A Complicated Legacy Defines School Librarians as Teachers

Autor/in	Keeling, Mary
Titel	A Complicated Legacy Defines School Librarians as Teachers
Quelle	In: Knowledge Quest, 51 (2023) 3, S.22-27 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-9046
Schlagwörter	Educational History; School Libraries; Librarians; Library Role; Power Structure; Certification; Educational Policy; Governance; Information Literacy; Recreational Reading; Reading Attitudes + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; School library; Schulbibliothek; Librarian; Bibliothekar; Bibliothekarin; Abschlusszeugnis; Zertifizierung; Politics of education; Bildungspolitik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Informationskompetenz; Häusliche Lektüre; Reading behavior; Rading behaviour; Leseverhalten
Abstract	How does the legacy of school librarianship inform the future of school librarians as teachers? Librarians have engaged in a long and productive struggle to transform teaching and learning. This article discusses the complicated history and internal contradictions of the profession including: (1) librarian certification; (2) school library goals are not supported by education policy, governance, and structure; and (3) professional organization goals of information literacy not "reading for pleasure." (ERIC).
Anmerkungen	American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://knowledgequest.aasl.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01