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School Libraries Supporting Literacy and Wellbeing [Minkštas viršelis]

4.36/5 (44 ratings by Goodreads)
  • Formatas: Paperback / softback, 190 pages, aukštis x plotis: 234x156 mm
  • Išleidimo metai: 14-Feb-2022
  • Leidėjas: Facet Publishing
  • ISBN-10: 1783305843
  • ISBN-13: 9781783305841
Kitos knygos pagal šią temą:
School Libraries Supporting Literacy and WellbeingDidesnis paveikslėlis
  • Formatas: Paperback / softback, 190 pages, aukštis x plotis: 234x156 mm
  • Išleidimo metai: 14-Feb-2022
  • Leidėjas: Facet Publishing
  • ISBN-10: 1783305843
  • ISBN-13: 9781783305841
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781783305841.html
Raktažodžiai:
Debates about literacy and how it can best be improved are never far from media headlines. However, relatively little consideration is given to the role that school libraries and their staff play in building and maintaining student literacy, despite research linking school libraries and qualified staff to student literacy gains. With the number of students who struggle with basic literacy skills increasing in many nations, school libraries can play an important role in improving the academic, vocational and social outcomes for these young people, thereby increasing their opportunities. Fostering student wellbeing is also a key priority for schools given the challenges young people face in current times.

This book seeks to promote greater understanding of the links between reading, literacy and wellbeing that could help students cope with these challenges, and the role of the school library in leading this approach. It explores the current role of school library professionals and highlights how literacy and wellbeing education and support sit within this, paying specific attention to how school library professionals build reading engagement and promote student wellbeing through various approaches, such as fostering health literacy and creating nurturing environments.

Readers will be empowered to build a case for the importance of their role and library, and audit their current literacy and wellbeing offerings, and adjust or extend them where applicable based on best practice. The book also explores some of the many challenges facing school libraries and their professional staff that may need to be mitigated to ensure that they can reach their full potential for supporting student literacy and wellbeing.

Student literacy is a perennial concern in and across nations, with measurement and accountability continually ramped up at both individual student and school levels.

This book seeks to promote greater understanding of the links between reading, literacy and wellbeing that could help students cope with these challenges, and the role of the school library in leading this approach.

Recenzijos

'With as many as one-in-five young people experiencing mental health problems globally, this book is an important resource to help support literacy development and holistic wellbeing of students.' -- Cathal Coyle

List of Tables
xi
Acknowledgements xiii
Abbreviations xv
Introduction xvii
Why literacy? xviii
Reading + literacy + wellbeing xix
Why this book? xxi
References xxiii
1 What Do School Library Professionals Contribute to Student Learning and Support? A Focus on Australia and the UK
1(32)
Teacher librarian and school librarian: What is the difference?
2(2)
What teacher librarians do
4(11)
What school librarians do
15(7)
Things they are expected to do, be and have
22(8)
Further thoughts
30(1)
References
31(2)
2 School Libraries and Reading Engagement for Literacy
33(24)
Reading engagement and literacy
34(2)
Reading for pleasure and literacy
36(3)
Reading for pleasure and opportunity
39(2)
Why the school library professional is a model that matters
41(2)
Library professionals as literacy educators and supports of reading engagement
43(1)
Australian and UK school library professionals as literacy educators
44(2)
Australian and US school library professionals' divergence on reading for pleasure
46(4)
Further thoughts
50(2)
References
52(5)
3 Librarians Supporting Struggling Literacy Learners Beyond the Early Years
57(26)
The challenge of low literacy
59(2)
Who are the struggling literacy learners?
61(3)
Where libraries and library professionals fit in
64(3)
Increasing visibility of school library professionals' role
67(2)
How to implement and measure the efficacy of literacy-supportive interventions
69(8)
Further thoughts
77(1)
References
77(6)
4 School Libraries and Reading Engagement for Student Wellbeing
83(18)
School libraries fostering wellbeing through reading engagement
84(2)
Reading, emotions and escape
86(2)
Connecting with characters
88(2)
Role models
90(1)
Perspective-taking and personal development
91(1)
Pleasure in being read to
92(2)
Resourcing for inclusion
94(1)
Further thoughts
95(2)
References
97(4)
5 School Libraries, Health Resourcing and Information Literacy
101(16)
Health literacy and information literacy
102(2)
Searching in the library
104(1)
Checking information is correct from library manager perspectives
105(2)
Checking information is correct from student perspectives
107(1)
Resourcing for teachers and parents
108(2)
Non-fiction books
110(2)
Further thoughts
112(2)
References
114(3)
6 Librarians Creating Environments for Reading and Wellbeing
117(18)
Insights from the Project on how students value the library environment
119(1)
Students seeking sanctuary from weather conditions
120(1)
Students with developing social skills, anxiety and introversion
121(1)
Students seeking mentor and mentee relationships
121(1)
Students seeking to reset
122(1)
Students who love to read
123(1)
Students who are creative
124(2)
What library environments are Australian teacher librarians expected to foster?
126(1)
Warm and welcoming
127(1)
Flexible and supportive of learning
127(1)
Vibrant and stimulating
128(1)
Adaptive, safe and stimulating spaces
129(1)
Further thoughts
129(2)
References
131(4)
7 Challenges to Visibility and Advocacy for School Libraries and Staff
135(20)
Challenges of the professional role and burgeoning workload
136(1)
Issues with training, morale and the greying workforce
137(1)
Challenges of deprofesslonalisation
138(2)
Challenges of inconsistent nomenclature and shrinking staffing
140(4)
Challenge of conducting research and dissemination of a credible research base
144(4)
Challenges to the existence of a physical library
148(3)
Further thoughts
151(1)
References
151(4)
Conclusions and Directions for Future Research
155(12)
School libraries and COVID-19
155(1)
Collaboration for learning
156(1)
Wellbeing research that has broader generalisability and applicability
157(1)
Workload realities
158(1)
Establishing library and researcher partnerships
159(1)
Capturing the evolving interests of young people: #Booktok on TikTok
159(3)
Final thoughts
162(1)
References
163(4)
Appendix 1 Background and Methods of My Research Projects
167(24)
2020: TikTok and young people
170(4)
2020: School libraries promoting wellbeing in Australian primary and secondary schools
174(1)
Semi-structured interview questions relevant to
Chapter 4
175(1)
Semi-structured interview questions relevant to
Chapter 5
176(2)
Semi-structured interview questions relevant to
Chapter 6
178(1)
2020: Library Workforce Project
179(10)
References
189(2)
Appendix 2 A Place to Get Away from It All: Five Ways School Libraries Support Student Wellbeing
191(3)
1 They can be safe spaces
191(1)
2 They provide resources for wellbeing
192(1)
3 They help build digital health-literacy skills
192(1)
4 They support reading for pleasure
193(1)
5 They encourage healing through reading
193(1)
References 194(3)
Index 197
Dr Margaret Kristin Merga is an honorary adjunct at the University of Newcastle, Australia and a senior researcher in literacy, library and research communication. She also works as an author and consultant at Merga Consulting, supporting schools and professional associations seeking to build school reading cultures and enhance school library advocacy.

Dr Merga has previously consulted with schools, professional associations, research entities and government departments on a range of literacy and library initiatives, such as the Department of Education Western Australias Never Stop Reading initiative. Since 2012, she has led or been involved in 18 research projects on libraries, literacy, higher education communication and/or workforce issues. She has shared findings from her research in invited keynotes and conference papers at virtual conferences all over the world, and has published more than 85 peer-reviewed journal articles and three research-informed books.