figured worlds in which novice library media practitioners begin their careers are often shaped by the experiences that faculty, administrators, and students have had with previous LMSs and bear significant influence on the identities afforded new LMSs as well as their own experiences with LMSs prior to their preparation programs.

This thesis examines the way cooperation between the schools and   school libraries are described in the library plans in 21 of the municipalities in Sweden. Our selection has been based on geographical spreading. Our used method in this thesis is a content analysis, where both qualitative and quantitative methods have been used. In Sweden, primary school is mandatory and nine years ago it also became statutory for every school to have a school library. The law also says that the principal/head of the school has a responsibility to make sure a collaboration is even possible. Our research also shows that the principal's/head of the schools role is vital for how the collaboration will work. He or she can demand the staff to start working together or arrange for them to be able to get time to plan together. A number of research shows that it’s important with a collaboration between the schools and school libraries, the collaboration can improve the students' study results. It also highlights how the library plan can act as an important strategic document for the libraries. We have used Patricia Monitel-Overalls TLC-models (Teacher-Librarian-Collaboration) for our analysis. In our results we found that both the teachers and librarians often wanted to have a collaboration. Still, not many did and the most common reasons were that none of them really knew what to expect or demand of each other. Another reason was that the picture of what a library can offer and help with was very old fashioned. In other words, they did not know everything a librarian can do or how much the library could help. In conclusion, the library plans need to be more direct with how the schools and school libraries are supposed to work together. That includes both the collaboration, how everyone can communicate and who’s in charge.

公共圖書館或小學圖書館就其任務和功能，均應予以配合而改變其經營形態。學校和圖書館的合作更讓閱讀習慣的培養從小紮根，讓學生生活在閱讀的氛圖中，自然而然會提高其閱讀的意願。期待公共圖書館與小學圖書館的合作是一個美好的起步，讓閱讀、媒體資訊素養在小學能永續且生根，讓每一個孩子都能成為未來世紀的學習者。 本研究旨在探討國外公共圖書館與小學圖書館合作之實例、國內公共圖書館與小學圖書館合作之模式、以及新竹市公共圖書館與小學圖書館圖書資源合作現況。本研究透過文獻蒐集與半結構式訪談法，以新竹市公共圖書館館員、新竹市小學圖書教師為研究對象。在資料分析上，所得結論如下： 1、國外公共圖書館與小學圖書館合作經驗相當豐富，圖書館皆設置專業館員、有完整的閱讀教育政策。合作機制有助於學校圖書館經營與推動閱讀教育、提高圖書館的使用。 2、國內公共圖書館與小學圖書館合作的模式以借閱證服務及推廣閱讀活動最 多，不僅提供圖書資源更結合在地文化共同辦理特色活動。 3、新竹市公共圖書館與小學圖書館之圖書資源合作互動少。主要影響合作因素為：經費上的支援、缺乏專業圖書館館員以及相關人員的支持。 根據本研究結果顯示，提出下列幾點建議：一、中央政府方面：推行長期專案計畫、增加公共圖書館正式編制人員、設置小學圖書館每校一名圖書教師、區公所圖書館統籌由縣市文化局管理、成立縣市圖書館館員協會。二、地方政府方面：整合各單位之資源並重視公共圖書館經營與管理。三、公共圖書館方面：加強媒體宣傳、主動與市立小學進行合作、組成合作團隊。四、國民小學方面：主動爭取公共圖書館的資源、成立校內圖書館組織委員會、提供教師與學生所需要的資源與支援。 / Public libraries or libraries in elementary schools should coordinate the tasks and functions to change the management styles. The cooperation between schools and libraries could have reading habits being cultivated from childhood and allow students enhancing the reading intention in the reading atmosphere. The cooperation between public libraries and libraries in elementary schools is expected as a wonderful start, allowing reading and media information literary sustainably being rooted from elementary schools and every child becoming a learner in future era. This study aims to discuss the cooperation examples between public libraries and libraries in elementary schools in foreign countries, domestic cooperation model between public libraries and libraries in elementary schools, and present cooperation situation of library resources between public libraries and libraries in elementary schools in Hsin Chu City. With literature review and semi-structured interviews, the public librarians and the teacher librarians in elementary schools in Hsin Chu City are selected as the research participants. The data analyses are concluded as below. 1. The cooperation between public libraries and libraries in elementary schools in foreign countries is rich. Professional librarians and complete reading education policies are established in the libraries. Such a cooperative scheme could benefit the management of school libraries and the promotion of reading education and enhance the library use. 2. Domestic cooperation model between public libraries and libraries in elementary schools focuses more on library card services and reading promotion, which not only provide library resources, but also combine local culture for characteristic activities. 3. Budget support, lack of professional librarians, and supports of relevant personnel are the major factors in little cooperative interaction of library resources between public libraries and libraries in elementary schools in Hsin Chu City. According to the research results, the following suggestions are proposed. 1. The central government should promote long-term projects to increase formal personnel for public libraries, establish a teacher librarian for the library in each elementary school, arrange libraries of district offices by the country/city culture bureau, and establish county/city librarian associations. 2. Local government should integrate the resources in various sectors and stress on the management of public libraries. 3. Public libraries should reinforce media promotion, actively cooperate with municipal elementary schools, and construct cooperation teams. 4. Elementary schools should actively strive for resources in public libraries, establish library organizing committees on campus, and provide teachers and students with required resources and supports. Key words: public library﹔elementary school libraries﹔teacher librarian ﹔Interlibrary Cooperation.

Submitted by Priscilla Araujo (priscilla@ibict.br) on 2016-09-30T19:08:45Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Final - Depositada.pdf: 1915672 bytes, checksum: 6f3c0d49f0f8bdf2e957b8ea177ba18c (MD5) / Made available in DSpace on 2016-09-30T19:08:45Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Final - Depositada.pdf: 1915672 bytes, checksum: 6f3c0d49f0f8bdf2e957b8ea177ba18c (MD5) Previous issue date: 2016-06-27 / Esta pesquisa de caráter qualitativo discute o papel da Biblioteca Escolar no desenvolvimento de Competências em Informação em alunos do Ensino Fundamental. Parte da análise do papel de educador e mediador do bibliotecário escolar nas atividades de pesquisa escolar. Tem por objetivo identificar a existência de programas e/ou atividades desenvolvidas em Bibliotecas Escolares que apoiem o desenvolvimento de Competências em Informação através do auxílio às atividades de pesquisa escolar. Para cumprir esse propósito, foram selecionadas duas bibliotecas de unidades escolares do Colégio Pedro II, nos campi Centro e São Cristóvão. A coleta de dados se deu através de observação das bibliotecas selecionadas e entrevista com os bibliotecários das unidades. Para desenvolver esta pesquisa, utiliza-se também, como subsídio teórico o conceito de Competência em Informação e de aprender a aprender – aprendizagem por questionamento. Apresenta um histórico da Biblioteca Escolar no Brasil, seu conceito, função, missão e os programas e legislações nacionais de incentivo e implantação do espaço nas unidades educacionais. O estudo mostrou que a Biblioteca Escolar ainda não está totalmente incluída no projeto pedagógico escolar, o que prejudica o pleno aproveitamento do espaço, dos recursos e das atividades e programas, principalmente, direcionados ao desenvolvimento e consolidação da Competência em Informação. E também que, apesar dos esforços dos bibliotecários, o lugar da biblioteca na escola ainda é pouco conhecido pelo corpo escolar e, talvez, até pelos seus profissionais. / This research has a qualitative aspect and discusses the role of schools libraries on the development of Information Literacy among primary school students. It´s based on the evaluation of the part played by the librarians as mediators and educators on the schools researches activates. The purpose is to identify the existence of programs and activates performed on schools libraries that support the development of Information Literacy with the assistance of the schools researches activities. To accomplish this goal, two libraries unities from the Pedro II Scholl (Downtown and São Cristovão) were selected for this research process. The data was collected by observing the selected unites and interviewing their librarians. The development of this research was also based on the theoretical concepts of Information Literacy and the learning thought questioning. It also introduces the concept of schools libraries; an historical background of the institution on Brazil and the programs and national legislations that encourage the implementation of this space on the educational unites. This research has shown that the libraries still haven´t been completely inserted on the educational projects of the schools, witch impacts on the achievement of full use of the space, the resources and the program activities, especially the ones directed to the development and consolidation of the Information Literacy. Even despites all the librarian efforts, the library place on the school system still not very well known by the school staff and even by its own professionals.

In this study, a total of five teachers were interviewed in grade three from four different schools in Stockholm. Three of these schools are located in different suburbs and one school is located in the central part of Stockholm. The starting point of the study is statistics that show a negative development with, in particular, the students who have Swedish as a second language. This study provides an insight into how teachers in grade three of elementary school in Stockholm work with their students to develop reading comprehension. In the study of reading comprehension, this study focuses on the Reciprocal Teaching (RT) method. RT is a well-established reading comprehension strategy designed to bridge the difference between poor readers and good readers. The study shows that not all teachers are familiar with the RT method and also that teachers do not work consistently with all parts of this method. Furthermore, the study also gives an insight into the question of whether the teachers see the librarian as a possible partner in the process. To measure the level at which the teachers collaborate with school librarians, Montiel-Overall's (2005) Teacher Librarian Collaboration (TLC) theory was chosen. TLC theory is an attempt to make practical use of Loertscher’s taxonomy by grouping the low, medium and high levels of collaboration into four models (Model A: coordination, Model B: cooperation, Model C: integrated instruction and Model D: integrated curriculum.) that help define and measure the effect of each model on students’ achievements. This study concludes that the teachers so far haven’t thought about their school librarian as a potential partner with the stated purpose of increasing the students' reading comprehension. The levels of collaboration are predominantly on the low end of the TLC models (Model A: coordination, Model B: cooperation), meaning that teachers and librarians help each other for mutual benefit but no conscious effort is made to plan, teach and evaluate together.

It became known that South African learners’ learning outcomes rank poorly on the international stage, even if compared to less developed parts of Sub-Saharan Africa. The root cause of this problem is assumed to lie with the concern of illiteracy, which was argued, could be combated inter alia by ensuring that every public school has a stocked and functional library serviced by a fulltime proficient librarian. The aim of the study was to investigate the role of principals in establishing and managing functional school libraries in the King Cetshwayo District, KwaZulu-Natal. A qualitative investigation was done amongst school principals and their teacher librarians at five Dlangubo Circuit Schools. Data were collected by means of in-depth interviews and document analysis. The study revealed that the principals lack the training and resources to fulfil their role in establishing and maintaining functional school libraries. Recommendations were made on how principals might solve these problems in the future. / Dit het aan die lig gekom dat Suid-Afrikaanse leerders se leeruitkomste swak in die internasionale arena vertoon, selfs indien dit met minder-ontwikkelde dele van Sub-Sahara-Afrika vergelyk word. Daar word aanvaar dat die oorsaak van hier probleem vermoedelik die probleem van ongeletterdheid is, wat onder andere oorkom kan word deur te verseker dat elke openbare skool oor ’n toegeruste en funksionele biblioteek beskik wat deur ’n voltydse, bekwame bibliotekaris bestuur word. Hierdie studie ondersoek die rol van skoolhoofde in die vestiging en bestuur van funksionele skoolbiblioteke in die King Cetshwayo-distrik in KwaZulu-Natal. Daar is by vyf skole in die Dlangubu-streek ’n kwalitatiewe ondersoek met behulp van skoolhoofde en hulle onderwyser-bibliotekarisse gedoen. Data is met behulp van diepgaande onderhoude en dokumentanalise versamel. Die studie het aan die lig gebring dat die skoolhoofde ’n gebrek aan opleiding en hulpbronne het ten einde hulle rol in die vestiging en handhawing van funksionele skoolbiblioteke te vervul. Aanbevelings is gemaak oor hoe skoolhoofde in die toekoms moontlik hierdie probleme kan oplos. / Kuvele ukuthi imiphumela yokufunda abafundi baseNingizimu Afrika isezingeni eliphansi mayikeliswe neyamazwengamazwe ngisho noma isiqhathaniswa neyezingxenye ezingaka thuthuki kahle zase- Sub-Saharan Africa. Umsuka walenkinga kusolwa ukuthi udalwa ukungakhuthazwa ukufunda izincwadi nokubhala ,okuyinto okuthiwa ingaqedwa phakathi kokunye ngokuqinisekisa ukuthi zonke izikole zomphakathi zinomtapo wolwazi onezinsizakufunda nezinsizakusebenza ezanele ezisezingeni labantwana nothisha futhi owenganyelwe uthisha oqeqeshiwe ngokusebenza komtapo futhi osebenza ngokugcwele ukuqondana nomtapo wesikole. Inhloso yocwaningo ukuphenya indima yothishanhloko ekusunguleni nasekuphatheni imitapo esebenza ngendlela efanele ezikoleni zase e-King Cetshwayo District, KwaZulu-Natal. Uphenyo olunzulu lwenziwe kothishomkhulu kanye nakothisha ababakhethe ukuthi babuye babhekane nokusebenza nokuphathwa kwe -mitapo yolwazi ezikoleni zabo ezinhlanu ezise Dlangubo Circuit. Ulwazi lwaqoqwa ngama in-depth interviews kanye nokuhlaziywa kwezincwadi abasebenza ngazo ukuze umtapo wolwazi wesikole usebenze ngendlela efanele.Lolu cwaningo luveze ukuthi othishanhloko bashoda ngoqeqesho kwezokuphathwa komtapo wolwazi ezikoleni kanye nezinsizakufunda kubalwa nezinsiza kusebenza eziqondene nokusebenza kahle komtapo wolwazi ezikoleni ukuze bakwazi ukufeza indima yabo ekusunguleni nasekuphatheni gendlala imitapo yolwazi esebenza kahle ezikoleni zabo. Izincomo zenziwe ezikhombisa ukuthi othishanhloko bangazixazulula kanjani lezi zinkinga esikhathini esizayo. / Educational Management and Leadership / M. Ed. (Education Management)

This diploma thesis examines the possibilities of involving school librarians and information specialists in the process of growth in media literacy at Czech schools. The theoretical part of the thesis briefly introduces the general issues of media education and media literacy in our country and abroad, while the practical part of the thesis based on its own research, focuses on a particular target group - Prague secondary schools ("gymnázium"). Using a questionnaire and five case studies conducted at selected secondary schools in Prague, it conducts a survey of the current situation of implementation of media education in the Czech Republic. The end of the thesis deals with some ideas of how to involve graduates of the Institute of Information Studies and Librarianship in teaching media education according to the American model of a "teacher librarian".