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Innovative School Librarian 2nd edition [Mīkstie vāki]

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  • Formāts: Paperback / softback, 224 pages, height x width x depth: 234x154x14 mm, weight: 145 g
  • Izdošanas datums: 20-May-2016
  • Izdevniecība: Facet Publishing
  • ISBN-10: 1783300558
  • ISBN-13: 9781783300556
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  • Cena: 90,47 €
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Innovative School Librarian 2nd editionPalielināt
  • Formāts: Paperback / softback, 224 pages, height x width x depth: 234x154x14 mm, weight: 145 g
  • Izdošanas datums: 20-May-2016
  • Izdevniecība: Facet Publishing
  • ISBN-10: 1783300558
  • ISBN-13: 9781783300556
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781783300556.html
Keywords:

Taking a strategic approach to the leadership of school libraries, this book raises important questions about the functions of the school librarian and sets out to encourage the reader to think outside the box for new approaches to traditional challenges. It aims to inspire and enable school librarians to think creatively about their work and the community in which they operate. Written by current leaders in the field, each chapter addresses the practical issues facing school librarians. This new edition has been fully updated to incorporate curriculum revisions, resource changes, developments in the use and integration of technology and new routes into the profession. Key topics covered include:

  • the librarian's vision and values;
  • bridging the gap between different visions for the school library;
  • identifying and understanding your community;
  • making a positive response to change;
  • keeping inspired and inspiring others in the library; and
  • integrating the library into teaching and learning.

This is an essential, thought-provoking book for all school librarians, practitioners in schools library services, and students of librarianship. It has plenty to interest school leadership, headteachers, educational thinkers, public library managers and local government officers and also has an international audience.



This is an essential, thought-provoking book for all school librarians, practitioners in schools library services, and students of librarianship. It has plenty to interest school leadership, headteachers, educational thinkers, public library managers and local government officers and also has an international audience.

Recenzijas

The format of this second edition is apparently similar to that of the first (2009), with the regular use of short scenarios or vignettes. The first of these heads the preface, and others are then used frequently within each chapter to illustrate new subjects. This approach is designed to increase the readability of the text (in which it succeeds) while aiming to offer examples of real-life everyday situations for those managing libraries in secondary schools. The contributors note that the vignettes are drawn from comments and queries on the popular School Librarian Network, and this gives them a ring of authenticity. * Ariadne * For me the book really made me question what I do and how I do it when over time it can be easy to become complacent. It was also great to find an index with the book to allow quick reference back to key ideas at a later date. I'd thoroughly recommend this book as a great read for school librarians to reflect on their practices. -- Mandy Wilson * The School Librarian *

Preface ix
How to read this book xi
Acknowledgements xiii
Part 1 Who Is The Librarian? 1(50)
1 Professionalism and the school librarian
3(20)
What influences the school librarian's professional identity?
4(2)
Our professional identity
6(2)
The discourses of professionalism
8(11)
Where does this leave school librarianship in the 21st century?
19(4)
2 How others see us
23(16)
People within the school community
23(7)
Bodies outside the school
30(1)
What influences how others see us and how can we influence their perceptions?
30(7)
What are the implications of others' perceptions of the librarian?
37(2)
3 Bridging the gap between how we see ourselves and how others see us
39(12)
Is there always a dichotomy between principles and practice?
39(2)
In what circumstances might a dichotomy between beliefs and practice occur?
41(5)
How can we resolve the dichotomy between beliefs and practice?
46(5)
Part 2 Your Community: From Perceptions To Practice 51(54)
4 Identifying and understanding your community
53(18)
How do we define our community?
53(3)
What informs the ways we explore our community?
56(3)
Ways of thinking about your learning community
59(2)
What does learning look like in our institutions?
61(4)
What does learning look like for the individuals in our communities?
65(6)
5 Making a positive response to challenges
71(16)
Getting into position
71(1)
What is possible in the real world of school libraries?
72(5)
Making a difference
77(1)
Tapping in to school priorities
77(3)
How do we make line-management systems work for us?
80(2)
How do we use other relationships to help us?
82(2)
Learning from students
84(1)
How well are we doing?
85(2)
6 Generating and using evidence of impact
87(18)
Using published evidence
88(3)
Generating and using our evidence
91(1)
How can we make learning in the library visible to others?
92(2)
Evaluation to retain visibility
94(1)
Does the library have an academic monitoring role?
95(4)
A more informal approach
99(1)
The place of benchmarking
100(2)
Critical reflection
102(3)
Part 3 Moving Forward 105(52)
7 Inspiration
107(22)
What is inspiration?
107(1)
Why is inspiration important to school librarianship?
107(4)
How does inspiration operate?
111(3)
How do we keep ourselves inspired?
114(2)
Inspiration from inside ourselves
116(1)
Inspiration from inside the school
117(1)
Inspiration from outside the school
118(3)
What has inspired us?
121(2)
Reality check
123(1)
Sharing inspiration
123(6)
8 Becoming integral to teaching and learning
129(14)
Becoming an integral part of the teaching team
131(3)
Forging constructive relationships
134(2)
Sustaining integration into teaching and learning
136(1)
Being innovative with library space
137(1)
Using the virtual library to enhance integration
138(2)
Building into the structure and management of the school
140(3)
9 Innovation
143(19)
Connect
144(1)
Act
145(3)
Evidence
148(2)
Managing change
150(2)
Process and principles of managing change
152(1)
Using whole school processes and the key change agents
153(4)
Appendix 1 Levels of education 157(1)
Appendix 2 School library self-evaluation questions 158(2)
Appendix 3 An example of a completed self-evaluation summary sheet 160(2)
Appendix 4 SWOT analysis 162(2)
An example of a SWOT analysis
162(2)
Appendix 5 Choosing priorities in development planning: sample grid 164(2)
Appendix 6 Example of a force field analysis: a tool for managing change 166(2)
Appendix 7 Managing change: process and principles 168(5)
Phases of implementation in the change process
168(2)
Key principles of managing change
170(3)
References 173(10)
Index 183
Sharon Markless (the editor) is Senior Lecture in Higher Education within King's Learning Institute where she draws on many years of experience in both teaching and research. She initially taught in secondary schools and further education before moving into H.E. in 1990 as a Senior Lecturer in Professional Development at Canterbury Christ Church University College. Elizabeth Bentley is Librarian and Learning Resource Centre Manager at Addey and Stanhope School. Sarah Pavey is an Independent Consultant and Trainer for school libraries. Visit her website at www.sp4il.co.uk. Sally Todd is School Archivist at St Johns School. Sue Shaper is Director of Library Resources at The Broxbourne School. Dr Carol Webb is Head Librarian at Portsmouth Grammar School.