Library Media Specialist

This study is a comparison between public and private school learning resource centres (LRCs) and their services in Kuwait, exploring related job descriptions, training, qualifications, services, resources, policies, and facilities, in addition to the time allocated to inventory in the private and public school systems. The elements studied make a strong case for private LRCs. The private school Learning Resources Specialists (LMSs) all share their views and convictions, to varying degrees, about their roles and about how to improve the LRC services, facilities, and collection resources. The gap between private and public education becomes clear, including the presence of effective LRCs. The study sheds light on the publishing industry in the Arab world, including its weaknesses and its inability to support collections, even when the budget allows. Merely being an advocate of the service is not enough, as LRC services need to be mandated and cannot be left to the intentions and motivations of the individual specialist.

This study is a comparison between public and private school learning resource centres (LRCs) and their services in Kuwait, exploring related job descriptions, training, qualifications, services, resources, policies, and facilities, in addition to the time allocated to inventory in the private and public school systems. The elements studied make a strong case for private LRCs. The private school Learning Resources Specialists (LMSs) all share their views and convictions, to varying degrees, about their roles and about how to improve the LRC services, facilities, and collection resources. The gap between private and public education becomes clear, including the presence of effective LRCs. The study sheds light on the publishing industry in the Arab world, including its weaknesses and its inability to support collections, even when the budget allows. Merely being an advocate of the service is not enough, as LRC services need to be mandated and cannot be leftto the intentions and motivations of the individual specialist.IntroductionPromoting life-long learning and encouraging critical and analytical thinking among school students is the paramount goal of modern education. Learning resource centers (LRCs) stand at the heart of successful education. They provide students with opportunities to read and explore, as well as to build the life skills necessary for searching for and retrieving information. Various LRC resources promote the understanding of different subjects in the school curriculum. By partnering with school teachers and assuming responsibility for incorporating its resources in the curricula, LRC specialists can optimize the learning experience of students and the potential impact of the LRC on student learning.Information Power (1998) is a classic resource in the school library world that outlines the role of the Learning Resource Center Specialist (LRCS) in optimizing the LRC experience and ensuring maximum student learning. It outlines standards that ensure students are good consumers and producers of information. It places the LRC specialist in a leadership and partnership position with the teachers, collaborating with them and with all involved parties-be it students, teachers, administrators, parents, or others. It also emphasizes the meaningful incorporation of technology in education (American Association of School Libraries & Association of Educational Communication and Technology, 1998).Literature about private school versus public school libraries is very scarce. Studies that consider school libraries in comparison barely exist. For this study, there were few relevant resources to locate or look at. Lockheed and Jimenez's study (1994), published by the World Bank, still resonates with the current situation. The study compares private and public education in five developing countries. Privatization of education is generally a viable choice in many countries, and there is bountiful literature both for and against it. Lockheed and Jimenez (1994) stated thatOne reason that private schools may be more effective than public ones is that they have more resources to bring to the classroom: better educated teachers, more instructional materials, a larger stock of institutional resources such as libraries, laboratories, or subject rooms (p. 19).Libraries, as institutional resources, are the subject of this paper. The following is a descriptive analysis of LRCs in three private foreign schools in the State of Kuwait: one American, one British, and one bilingual. Comparing the services of the private schools with the services provided by the public school LRCs is the basis of this study, drawing on previous research on the public school library system in Kuwait (Alqudsi-ghabra, Safar, & Qabazard, 2012). The juxtaposition helps clarify the obstacles and challenges that face school library services in Kuwait, as well as their impact on student learning. The study suggests immediate and future resolutions for optimizing student learning. …

This study is a comparison between public and private school learning resource centres (LRCs) and their services in Kuwait, exploring related job descriptions, training, qualifications, services, resources, policies, and facilities, in addition to the time allocated to inventory in the private and public school systems. The elements studied make a strong case for private LRCs. The private school Learning Resources Specialists (LMSs) all share their views and convictions, to varying degrees, about their roles and about how to improve the LRC services, facilities, and collection resources. The gap between private and public education becomes clear, including the presence of effective LRCs. The study sheds light on the publishing industry in the Arab world, including its weaknesses and its inability to support collections, even when the budget allows. Merely being an advocate of the service is not enough, as LRC services need to be mandated and cannot be leftto the intentions and motivations of the individual specialist.IntroductionPromoting life-long learning and encouraging critical and analytical thinking among school students is the paramount goal of modern education. Learning resource centers (LRCs) stand at the heart of successful education. They provide students with opportunities to read and explore, as well as to build the life skills necessary for searching for and retrieving information. Various LRC resources promote the understanding of different subjects in the school curriculum. By partnering with school teachers and assuming responsibility for incorporating its resources in the curricula, LRC specialists can optimize the learning experience of students and the potential impact of the LRC on student learning.Information Power (1998) is a classic resource in the school library world that outlines the role of the Learning Resource Center Specialist (LRCS) in optimizing the LRC experience and ensuring maximum student learning. It outlines standards that ensure students are good consumers and producers of information. It places the LRC specialist in a leadership and partnership position with the teachers, collaborating with them and with all involved parties-be it students, teachers, administrators, parents, or others. It also emphasizes the meaningful incorporation of technology in education (American Association of School Libraries & Association of Educational Communication and Technology, 1998).Literature about private school versus public school libraries is very scarce. Studies that consider school libraries in comparison barely exist. For this study, there were few relevant resources to locate or look at. Lockheed and Jimenez's study (1994), published by the World Bank, still resonates with the current situation. The study compares private and public education in five developing countries. Privatization of education is generally a viable choice in many countries, and there is bountiful literature both for and against it. Lockheed and Jimenez (1994) stated thatOne reason that private schools may be more effective than public ones is that they have more resources to bring to the classroom: better educated teachers, more instructional materials, a larger stock of institutional resources such as libraries, laboratories, or subject rooms (p. 19).Libraries, as institutional resources, are the subject of this paper. The following is a descriptive analysis of LRCs in three private foreign schools in the State of Kuwait: one American, one British, and one bilingual. Comparing the services of the private schools with the services provided by the public school LRCs is the basis of this study, drawing on previous research on the public school library system in Kuwait (Alqudsi-ghabra, Safar, & Qabazard, 2012). The juxtaposition helps clarify the obstacles and challenges that face school library services in Kuwait, as well as their impact on student learning. The study suggests immediate and future resolutions for optimizing student learning. …