Editorial: Teacher Librarians as Central Figures, Heroes, and Key Players
Notice bibliographique
Résumé
This theme of this issue of School Libraries Worldwide is Celebrity: Teacher Librarians as Central Figures, Heroes, and Key Players. Celebrities captivate our attention through the media and according to Gabler (1994), is a learning process toward self-actualization and realization...celebrity is about gaining attention and acknowledgment-about not being like everyone else (pp. 10, 13). As the sole information practitioner in a school, teacher librarians uniquely exhibit their celebrity status through the work they do to help students and stakeholders expand their knowledge, refine their skills, and locate the right information among the vast amount of materials that are available.Throughout the history of librarianship, we have many famous librarians, many of whom were politicians, authors and historical celebrities in their own right: Ben Franklin, Golda Meir, J. Edgar Hoover, Lewis Carroll, Beverly Cleary, Madeleine L'Engle, Marcel Proust, Joanna Cole and Jacob Grimm. Celebrity librarians Melvil Dewey and Nancy Pearl earned their status through their excellent professional service. While exemplary librarians can be found in every aspect of history, thousands of school and public librarians that have gained recognition for their inspiring educators and learners. In this issue, we celebrate school librarians and their contributions to their communities.Becoming a Celebrity in Your School LibrarySchool librarians are central figures in their schools; their reputations precede them when students, teachers, administrators, parents and staffenter the school library. According to Gabler (1994, p.14), celebrity narrative and the celebrity's tangibility are about identification; indeed, while a school librarian can be considered an effective educator outside of the school library, rarely is a school library considered effective without a strong school library. The school librarian's narrative is one that includes supporting, inspiring, and guiding students' development with expertise, resources, and ingenuity. The school librarians' celebrity narrative is defined by excellence and when this narrative is one of exemplary service, everyone knows the school librarian's name and capabilities: this person is in the spotlight.The selflessness of this celebrity can be seen in so many ways. Almost all school librarians have those special students who seek refuge in the library and build a rapport around the enjoyable library atmosphere. This environment of information sharing, friendly debate, and a supportive adult is often not accessible elsewhere during the school day. The celebrity school librarian provides a safe haven for difficult questions and away from judgment or retaliation. A school librarian's narrative that includes open communication, trust, honesty, and availability is a legacy that forever influences how everyone in the school community views the library.In This IssueIn this issue, researchers from all over the world provided us with a range of papers that explore librarians in leadership roles; librarians and their use of technology; librarians marketing and promoting programs and materials; and librarians as agents of change and innovation.We lead this issue of 10 exciting papers with a thought provoking contribution to our Researcher's Perspective column by renowned researcher and writer Stephen Krashen. In Purpose of Education, Free Voluntary Reading, and Dealing with the Impact of Poverty, Dr. Krashen implores school-based information professionals to promote, implement, and reinforce children's love of reading in the face of sweeping international educational reforms that often affect available time to read. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,004 | 0,008 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,002 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».