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Full-Text Articles in Education
The Preparation And Certification Of School Librarians: Using Causal Educational Research About Teacher Characteristics To Probe Facets Of Effectiveness, Sue C. Kimmel, Marcia A. Mardis, Shana Pribesh, Laura A. Pasquini, Barbara Schultz-Jones, Faye R. Jones, Lois D. Wine, Lenese M. Colson
The Preparation And Certification Of School Librarians: Using Causal Educational Research About Teacher Characteristics To Probe Facets Of Effectiveness, Sue C. Kimmel, Marcia A. Mardis, Shana Pribesh, Laura A. Pasquini, Barbara Schultz-Jones, Faye R. Jones, Lois D. Wine, Lenese M. Colson
STEMPS Faculty Publications
How do we define a high-quality school librarian? Decades of educational researchers have attempted to link teacher characteristics—such as how teachers are prepared, which credentials they carry, and years of experience—to student outcomes. These researchers have contended that individual educator attributes may have a direct effect on what and how much their students learn. School librarians are also teachers who have direct student contact, and although numerous studies have indicated that school librarian preparation, licensure, and other background characteristics are promising areas for further direct exploration, researchers have yet to examine if, how, and why school librarians’ certification or preparation …
The Researchers' Perspective: For And By The Community: Processes And Practices From The Development Of National School Library Standards, Elizabeth A. Burns, Marcia A. Mardis
The Researchers' Perspective: For And By The Community: Processes And Practices From The Development Of National School Library Standards, Elizabeth A. Burns, Marcia A. Mardis
STEMPS Faculty Publications
In this study, we describe the innovative and rigorous phased process used to compose the American Association of School Librarians (AASL) National School Library Standards (AASL, 2018). We begin by recounting previous standards iterations and compared their development processes to the most recent process used during the development of the AASL Standards. After we detail the development timeline and process phases, we conclude with implications for best practices in standards development for school librarians, professional leaders, and practitioners.
Building Of Causality: A Future For School Librarianship Research And Practice, Marcia A. Mardis, Sue C. Kimmel, Laura A. Pasquini
Building Of Causality: A Future For School Librarianship Research And Practice, Marcia A. Mardis, Sue C. Kimmel, Laura A. Pasquini
STEMPS Faculty Publications
The article discusses the future trends in school librarianship and its impact on professional practice. Topics discussed include the research study conducted by Colorado Study and funded by the American Association of School Librarians, along with how to respond to the changes technology has brought in engaging learners.
Dispositions In The Twenty First Century School Library Profession, Sue C. Kimmel, Gail K. Dickinson, Carol A. Doll
Dispositions In The Twenty First Century School Library Profession, Sue C. Kimmel, Gail K. Dickinson, Carol A. Doll
STEMPS Faculty Publications
Within the school library profession there is an emerging focus on dispositions, defined as "a tendency to exhibit frequently, consciously, and voluntarily a pattern of behavior that is directed to a broad goal" (Katz, 1993). Directed focus groups of practicing school librarians were asked to articulate their vision for school libraries of the future. Data from these groups informed development of six dispositional continua to guide both school library education and school librarianship in the 21st century. This study clarifies the dispositions needed by school librarians in the future.
The Access Gap: Poverty And Characteristics Of School Library Media Centers, Shana Pribesh, Karen Gavigan, Gail Dickinson
The Access Gap: Poverty And Characteristics Of School Library Media Centers, Shana Pribesh, Karen Gavigan, Gail Dickinson
Educational Foundations & Leadership Faculty Publications
Stephen Krashen believes that schools can counter the effects of poverty in at least one area: access to books. However, little research has been done to determine whether students living in poverty have access to school library services comparable to those attending schools with low concentrations of students living in poverty. We examined the school library access gap namely, the differences in school library characteristics (staffing, books added to collection, schedule, and number of days closed) in schools with various concentrations of students living in poverty. Alarmingly, we found that the students in most need—those attending schools with the highest …