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Author: Catherine Sheldrick Ross Publisher: Libraries Unlimited ISBN: Category : Language Arts & Disciplines Languages : en Pages : 298
Book Description
Drawing upon data published in a variety of scholarly journals and monographs, as well as their own research findings, the authors shatter some of the popular myths about reading and offer a cogent case for the library's vital role in the life of a reader.
Author: Catherine Sheldrick Ross Publisher: Libraries Unlimited ISBN: Category : Language Arts & Disciplines Languages : en Pages : 298
Book Description
Drawing upon data published in a variety of scholarly journals and monographs, as well as their own research findings, the authors shatter some of the popular myths about reading and offer a cogent case for the library's vital role in the life of a reader.
Author: Catherine Sheldrick Ross Publisher: Bloomsbury Publishing USA ISBN: 1440855773 Category : Language Arts & Disciplines Languages : en Pages : 273
Book Description
Drawing on scholarly research findings, this book presents a cogent case that librarians can use to work towards prioritization of reading in libraries and in schools. Reading is more important than it has ever been—recent research on reading, such as PEW reports and Scholastic's "Kids and Family Reading Report," proves that fact. This new edition of Reading Matters provides powerful evidence that can be used to justify the establishment, maintenance, and growth of pleasure reading collections, both fiction and nonfiction, and of readers' advisory services. The authors assert that reading should be woven into the majority of library activities: reference, collection building, provision of leisure materials, readers' advisory services, storytelling and story time programs, adult literacy programs, and more. This edition also addresses emergent areas of interest, such as e-reading, e-writing, and e-publishing; multiple literacies; visual texts; the ascendancy of young adult fiction; and fan fiction. A new chapter addresses special communities of YA readers. The book will help library administrators and personnel convey the importance of reading to grant-funding agencies, stakeholders, and the public at large. LIS faculty who wish to establish and maintain courses in readers' advisory will find it of particular interest.
Author: Paul Kaegbein Publisher: De Gruyter Saur ISBN: Category : Language Arts & Disciplines Languages : en Pages : 304
Book Description
Sixteen contributions representing 16 countries and based on presentations at IFLA Round Tables on Research in Reading since 1980 address theoretical problems (in connection with researching reading habits, reading competence, and the history of readership), general experiences at the national level, and public library problems. No index. Annotation copyrighted by Book News, Inc., Portland, OR
Author: Publisher: GRIN Verlag ISBN: 3389000690 Category : Social Science Languages : en Pages : 96
Book Description
Academic Paper from the year 2024 in the subject Social Studies (General), grade: Bachelor degree, Westfälische Hochschule Gelsenkirchen, Bocholt, Recklinghausen, language: English, abstract: This study sought to investigate the impacts of effective use of library on the improvement of teaching and learning process of history in Rwandan secondary schools. The research was guided by three specific objectives. The first was to evaluate the level of effective use of the library by G. SMURAMA students and teachers during the teaching and learning process. The second was to identify various challenges faced by G.S MURAMA teachers and students in the use of library while teaching and learning History subject. The third objective was to investigate how the use of library at GS MURAMA has impacts on the improvement of the teaching and learning process of History subject. The target population was the students, teachers and administration staff of GS Murama. The sample was 78 respondents sampled from was 354 students in secondary level, 12 teachers and 3 administrative staff of GS Murama. This sample was found by using the purposive sampling and stratified random sampling procedure. The data was collected by using, questionnaire, interviews, and critical observation. This study was a qualitative and quantitative research approaches. Therefore, the findings were discussed by using a descriptive manner and data was analyzed by using SPSS version 22 and advanced Microsoft excel. The results show us regarding impact of effective use of library in improving teaching and learning process of History indicated to the respond related to situation of performance History after effective using library in teaching and learning process were 29.4% of respondents announced that facilitate the teacher to achieve teaching objectives, 25.6% of asserted it increases motivation and interest of learners, 20% announced that performance assignment and exercises were increased , while 17.9% proposed that it increase in research habits and reading culture and 6.4% marks of students increased in exams which resulted high performance rate. Among the strategies suggested as measures to encourage improve effective use of library during teaching and learning History were make read competition, make time table, motivate the readers and improve reading culture and research habit.
Author: Joron Pihl Publisher: Springer ISBN: 9463008993 Category : Education Languages : en Pages : 150
Book Description
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. 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. Partnerships facilitate reading for pleasure and reading engagement in work with school subjects and curriculum goals, irrespective of socio-economic or cultural background or gender. The partnerships facilitate work with multimodal literacies and inquiry-based learning, both of which are essential in the 21st century. 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 attempts to deal with these challenges. Teacher and Librarian Partnerships in Literacy Education in the 21st Century brings together leading scholars in educational research and literacy studies, including Brian V. Street, Teresa Cremin, Joan Swann and Joron Pihl. The volume addresses scholars, and is relevant for students, teachers, librarians and politicians.
Author: Vanessa Jane Earp Publisher: ISBN: Category : Languages : en Pages : 37
Book Description
The purpose of this research project was to study the role of elementary school librarians in reading instruction in Region II, Education Service Center area of Texas. By using school web sites and telephoning schools it was found that 51 of the 104 elementary schools did indeed have school librarians while 46 did not. The study found that 7 shared a librarian between campuses. Scores from these 104 elementary schools TAKS reading test were collected from the 2004-2005 School Report Cards found on the Texas Education Agency Web Site. To determine if schools with librarians scored higher on the TAKS an ANOVA was run using SPSS. An ANOVA was used instead of a T-Test because there were three grouping variables (schools with a librarian, schools without a librarian, and schools that shared a librarian). The ANOVA showed no significant difference in the scores on the TAKS Reading Test. (F (2,100) = 2.67, p = 0.074). These findings could be due to other reasons, such as teacher to pupil ratio or differences in how schools prepare for the TAKS Reading Test. These findings are different than findings in other states such as Colorado, Alaska, and Pennsylvania where studies conducted found that having strong school libraries and librarians increased test scores. An electronic questionnaire was sent out to the 51 librarians to gather information on their knowledge of reading instruction and their roles in reading instruction in their specific schools. There were 28 respondents which provided a 54% response rate. Most of the librarians had some knowledge of phonics 23 (82%), whole language 21 (75%), and balanced literacy 21 (75%). While the librarians showed knowledge of reading instruction methods 16 (57%) stated they do not help with reading instruction in their school and 12 (46%) stated they would not want to be involved with reading instruction. Questionnaire is appended. [MS Graduate Research Project, Texas A&M University-Kingsville.].
Author: Denise Koufogiannakis Publisher: ISBN: 9781783301195 Category : Evidence-based library science Languages : en Pages : 224
Book Description
This book builds a research-grounded, theoretical foundation for evidence based library and information practice and illustrates how librarians can incorporate the principles to make more informed decisions in the workplace.
Author: Lesley S. J. Farmer Publisher: Bloomsbury Publishing USA ISBN: 0313058822 Category : Language Arts & Disciplines Languages : en Pages : 192
Book Description
Student success comprises a complex system of expectations and measurements. Designed for school library media specialists, this book focuses on library media programs and examines the factors that influence student achievement. Through a presentation of research trends and actual practice, award-winning author Lesley Farmer demonstrates how media specialists can encourage student achievement by creating an environment conducive to learning. Farmer takes a systems approach, illuminating how each stakeholder in a student's education contributes to and impacts student achievement. Chapters include: What Defines Student Achievement? Research in the School Library World Internal Factors: The School Library Media Program School Factors Towards Student Achievement Student Factors Towards Student Achievement Societal Factors Towards Student Achievement Focus on Reading: Who's a Good Reader? Next Steps In addition to research findings about library programming, Farmer examines collection resources, facilities, staffing, curricula, instruction, reading issues, services, products, and administration. Key research studies are cited throughout the work to optimize referral to relevant information. This is an invaluable guide for school library media specialists, as well as for faculty and students in LIS and education programs.
Author: Catherine Sheldrick Ross
Author: Catherine Sheldrick Ross
Author: Paul Kaegbein
Author: Catherine Sheldrick Ross
Author: Paul Kaegbein
Author: 
Author: Joron Pihl
Author: Vanessa Jane Earp
Author: Denise Koufogiannakis
Author: Lesley S. J. Farmer
Author: Martin L. Ward