School Libraries
Code: 42953 ECTS Credits: 9| Degree | Type | Year | Semester |
|---|---|---|---|
| 4313816 School Librarianship and the Promotion of Reading | OB | 0 | 1 |
Contact
- Name:
- Mònica Baró
- Email:
- Desconegut
Use of Languages
- Principal working language:
- catalan (cat)
External teachers
- Júlia Baena julietabaena@gmail.com
- Mònica Baró baro@ub.edu
Prerequisites
No prerequisites
Objectives and Contextualisation
The module aims to train students in the management and organization techniques of school libraries, from knowledge of the theoretical corpus and environment analysis.
Competences
- Design, plan and evaluate library, school and community reading projects that are appropriate to their context.
- Detect, assess and select fiction and non-fiction resources that are suited to the different types of recipients of educational or promotional interventions .
- Develop communication and inter-personal skills needed to manage projects involving the different members of the educational community.
- Develop cooperation strategies for working in teams.
- Develop strategies for innovation, creativity and entrepreneurship in the context of school libraries and reading promotion.
- Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
- Manage the collection, resources and services of the library.
- Master the systems used in the library for information processing and organising printed and digital resources.
- Master the use of ICT and apply it to management and promotion processes in a library 2.0. context.
Learning Outcomes
- Apply specific selection criteria for ICT-based resources.
- Design and operate library services, and set up procedures to evaluate these.
- Design specific programmes to guarantee competence in information use (information literacy) on the part of pupils, organised by learning level.
- Develop cooperation strategies for working in teams.
- Identify tendencies in school library management and encourage good practice.
- Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
- Know the publishing market and identify the information resources needed to choose documents.
- Maintain a collection policy, establishing obsolescence criteria for the library's stocks.
- Manage the library's budget and human resources.
- Organise library spaces according to their uses and the needs of users.
- Process and organise the library's documents .
- Suggest possible interventions within the improvement processes of the school library.
- Use the appropriate ICT tools to promote the library and communicate with users.
- Use the network to share educational, communicative and bibliographic strategies.
Content
1 School Libraries.
1.1 Concept of school library and CRA.
1.2 Functions and objectives of the library.
1.3 Library and Curriculum.
1.4 Legislation, regulations and guidelines for school libraries.
1.5 Network concept and support services. school library and public library.
1.6 Current situation in Catalonia and Spain. Prospective and future of the school library.
1.7 School libraries information resources: sources of information and reference institutions.
2 Management, planning and evaluation of the library.
2.1 The users of the school library: needs analysis.
2.2 The library project as a management tool.
2.3 Financial resources: the budget.
2.4 Human resources: the school librarian profil·le and the library team.
2.5 Material resources: spaces and infrastructure Organization.
3.62 Collection organization and installation.
3 Collection management.
3.1 The library collection. collection policy. The digital library.
3.3 Evaluation of children’s and youth fiction books.
3.4 Evaluation of information printed works.
3.5 Evaluation of electronic resources. Accessibility.
4 The servives organisation and management.
4.1 Services for students and professors
4.2 On-site and virtual services
4.3 Organization and dissemination of services
5 Library and curricula
5.1. Library and Lecture Plan
5.2 The skills in the use of library and information: location, selection, appraisal andcritical and ethical use of sources and information resources.
5.3 The training program of the school library
5.4 Promotion of reading and school library
6 Evaluation in the library
6.1 Resources and library services evaluation.
6.2 Assessment of the library project
Methodology
The training is based on:
Lectures / Lectures by the teacher
Reading articles and document collections
Analysis and discussion forums in virtual items and documentary sources
Classroom practices: problem solving / cases / exercises.
Preparation of papers on different aspects of library management
Mentoring and monitoring online activities.
Visits to libraries
Talks professionals
Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Directed classroom workshops | 27 | 1.08 | 2, 9, 10, 13 |
| Lectures | 27 | 1.08 | 7, 8, 5, 6 |
| Visits to different school libraries and case analysis | 10 | 0.4 | 2, 5, 10, 11 |
| Type: Supervised | |||
| Analysis of regulatory environments and ethical codes. Virtual discussion forum | 24 | 0.96 | 8, 10, 6 |
| Analysis and evaluation of data from studies on school libraries | 24 | 0.96 | 5 |
| Analysis and evaluation of the editorial and books production for children and youth | 12 | 0.48 | 7 |
| Compilation of thematic resources for school library | 6 | 0.24 | 1, 7, 4 |
| Planning activity for users training | 12 | 0.48 | 3 |
| Planning objectives and actions for a school library | 36 | 1.44 | 2 |
| Preparation of a comparative report on web services | 12 | 0.48 | 5 |
| Team work | 14 | 0.56 | 2, 8, 10, 12, 13 |
| Type: Autonomous | |||
| Readings | 21 | 0.84 | 5, 6 |
Assessment
The assessment will be based on:
An individual project about the role of school libraries as a learning resources center (30% of the final grade), to be handed at the end of the module.
Design a digital School Library (20% of the final grade), to be handed a week after that specific lesson.
Design an Information literacy program for School Library (20% of the final grade), to be handed at the end of the module.
Class attendance (compulsorily required to attend a minimum of 75% of the hours)
Other activities in discussion forums and on virtual campus (30% of the final grade).
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| A team work about school library ressources center | 30% | 0 | 0 | 4, 14, 2, 8, 9, 5, 10, 11, 12, 6 |
| Design a Information literacy program for School Library | 20% | 0 | 0 | 3, 5 |
| Design a digital School Library | 20% | 0 | 0 | 1, 14, 2, 5, 6, 13 |
| Other activities in classroom and virtual campus | 30% | 0 | 0 | 7, 8, 6 |
Bibliography
Books
Baró, M.; Mañà, T.; Vellosillo, I. (2001). Bibliotecas escolares, ¿para qué? Madrid: Anaya.
Biblioteca escolar 2.0. [document en línia]. (2013). Barcelona: Departament d’Ensenyament de la Generalitat de Catalunya. Disponible a: https://sites.google.com/a/xtec.cat/biblioteca-escolar-2-0/home [Consulta: 10/06/2019]
Bibliotecas escolares “entre comillas”: estudio de casos: buenas prácticas en la integración de la biblioteca en los centros educativos (2010.) Madrid: Ministerio de Educación; Fundación Germán Sánchez Ruipérez.
Bibliotecas escolares ¿entre interrogantes?: herramienta de autoevaluación: preguntas e indicadores para mejorar la biblioteca (2011 ). Madrid: Ministerio de Educación: Fundación Germán Sánchez Ruipérez.
Directrius IFLA/Unesco per a la biblioteca escolar (2018). 2a ed. revisada. Barcelona: Generalitat de Catalunya. Departament d’Educació. Departament de Cultura; Col·legi Oficial de Bibliotecaris-Documentalistes de Catalunya. Disponible a: <https://www.dropbox.com/s/h6612a0yv0rg35h/directrius_ifla_biblio_escolar_web.pdf?dl=0>[Consulta: 10/06/2019]
Directrius i estàndards per a les biblioteques dels centres educatius de Catalunya (2013). Generalitat de Catalunya, Col·legi Oficial de Bibliotecaris-Documentalistes de Catalunya. Disponible a: http://www.cobdc.org/publica/directrius/sumaris.html [Consulta: 10/06/2019]
Durban Roca, G. (2010). La biblioteca escolar, hoy: un recurso estratégico para el centro.Barcelona: Graó.
GarcíaGuerrero, J. (dir). (2913). Nuevas dinámicas para la biblioteca escolar en la Sociedad en red. Sevilla: Dirección General de Innovación Educativa y Formación del Profesorado. Disponible a: http://www.juntadeandalucia.es/educacion/webportal/abaco-portlet/content/78c779b1-9ab7-4d4a-a641-1b400130d82b [Consulta: 10/06/2019]
Grupo de Trabajo de Alfabetización Informacional (GTALFIN) (2016). Integración de las competencias ALFIN/AMI en el sistema educativo: referencias, contexto y propuestas. Madrid: Ministerio de Educación, Cultura y Deporte. Disponible a: http://www.ccbiblio.es/wp-content/uploads/Integracion_competencias_ALFIN-AMI_-sistema_educativo.pdf [Consulta: 10/06/2019]
Grupo Estratégico para el estudio de prospectiva sobre la biblioteca entorno Informacional y social. (2013). Prospectiva 2020: Las diez áreas que más van a cambiar en nuestras bibliotecas en los próximos años. Madrid: Consejo de Cooperación Bibliotecaria. http://www.mcu.es/bibliotecas/docs/MC/ConsejoCb/GruposTrabajo/GE_prospectiva/Estudioprospectiva2020.pdf [Consulta: 10/06/2019]
Herring, J. E. Improving student’s web use and information literacy: aguide for teachers and teacher librarians (2011) London: Facet.
La biblioteca-mediateca: infantil i primària: proposta de treball. (2007). Barcelona: Associació de Mestres Rosa Sensat..
La biblioteca-mediateca: secundària: proposta de treball. (2007).Barcelona: Associació de Mestres Rosa Sensat.
Les biblioteques als centres educatius de secundària. (2016). Barcelona: Programa Biblioteca escolar Puntedu. Departament d’Ensenyament, .
Marchesi, Á.; Miret, I.(dir.) (2005). Las bibliotecas escolares en España: análisis y recomendaciones. Madrid: Fundación Germán Sánchez Ruipérez, “Parte III, Estudio de campo de las bibliotecas escolares en España”.
Markless, S. (ed.) (2009). The innovative school librarian: thinking outside the box. London: Facet.
Marco de Referencia para las Bibliotecas Escolares (2011) Madrid: Ministerio de Educación (Comisión Técnica de Bibliotecas Escolares). Disponible a: http://bd.ub.edu/bescolar/IMG/pdf/marco_de_referencia_para_bibliotecas_escolares_final.pdf [Consulta: 10/06/2019]
Marquardt, L.; Oberg, D. (eds.) (2011). Global perspectives on school libraries: projects and practices. Berlin ; New York: De Gruyter Saur.
Miret, I. (dir.) (2013). Las bibliotecas escolares en España. Dinámicas 2005-2011. Madrid: Ministerio de Educación, Cultura y Deporte, Fundación Germán Sánchez Ruipérez. Disponible a: http://leer.es/files/2013/09/estudio.pdf [Consulta: 10/06/2019]
Miret, I., Baró, M. Bibliotecas escolares a pie de página. La lectura en España: Informe 2017. Madrid, Federación de Gremios de Editores de España, 2017. Diesponible a: http://www.fge.es/lalectura/docs/Miret_y_Baro_127-138.pdf [Consulta: 10/06/2020]
Nájera Trujillo, C. G. (2008) ...Pero no imposible: bitácora de la transformación de una biblioteca escolar y su entorno. México; Barcelona: Océano Travesía.
Wolf, M.A., Jones, R., Gilbert, D. (2014). Leading In and Beyond the Library. Alliance for Excellent Education. http://all4ed.org/wp-content/uploads/2014/01/BeyondTheLibrary.pdf [Consulta: 10/06/2019]
Resources
Durban, Glòria: http://www.bibliotecaescolar.info/
Llista de distribució: bescolar@listserv.rediris.es
Banc de recursos. La Lectura: font de plaer i de coneixement . Disponible a: http://xtec.gencat.cat/ca/serveis/sez/crp/bancderecursos/
Software
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