School Library

This article is a bibliographic review of
the scientific production published internationally
from 2010 until the middle of 2019
on the concept of School Library. The objective
was to establish an updated status of the
issue on the most relevant research in the
school library area. In order to achieve this,
a systematic methodology of bibliographic
selection was applied in four search engines
using descriptors related to the research
objective. Therefore, a document bank consisting
of 70 titles was obtained. This bank
served as the basis of the scientific evidence
of the review. The results obtained indicated
that the main tasks of the school library are
to promote the reading habit, to offer various
reading media and to facilitate metacognitive
learning in any area of the school curriculum.
To achieve this, teachers and librarians
must unify efforts in order to turn
the school library into a pillar of the school’s
educational project. Likewise, it is necessary
to look for alliances in the social environment
and to develop activities that boost the
school library and in which families are also
involved.

In this paper we present two recent information literacy and access initiatives in Uruguay and their necessary historical antecedents, and analyze them from a phenomenological perspective to provide commentary on current philosophical discussions about information and the digital divide. To provide historical context we present a brief history of the creation of a public library, the national library and the public school during the period of independence wars in 19 th-century Uruguay, and the legacy of educational reforms that followed, which are at the core of the cultural identity of Uruguay. We then analyze the ambivalent achievements of "Plan Ceibal", a state programme aimed at providing laptops to public schools, and a bottom-up project called "Biblioteca Nuevo Roble" (New Oak Library), a project run by students of the Institute of Information at Uruguay's State University that aims at the creation of a school library at Public School No. 230, located in a low-income quarter of Montevideo. The conclusion analyzes the role of libraries in improving access to education and information. The paper aims at a critical understanding of the digital divide by showing what remains hidden behind theoretical ambitions, dogmatisms, economic interests, and political projects. Information ethics is at the heart of phenomenology of information.

Traditionally libraries of schools have been underserved by the competent institutions and underused, since they have been regarded as mere points of consulting manuals for making jobs, to solve problems and, occasionally, as a place for reading mandatory recommended books in different subjects. As a result of the unavoidable educational purposes generated by the knowledge society, the situation has to change, changes that should result in an urgent reform of the education system, focusing on active and independent learning, as well as the full integration of information and communication technologies to allow continuous education throughout life, e-learning and information literacy of all citizens. Therefore, school libraries demand a reorientation, since students have to devote much of their time preparing their own learning pathways and to be competent in virtual learning.

Las bibliotecas escolares deben ser un medio para acceder al conocimiento, y las Tecnologías de la Información y la Comunicación pueden facilitar que los estudiantes adolescentes se inicien en el uso de estas tecnologías para desarrollar sus capacidades y habilidades en la búsqueda de información. Las redes sociales e Internet preocupan por las situaciones problemáticas que pueden provocar en los niños y adolescentes que no sean conscientes de los peligros de la red, pero ello no debe impedir que conozcan las ventajas que las TIC ofrecen como forma y medio de aprender. En el artículo se analizan diferentes propuestas innovadoras que se han implantado en distintas bibliotecas escolares del mundo. Se concluye que es importante que los estudiantes preuniversitarios conozcan y dominen estas herramientas antes de incorporarse al mundo laboral o a la universidad.

to Intervention (RtI) is a three-tiered model of instruction that increases learning for all students. RtI meets the requirements of the No Child Left Behind Act to provide research- based instruction and interventions for students as needed. RtI is supported with federal funds from the Individuals with Disabilities Education Act and federal Race to the Top grant funding. School districts nationwide are adopting RtI. For this study school librarians in schools that practice RtI participated in an online survey. Results indicate that seven processes are needed to implement RtI programs. Sixty-two percent of the surveyed librarians have a role in one or more of these processes. The school librarian's involvement differs depending on which processes are supported. Data demonstrate that, in support of RtI activities, librarians have opportunities to lead and assist teachers and to impact student achievement through each of the seven processes: getting started, training staff, planni...

Este artículo informa una investigación exploratoria realizada en 16 bibliotecas escolares públicas y privadas en Puerto Rico aplicando metodología cualitativa. Se seleccionaron diez (10) escuelas públicas que siempre han cumplido con los estándares académicos establecidos por Ley. Se incluyeron además igual número (10) de escuelas privadas que gozan de prestigio por su calidad entre la comunidad académica del país. Los investigadores visitaron todas las escuelas y entrevistaron a los bibliotecarios en torno a sus prácticas y condiciones de trabajo. El estudio reveló: a) prácticas exitosas que los bibliotecarios llevan a cabo en el proceso de facilitar el desarrollo de competencias informativas en sus estudiantes; b) la importancia de la coordinación con los maestros en este proceso y c) lo crítico que resulta la relevancia y pertinencia de las tareas. Aunque no se diseñó como estudio comparativo se evidenciaron diferencias entre ambos contextos así como en cada grupo entre sí. Las estrategias de enseñanza aplicadas, sin embargo siguen un patrón bastante similar en el escenario público y el privado.

1. Važnost njegovanja kulturne baštine u odgojno-obrazovnim institucijama Kako je iz uvodnog dijela naglašena sve veća aktualnost upoznavanja, promicanja i njegovanja značaja kulturnog identiteta, u ovom će se djelu predstaviti konkretni slučajevi popularizacije kulturne baštine, kroz kreativne oblike rada s djecom osnovnoškolskog uzrasta. Osvještavanje važnosti i njegovanje kulturnog identiteta uvodi se u odgojno-obrazovnim institucijama od najranije dobi. U centrima za predškolski odgoj i školskim ustanovama kulturni identitet promiče se na razne načine u ovisnosti od kreativnosti voditelja. Prema Rijavec M. učitelj razvija učenički interes za nastavne sadržaje primjenom različitih nastavnih strategija, te kroz različite stilove poučavanja razvija se individualni učenički interes koji rezultira inicijativom.1 U razrednoj nastavi kao i u društvenim predmetima predmetne nastave, jačanje kulturnog identiteta kroz njegovanje kulturne baštine, realizira se kroz Nastavni plan i program unutar nastavnog sata ili izvan njega različitim modelima i oblicima rada. Tražeći atraktivnog predstavnika hrvatske kulturne baštine uspješno se pokazala glagoljica, staro znakovno hrvatsko pismo koja je kroz glagoljičnu baštinu uklopljena u

O desenvolvimento da sociedade da informação e do conhecimento coloca novos desafios à escola, na medida em que esta deve contribuir para uma aprendizagem ao longo da vida. A aquisição das múltiplas literacias é reforçada por organizações de referência internacional, como a UNESCO e a OCDE, procurando dotar os cidadãos com as competências do século XXI. Através dos seus múltiplos contributos, a Biblioteca Escolar/Centro de Recursos Educativos é o espaço-chave para o desenvolvimento das literacias da informação, tecnologia e digital. Por sua vez, a disciplina de História estimula as competências de selecção e validação da informação, favorecendo o pensamento crítico. Conjugar ambas as práticas permite trabalhar áreas de competências do Perfil dos Alunos à Saída da Escolaridade Obrigatória, documento que se afirma como o referencial em vigor para as decisões inerentes ao processo educativo. Este relatório tem como objectivo apresentar o trabalho desenvolvido na Prática de Ensino Supervisionada realizada na Escola Salesianos de Lisboa durante o ano lectivo de 2018/2019, estabelecendo a ligação entre o ensino de História e o desenvolvimento das competências de informação no âmbito de um projecto de aproximação dos alunos à Biblioteca Escolar/Centro de Recursos Educativos realizado na disciplina de História. Concluiu-se que, devido ao seu contacto privilegiado com as fontes, a disciplina de História é fulcral para a aquisição da literacia da informação, incentivando o seu tratamento e o incremento do pensamento crítico. Contudo, para que possa atingir a plenitude do seu potencial, necessita de recursos bibliográficos e digitais que sustentem as suas práticas. Deste modo, a Biblioteca Escolar/Centro de Recursos Educativos constitui o local de excelência para estes trabalhos e o professor bibliotecário deve ser a figura responsável no auxílio da sua execução.

This conceptual paper describes authentic learning and assessment and analyzes evidence-based practice as the foundation paradigm for school library instruction. It identifies the place for authentic learning and assessment in practice and the supporting theory for school library-based authentic learning. The paper discusses the implications of theory and practice for teacher librarians.

Esta publicación es fruto del Premio Bicentenario a las Bibliotecas Escolares organizado por la BNM desde su Programa BERA, en el marco de la celebración de los 200 años de la Revolución de Mayo. Dicho certamen permitió el ejercicio de sistematizar las acciones motorizadas desde las bibliotecas en todos los niveles y modalidades educativas y en todas las jurisdicciones del país. Éste fue el espíritu que motivó la convocatoria del premio y la publicación del libro: una oportunidad para que las bibliotecas se hagan visibles y puedan contarse a sí mismas.

Segala sesuatu pada dasarnya adalah sebuah pilihan begitupun dengan penggunaan TIK di perpustakaan. Akan tetapi, melihat kondisi perpustakaan yang dituntut untuk senantiasa beradaptasi dengan lingkungan global mewajibkan untuk mampu memilih perangkat teknologi dalam menunjang kegiatan manajemen di perpustakaan, khusus dalam hal ini perpustakaan sekolah. Pemerintah dan pakar perpustakaan tengah berinovasi dan melahirkan SLiMS yang siap pakai untuk diinstal di perpustakaan sebagai alat untuk mempermudah kegiatan administrasi dan temu balik informasi bagi perpustakaan. Lantas, tunggu apa lagi kalangan pustakawan harus sigap dan cepat menelaah dan menggunakan aplikasi tersebut untuk kemajuan dunia perpustakaan di era teknologi. Sampel yang diperoleh melalui observasi ke perpustakan sekolah MTs Al-Inaya menunjukan adanya kebutuhan perpustakaan terhadap sosialisasi dan pengembangan perpustakaan berbasis teknologi. Harapannya ahli perpustakaan dapat lebih gencar dalam mensosialisasikan inovasi bai itu melaluii pelatihan, kursus, dan usaha lainnya untuk mempermudah pustakawan sekolah dalam menggunakan aplikasi perpustakaan berbasis teknologi.

Menurut Kamus besar Bahasa Indonesia Daring, Perpustakaan berasal dari sebuah kata dasar Pustaka, yang berarti ruang, gedung, tempat yang disediakan untuk memelihara dan menggunakan koleksi seperti buku dan sebagainya. Sedangkan pendapat lain menyatakan bahwa perpustakaan merupakan sebuah institusi yang mengelola karya tulis, karya cetak, dan karya rekam dengan cara profesional serta dengan sistem yang baku untuk memenuhi kebutuhan-kebutuhan berupa pendidikan, penelitian, informasi, pelestarian dan rekreasi wisata bagi para pemustaka atau pengunjung perpustakaan.
Selanjutnya undang-undang No 43 tahun 2007 menyebutkan bahwa perpustakaan terdiri dari atas 5 jenis, dan salah satunya adalah perpustakaan sekolah/madrasah. Yakni perpustakaan yang berada di lingkungan satuan pendidikan mulai dari sekolah dasar/madrasah ibtidaiyah, sekolah menengah pertama/madrasah tsanawiyah, dan sekolah menengah atas/madrasah aliyah.
Perpustakaan sekolah melayani para peserta didik yang berada di lingkungan pendidikannya dengan menyediakan koleksi-koleksi yang mendukung pembelajaran mereka. Koleksi tersebut dapat berupa buku ajar, buku teks pelajaran, dan koleksi lainnya. Perpustakaan sekolah akan berperan sebagai pendukung dan penyukses belajar mengajar di lingkungan pendidikannya.
Salah satu perpustakaan sekolah tersebut adalah perpustakaan SMP 22 Kota Jambi yang berada dibawah naungan SMP 22 Kota Jambi. Perpustakaan ini didirikan dengan tujuan untuk mendukung proses belajar dan mengajar di SMP 22 Kota Jambi. Agar perpustakaan terselenggara dengan baik maka diperlukanlah sebuah rancangan rencana strategis yang akan menjadi dasar dalam menjalankan perpustakaan ke depannya. Dengan rencana yang matang maka semakin besar pula presentasi keberhasilan perpustakaan dalam menjalankan misi nya terutama perpustakaan sekolah yang mempunyai tujuan dasar untuk membantu proses belajar dan mengajar. Oleh karena itu, dibuatlah rencana strategis perpustakaan SMP 22 Kota Jambi 2020-2025

Reading has become one of the needs of modern society that must be met. By reading, the human brain will be stimulated and improve the ability to think. Reading culture must be accustomed from an early age. In addition to the family, school participation is an important aspect of creating this habit. The government also took part by creating a strategy called the School Literacy Movement. Schools can meet the appropriate reading materials through the school library, the ideal library that meets the characteristics is also a determinant of the continuity of the movement, such as complete collections, adequate facilities, reliable librarians, and so on.

Stock Opname di dalam sebuah perusahaan produksi merupakan salah satu aktifitas yang wajib dikerjakan pada setiap akhir tahun, salah satu fungsinya untuk melihat kembali barang yang diproduksi apakah sudah sesuai dengan laporan yang diterima oleh pihak manajemen perusahaan. Stock opname sangat berguna sebagai alat untuk menentukan arah pengembangan perusahaan kedepannya, sehingga akan muncul kebijakan yang lebih inovatif dalam mencapai tujuan perusahaan berikutnya. Stock opname selain dilakukan pada perusahaan, dapat diterapkan juga pada lembaga seperti pada perpustakaan yang notabene lembaga non profit. Stock opname penting dilakukan pada seluruh jenis perpustakaan, hal yang mendasarinya adalah bahwa perpustakaan menyediakan aset pengetahuan yang dikemas dalam berbagai kemasan seperti koleksi buku, audio visual, majalah, jurnal elektronik dan sebagainya, untuk itu penting sekali dalam periode tertentu melakukan pengecekan kembali koleksi yang dimiliki perpustakaan dengan laporan yang ada. Stock Opname juga dapat dijadikan dasar sebagai media pengembangan perpustakaan terutama dalam hal supply informasi kepada pemustaka. Perpustakaan sekolah menjadi salah satu yang harus mendapatkan perhatian lebih dalam hal pengembangan, untuk itu perlulah dilakukan stock opname terlebih dahulu untuk melihat berapa koleksi yang dimiliki, strategi yang akan dilakukan pasca dilakukan stock opname akan sangat membantu perpustakaan sekolah. Makalah ini menyajikan informasi berkaitan dengan stock opname pada perpustakan sekolah, salah satu tujuannya adalah untuk mengajak pustakawan sekolah maupun manajemen sekolah untuk lebih peka terhadap pemanfaatan serta pengembangan perpustakaan sebagai sarana pembelajaran yang nyaman.

This paper is an information base to support decision making for future focused learning in school libraries as a learning hub. The burgeon of growth of a well-managed school library or school  resource centre  provides  a foundation for innovative  programs that improve  student learning outcomes. School library is also an intellectual agency for developing deep knowledge and understanding, which seeks to enhance understanding about the implications of international trends for schools, the need for rigorous evaluation and the contribution that school libraries and teacher librarians can make to student learning in the learning arena. The first part sets the scene by reviewing the present status of school libraries in a wider environment and specifically in Nigeria in which 21st century learners and educators are immersed. It outlines key trends influencing contemporary school libraries with a particular focus on globalization, technological advances and professional evaluation. The second part considers educational responsibilities and role of teacher librarian as an influencing factor in trends for the future of school library in the learning environment. It addresses particular challenges of human factor and ways for building learning adaptability and capacity. The third part discusses means of evaluating the future of school libraries. It gives an exclusive detail on re-imagining the processes of school library of the future with a constructive library design as instructional to the learning environment of the students beyond the school emerged. Finally, the paper presents a call to action and several recommendations to key educational authorities in Nigeria on how best to make the school libraries more attractive and effective as a learning environment. 

Keywords: School Library, Teacher Librarian, Learning, Learning Environment

Sekolah pada tingkatan dasar dan menengah merupakan pondasi bagi pembentukan karakter dan keberhasilan generasi muda di masa yang akan datang. Berbagai strategi dan fasilitas untuk meraih keberhasilan dalam proses pendidikan dan pendidikan menjadi penting bagi sekolah. Perpustakaan, adalah salah satu elemen penting sebagai bagian dari strategi dan fasilitas yang terkadang luput dari perhatian para pengambil kebijakan di sekolah.
Masalah prioritas kebijakan dan pengambil kebijakan, sumber daya manusia, tempat/ruang, sumber daya koleksi, dan manajemen adalah hal-hal klasik yang perlu segera mendapat perhatian dari berbagai pihak. Tak kurang organisasi dunia maupun pemerintahpun mengeluarkan kebijakan dan landasan hukum yang diharapkan mampu mengurai masalah-masalah tersebut. Manifesto tentang perpustakaan sekolah oleh UNESCO/IFLA, UU Perpustakaan, Permendiknas tentang Standar Tenaga Perpustakaan Sekolah/Madrasah, dan Standar Nasional Indonesia tentang Perpustakaan sekolah adalah produk-produk yang diharapkan menjadi pedoman dan panduan bagi adanya perpustakaan dan pengelolaan perpustakaan sekolah yang lebih baik. Sehingga ke depan, perpustakaan sekolah dapat benar-benar menjadi elemen penting bagi keberhasilan proses pendidikan dan pembelajaran di sekolah atau pendidikan tingkat dasar dan menengah.
Tulisan ini mencoba memotret, mengurai dan menjelaskan bagaimana seharusnya perpustakaan sekolah dikelola agar fungsinya yang mendukung keberhasilan proses pendidikan dan pembelajaran di sekolah dapat tercapai.
Kata kunci: Perpustakaan Sekolah, Standar Perpustakaan Sekolah, Standar Tenaga Perpustakaan Sekolah, Pendidikan Dasar dan Menengah

The paper highlights the possible ways in which School Librarians can contribute in a smart way to fulfil the information needs of the teachers and students of their schools to achieve their goals and also to create a better teaching and learning environment with the help of modern ICTs. The paper also highlights a few important initiatives taken by the West Bengal Government, Tamil Nadu Government, NCERT, CBSE, etc. to improve school education which may also help the school librarians getting some important resources to provide certain basic Information that the students and teachers need. Main consideration zone of the paper is the Secondary Level of Education.

Many scholarly studies investigating school library services provided to students with special needs primarily address aspects of collaboration with special education (SPED) teachers in an immersed school environment. Scarcely studied are ways that school library programs (SLPs) empower students in schools serving only students with a specific disability (vision impaired, autism, etc.), the challenges SLPs face in these schools, nor the specialized training made available to these librarians to ensure the delivery of efficient services. We formulated this study to determine: 1) the types of facilities, services, and resources SLPs provide to students with specific disabilities in these SPED schools; 2) the technologies that facilitate physical and intellectual access for these students within the school library; 3) the extent to which federal disability guidelines are implemented in the design and delivery of these SLPs; and 4) the specialized training that enables school librarians to better support students with special needs. Our findings suggest that, if adequate pre-service and in-service training is provided and pertinent support is received from outside and inside of school, school librarians, as ambassadors of accessibility, can and do play a highly influential role in empowering students and staff in SPED schools.

The purpose of this study is to explore the current environment of secondary school libraries and librarians in Bangladesh. To achieve this objective, an exploratory mixed method study was conducted to ensure the best possible outcomes. In the qualitative phase, besides literature review, five school librarians were interviewed. Based on the output in the qualitative phase, a questionnaire was designed for quantitative phase and collected 87 responses using an online survey. In general, it is found that the development of libraries and creating qualified school library professionals have been slow due to a lack of governmental and non-governmental initiatives. School libraries, where they exist, offer minimal services and facilities; school librarians are not integrated with the teaching and learning process. Finally, the school library is identified as being of lesser significance to other priorities in the country's education system and annual budget, and the resulting issues and challenges are, therefore, an important topic and issue of significance.

La incorporación de las netbooks en las escuelas plantea nuevos desafíos a los bibliotecarios escolares. Con este cuadernillo proponemos brindar herramientas conceptuales y metodológicas para trabajar con el modelo 1 a 1 desde la biblioteca, jerarquizando su función en el cambio cultural que implica la introducción de computadoras en las aulas.

2007 1. Biblioteca escolar. 2. Discurso. 3. Imaginário. 4. Ideologia. 5. Leitura. AGRADECIMENTOS À minha irmã Lígia, pelas idéias, opiniões, incentivo e por estar presente em todos os momentos da minha vida; Ao Prof. Ms. Cláudio Marcondes de Castro Filho, pela compreensão, confiança e amizade; À Profª. Drª. Soraya Maria Romano Pacífico, por seu apoio, suas idéias e presença carinhosa em meu percurso acadêmico; Aos meus amigos do Curso de Ciências da Informação e da Documentação, especialmente, Bruna, João, Leandro, Susana e Willian, pela amizade, incentivo e paciência; A todos os professores do Curso de Ciências da Informação e da Documentação; Aos alunos e professores que nos concederam as entrevistas. AGRADECIMENTO ESPECIAL À Profª. Drª. Lucília Maria Sousa Romão, Por todo o brilhantismo, cuidado e carinho dedicados durante sua orientação sempre competente, acalentadora e constante; Por reacender em mim o prazer da escrita e confiar sempre no meu trabalho;

This paper approaches the meaning of school library through a multidisciplinary perspective  including the Information Science, the French Discourse Analysis and Education. It aims to understand how the imaginary about this institution is constructed, in the area of Information Science, and to reflect on how this symbol is influenced by the social, historical and ideological conditions of discourse production and by memory. To develop these questions, first of all, it accomplishes a brief review of the literature concerning the French Discourse Analysis; then it analyzes discourses about the school library in nineteen scientific documents (articles and works presented at scientific events), and also the different meanings of this information unit, its objectives and its ways of constituting the social imaginary. It is concluded that the information professionals could and should collaborate to the spreading of new practices and meaning in the
school library.

Este cuadernillo plantea los lineamientos básicos que comprende el Programa BERA: sus ejes de acción y lo realizado por la nación y las jurisdicciones desde el año 2000 como avances hacia la consolidación de políticas federales pertinentes. Además, busca desmitificar las concepciones estáticas y obsoletas que reducen las bibliotecas escolares a simples lugares de consulta de materiales; espacios que, como acción primaria, deberían recomponerse en todos los establecimientos que aún no los tienen. Así también eleva a su responsable de un mero rol de organizador y guardián de sus fondos a un especialista de la información con competencias pedagógicas y tecnológicas. Se trata de un profesional que gestiona el conocimiento que posee y produce la escuela y aquel que atraviesa sus muros desde el exterior en formato impreso y digital, integrándolo a los actores formales de cada establecimiento y al diseño, concreción y evaluación
del proyecto educativo institucional.

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.

Objective – The purpose of this study is to provide an understanding whether there is a significant influence contributed by the activity in enhancing the education resource center’s performance. The terms education resource center, school resource center, learning resource center and many others had been used interchangeably to represent a school library.  The research intended to answer the following questions: What kind of promotional methods used by the education resource center in conducting promotional activities? What are the challenges faced by media teacher in conducting promotional activities? Do promotional activities affect the education resource center performance?
Methodology/Technique – There should be an active encouragement towards a continuous usage of the education resource center, thus promotional activity can be seen as a vital approach in the delivery of comprehensive along with efficient services.
Findings – Consequently, this can facilitate in building the perception of need and improve the image of the library.
Novelty – Education resource center is vital to learning and act as a central point for engagement with all kinds of reading, access to information and knowledge building.

Many countries have documented the impact of school learning resources centers (LRCs), serving students aged 6-18 years and pre-school, on the educational process and on student learning (Lonsdale, 2003), and have found that both human and material resources are essential to effective LRC operation. Kuwait has been blessed with an early educational public school system, which has been establishing a library in each school for over a course of more than seventy years. However, this early system has failed to keep pace with the latest advancement in the school library arena in terms of personnel, resource, and services that serve students, teachers and school administrators alike. Studying the current situation of school libraries in Kuwait is an important prerequisite to evaluating the situation in preparation for any reform. This paper is an analytical description of the current state of public school libraries in Kuwait, and it offers some suggestions for their reform.

Perpustakaan sekolah bukan hanya sebagai syarat untuk dipenuhi suatu sekolah, melainkan perpustakaan sekolah merupakan organisasi di sekolah untuk membatu pelaksanaan pendidikan di sekolah tersebut. Jika perpustakaan tersebut tidak diurus dengan baik, secara otomatis perpustakaan tersebut tidak akan berkembang dengan baik. Artikel ini bertujuan untuk memberikan penjelasan dan penerapan pengembangan perpustakaan sekolah dengan menggunakan konsep perpustakaan 2.0, sehingga perpustakaan sekolah dapat berkembang dan memenuhi kebutuhan pengguna di sekolah tersebut dengan baik.
Kata Kunci: pengembangan perpustakaan, perpustakaan sekolah, perpustakaan 2.0

Este ensayo aborda la importancia de desarrollar el hábito lector en la vida de  los niños,  y el compromiso del Bibliotecólogo escolar como un animador a la lectura que impulse esta experiencia.

This essay discusses the importance of developing the habit of reading in the life of children. Furthermore, it highlights the commitment of the school librarian as an enhancer of this reading experience.

La presentación de este 1º Informe de Resultados del Relevamiento Institucional de Bibliotecas Escolares a las distintas autoridades del sistema educativo nacional, busca movilizar, brindar información específica y dar conciencia a quienes tienen que mancomunar esfuerzos para promover el desarrollo de las bibliotecas escolares existentes o
crearlas allí donde no existan según la letra del artículo 91 de la Ley de Educación Nacional.

Ray Oldenburg amerikai szociológus 1989-ben hozta be a köztudatba The great good place című munkájával a harmadik hely fogalmát, amely három évtizede vitathatatlanul formálja a könyvtárakról és a könyvtárak önmagukról, szolgáltatásaikról, tereikről való gondolkodást egyaránt. Oldenburg álláspontja szerint az otthonunk („első hely”) és a munkahelyünk (jelen tanulmány értelmezése szerint az iskola – „második hely”) között, avagy ezeken túl létezik a „harmadik hely” mint mindezektől független közösségi tér: olyan nyilvános hely, amely otthont ad rendszeres, önkéntes, informális közösségi alkalmaknak. A tanulmány áttekinti, hogy az iskolai könyvtárak milyen értelemben definiálhatók harmadik helyként egy iskola szervezetében, s bemutatja, hogy ebből a speciális szempontból miképpen töltenek be helyettesíthetetlen szerepet az iskola egészének tanító-nevelő folyamatában.

A 2010 study of the portrayal of disabilities in graphic novels selected by librarians as the -Best‖ revealed that disabilities were present in less than half of the sample, and the majority of those depictions were of negative stereotypes . This follow-up study looked at a best seller list of graphic novels to answer the following research questions: Do the graphic novels include individuals with disabilities? If disabilities are present, what disabilities were most often featured? What is the gender of the individual(s) with disabilities? Is there a positive portrayal of the person with a disability? Are there differences between the portrayal of disability in a graphic novel from a best seller list and one approved by librarians? Disabilities were present in an overwhelming majority of the twenty-nine graphic novel titles examined in this study; however, the individuals were again primarily portrayed using negative stereotypes. The conclusions are that authors, illustrators, and publishers of graphic novels, whether the works are recommended by librarians or are best sellers, do not provide realistic representations of people with disabilities.

Öz: Okulda verilen eğitiminin önemli bir parçası ve ders program larının ayrılmaz destekleyicisi olan kütüphaneyi oluşturan unsurlardan biri de bina ve/veya mekândır. Bilgi kaynakları artık her ne kadar elektronik ortama taşınsalar da, gerek bu kaynakların, gerekse kütüphane dermesini oluşturan diğer geleneksel kaynakların toplanması, saklanması, kullanıcının hizmetine sunulmak üzere düzenlenmesi vb. işlemleri için bir mekân gereklidir. Okulların çoğunda kütüphane için ayrılan mekânların olmaması, olanların ise sınıfların yetmemesi durumunda sınıfa dönüştürülmesi ya da gereksinimleri tam olarak karşılayamaması, araştırmacıyı bu konu üzerinde çalışmaya yöneltmiştir. Bu çalışmanın amacı, okul kütüphanelerinin mekânsal özelliklerine dikkat çekmek ve bu alanların tasarım ve üretiminde nelere dikkat edilmesi gerektiğini kütüphane ve/veya bilgi hizmetleri açısından değerlendirmektir. Bunun için önce okul kütüphanelerinde mekânın önemi ele alınmış, daha sonra bu alanların tasarımı ve oluşturulması için gereken unsurlar incelenmiş ve sonuç kısmında da bazı saptamalar ve önerilerde bulunulmuştur.
Anahtar Sözcükler: Okul binaları, okul kütüphaneleri, kütüphane binaları, okul kütüphaneleri tasarımı, öğretmen kütüphaneci
Absract
The space is the one of the major contents of a library which is an important part of the school education, and is an indispensable support of education programmes. Although the informative resources are in the form of electronical media, and are computerized in these days, some special spaces are required to collect, store and open to the user’s access those of electronical and computerized resources as well as the other conventional printed materials. The absence of library spaces in most of the schools or transforming those of library spaces into classrooms because of the necessity, or lack of meeting library requirements led the researcher to deal with this subject. The aims of this research are to turn attention to the characteristics of those of library spaces, and to examine the design and production principles of those of spaces from the librarian’s point of view. Therefore, in the first part the importance of the spaces in school libraries is defined; then in the second part the requirements to design and production of those of spaces is examined; and finally the findings and recommendations are determined.
Keywords: School buildings, school libraries, library buildings, library design in schools, librarian teacher

Information literacy skills are indispensable skill every secondary school student must possess not only to succeed in their present academic endeavours but to become a lifelong learner. Giving every student equal right to learning resources in the schools is also pivotal to their academic achievement. This study investigated the information literacy skills and equitable access to learning resources in selected secondary schools in Ilesa City. 240 respondents were selected from eight schools in the two Local Government Councils in the city. The data were analysed using SPSS. It was discovered that even though there are school libraries and school librarians in the schools the idea the students have about information literacy skills is more of theory than practical, as the students are deficient in reading skills which is an integral part of information literacy skills. The study also established that there are barriers to equitable access to learning resources in the secondary schoo...

Pada masa kini dengan melesatnya perkembangan teknologi, posisi perpustakaan mulai mengkhawatirkan apalagi di instansi sekolah. Banyak kasus bahwa ketika para siswa mendapatkan tugas mereka lebih tertarik untuk menggunakan alat bantu telusur yang terdapat pada gawainya daripada harus ke perpustakaan dan membaca buku. Penelitian dalam hal ini perlu dilakukan untuk dapat mengembangkan perpustakaan sekolah ke arah yang lebih baik. Penulisan jurnal ini diharapkan dapat membantu pustakawan dalam evaluasi dan pengembangan perpustakaan. Metode yang digunakan dalam penelitian ini adalah metode kualitatif deskriptif. Teknik pengumpulan dalam penelitian ini menggunakan observasi tidak langsung dan literasi media. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang kuat antara penggunaan teknologi informasi terhadap minat baca di perpustakaan. Kata kunci: perpustakaan, siswa, teknologi informasi.