Recent Advances in School Librarianship. Recent Advances in Library and Information Services

257 Pages·1981·17.058 MB·English

by  Frances Laverne Carroll and G. Chandler (Auth.)

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GOVERNMENT PUBLICATIONS REVIEW
INFORMATION PROCESSING AND MANAGEMENT
LIBRARY ACQUISITIONS, PRACTICE AND THEORY
Recent Advances in
School Librarianship
by
FRANCES LAVERNE CARROLL
Head of the Department of Library Studies, Nediands College of Advanced
Education, Perth, Australia
PERGAMON PRESS
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FEDERAL REPUBLIC Pergamon Press GmbH, 6242 Kronberg-Taunus,
OF GERMANY Hammerweg 6, Federal Republic of Germany
Copyright © 1981 Frances Laverne Carroll
All Rights Reserved. No part of this publication may be
reproduced, stored in a retrieval system or trans­
mitted in any form or by any means: electronic,
electrostatic, magnetic tape, mechanical, photo­
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First edition 1981
British Library Cataloguing in Publication Data
Carroll, Frances Laverne
Recent advances in school librarianship.
- (Recent advances in library and information
Services; v.l.)
1. School libraries
I. Title
027.8 Z675.S3
ISBN 0-08-026084-5
Library of Congress Catalog Card no. 81-81646
In order to make this volume available as economic­
ally and as rapidly as possible the author's typescript
has been reproduced in its original form. This method
unfortunately has its typographical limitations but it is
hoped that they in no way distract the reader.
Printed in Great Britain by A Wheaton 8c Co. Ltd., Exeter
To Carole and Angela
who made this effort very international
Acknowledgements
Else Granheim, Statens Bibliotektilsyn, Oslo.
Adetowun Ogunsheye, Ibadan University, Nigeria.
Harold G. Lord, Director, Media Services, Curtis Instructional Services,
Littleton, Colorado.
Rhonda Bracey, Librarian, Swan View High School, Perth, Western Australia.
H.T. Walker, Director, Media Services, The Howard County Public School System,
Columbia, Maryland.
Jan Powling, School Bookshop Association, London.
Ms. Helen Huus, Professor Emeritus, Education, University of Missouri-Kansas
City, Northwood, Iowa.
Ernst Buchholz, Kommission fur Schulbibliotheken des Deutschen Bibliotheksins-
tuts, Stadtbucherei, Offenbach am Main.
B. Dankert, Buchereizentrale, Flensburg, Germany.
Hazel Vickers, Secretary, School Libraries Section, N.S.W. Group, Library
Association of Australia.
Lucia Bender, Internationales Institut fur Jugendliteratur und Leseforschung,
Vienna.
Walter Ovens, Editor, The School Librarian, Kidderminister.
Mrs. Margaret Trask, School of Library and Information Studies, Kuring-gai
College of Advanced Education, Lindfield.
Dorothy S. Obi, Hon.Secretary/Treasurer, Anambra/Imo States School Libraries
Association, Enugu Campus Library, Nigeria.
Betty Carrillo, Chief Librarian, Barbados Public Library.
Bill Paton, East Kilbride, Glasgow.
Ms. J. Hartigan, Treasurer, School Libraries Section, Western Australia,
Library Association of Australia.
Ms. Eleanor Yungmeyer, American Library Association, Chicago, Illinois.
Research Branch, Education Department of Western Australia, Parliament Place.
Peggy Sullivan, Assistant Commissioner for Extension Services, The Chicago
Public Library.
J. Randall Rosensteel, Administrative Assistant to the Director, The Free
Library of Philadelphia.
vii
viii ACKNOWLEDGEMENTS
Mary Helen Mahar, Lakeville, Connecticut.
Mrs. Patsy M. Izumo, Multimedia Services Director, State Library, Honolulu.
Sylvia Bahia, Director, Technical Division, Ministerio Da Educacao E Cultura,
Brasilia.
Ms. Olga Diakonova, Chief, Department of Foreign Library Science and Inter
national Library Relations, Lenin State Library, Moscow.
Roderick G. Swartz, State Librarian, Washington State Library, Olympia.
Patrick J. Mullin, Information Officer, User Services Division, OCLC, Inc.,
Columbus, Ohio.
Louise Stwalley, Libraries Unlimited, Inc., Littleton, Colorado.
Dr. Ferenc Arato, Orszagos Pedagogiai Konyvtar es Muzeum, Bundapest.
Anne Harris, Secretary, School Libraries Section, South Australia, Library
Association of Australia.
Ben Rugaas, Rektor, Statens Bibliotekskole, Oslo, Norway.
G.A. Crabb, Rights Development Officer, Council for Educational Technology,
London.
Milbrey L. Jones, Chief, School Media Resources Branch, Division of Library
Programs, US Department of Education,
Ann Lynch, Librarian, Karratha, Western Australia.
C. Daneliuk, Senior Superintendent of Public Instruction, Minlstery of Educa
tion, Science and Technology, Victoria, British Columbia.
Patricia Blackburn, Library/Media Consultant, Department of Education, Winni
peg, Manitoba.
School Library Media Service Manifesto
UNESCO and School Library Media Service
The United Nations Educational, Scientific and Cultural Organization was founded
to promote peace and welfare by working through the minds of men and women. This
manifesto proclaims that school library media services are essential to effective
education for all children and adolescents and that education is a vital agent for
fostering peace and understanding between peoples and nations.
School Library Media Service
Effective school library media service is essential both to the achievement of the
educational programme of the school and as a necessary component of total library
service. An effective school library media service will:
give continuing support to the teaching and learning
programme and provide impetus to educational change
ensure maximum access to the widest possible range
of resources and services
equip students with the basic skills to obtain and
use a wide range of resources and services
lead them towards a lifetime use of libraries for
recreation, information and continuing education.
To achieve these objectives' the school library media services will:
require staff with professional qualifications in
education and librarianship, assisted by sufficient
support staff
need an adequate collection of relevant print and
audiovisual materials
require physical facilities to house resources,
ensure access and facilitate services.
xi
xii SCHOOL LIBRARY MEDIA SERVICE MANIFESTO
Extent of Services
Resource services should provide:
a) a wide variety of print and audiovisual materials. These
materials need to be evaluated, selected, acquired and or
ganized for use in accordance with accepted procedures to
facilitate access, to ensure use and to avoid unnecessary
duplication of materials.
The printed word has been traditionally accepted as the
medium for the recorded communication of knowledge, ideas,
and information. Books, periodicals and newspapers con
tinue to be most important resources in school libraries.
Technology has created new forms of record, however, which
have become an increasing part of the school library's
stock. These forms include print in reduced form for
compact storage and transport, films, slides, gramophone
records, audio tape and video tape, tactile objects, media
kits and realia.
b) materials which serve the special needs of gifted children
and slow learners, as well as the special needs of children
learning under various conditions.
c) facilities, equipment and materials for both individual and
group use.
d) opportunities for personal enjoyment, recreation and stimu
lation of the imagination.
e) resources for encouraging research and the development of
study skills.
f) materials for the professional growth of teachers and for
the selection and production of resources to support cur
riculum development, implementation and evaluation.
Sharing Resources
This manifesto recognizes that the involvement of the whole community in the plan
ning of total library services is essential. Such involvement should accommodate
all interested groups concerned. Its primary purpose is to meet the needs of
school students and teachers, although the school library media centre must be seen
as one element of the library network which may contribute to the total library ser
vice of the community within the terms of its resources.
SCHOOL LIBRARY MEDIA SERVICE MANIFESTO xiii
ORIGINS OF THE MANIFESTO
In August 1976 the Australian National Commission for Unesco held a seminar on the
Planning and Development of School Library Services. One of the recommendations of
that seminar concerned the preparation of a "School Library Manifesto" similar to
the Unesco "Public Library Manifesto".
This document is based on a preliminary draft manifesto which was prepared for the
Australian National Commission by the Australian School Library Association and for
warded to the Unesco Secretariat by the Australian National Commission for Unesco
in October 1978. This was discussed at the meeting of the Section on School Li
braries at the Conference of the International Federation of Library Associations
and Institutions in Manila in 1980, and received unanimous approval and support.
Final confirmation of the Manifesto as an official Unesco document was anticipated
in November, 1980.
The implementation of the Manifesto may be assisted by utilization of the Guidelines
for Planning and Organization of School Library Media Centres developed under the
auspices of the Section for School Libraries, International Federation of Libary
Associations and Institutions, 1979, which are available from UNESCO - Division of
PGI, 7 Place de Fontenoy, 75700 Paris, France.
CHAPTER I
The Growth and Development of School
Librarianship
School librarianship has made considerable advancement in recent years. It emerged
as one of the major branches of librarianship, and its modern history has been
marked by a steady growth in the establishment of school libraries in many coun
tries. Other notable advances which have been made within the last twenty years
have also become the distinguishing characteristics of school libraries - centres
for multimedia collections staffed by librarians who are teachers as well. The in
tegration of the resources of school libraries into educational programmes even
tuated in the seventies, particularly in the United States of America (USA). The
provision and the quality of education for school librarians exhibited improvement,
and progress in this area is essential if advancement in school librarianship is to
continue. The ensurance of the rights of young people to information and the devel
opment of an awareness of information concepts and skills among young people have
become a challenge. School librarianship has the potential for continued growth in
the improvement of school libraries already in existence and the establishment of
more school libraries to provide for those students without any. The future for
school librarianship seemed promising, and the anticipated interaction with the
community and new technology was something with which the strength and flexibility
of school librarianship should be able to cope and from which it may gain. Also
the opportunities for school librarianship to influence education and other areas
of librarianship may increase in the future.
School librarianship is considered to be one of the several branches of librarian-
ship. Peter Havard-Williams, the English library educator, says it is difficult to
speak of the librarian because many different types of libraries have developed,
national libraries or law libraries, for example; yet there is a commonality among
all libraries which developed from the similar work performed in them. In 1974 the
United Nations Educational, Scientific and Cultural Organization (Unesco) accepted
the general concept of national infrastructures of documentation, library and
archives services, National Information Systems (NATIS), as an overall structure
encompassing all services involved in the provision of information for all sectors
of the community and for all categories of users. (1) School libraries were includ
ed in this Unesco programme. Reporting on the Unesco conference, Reedijk said, "li
brarians, archivists and information scientists are all performing the social func
tion of creating access to, and providing information for those who need it." (2)
School librarianship is described as that branch of librarianship which is concerned
with the utilization of books and other types of learning materials by teachers and
students in primary and secondary schools. Schools are the structures organized
1