Roles and Practices of School Librarians in Digital Age: A Study from Croatia
Bibliographic record
Abstract
In Croatian school system it is prescribed by the law that every school should have a library and a professional librarian managing the library and serving the school community. School library is a part of the educational system and school librarian has to be involved in teaching and extracurricular activities. This research explores how school librarians in primary school in Croatia perceive their various roles and what roles related duties they perform in their daily practices. A survey was conducted on a sample of primary school librarians in Croatia and 122 valid responses were collected and analyzed for the purpose of this study. The study findings show that school librarians in primary schools perceive that promotion of students’ reading is their most important role while teaching information literacy is less important. In their daily practices Croatian school librarians perform various duties related to reading promotion, administration of library, managing collections, supporting school curriculum and providing information services. Further they are engaged in teaching information literacy but they hardly use of technology for enhancement of library collections and services. Only a little more than half of study participants state that school principal and teachers understand their roles and support them in performing these roles. Further studies on roles of school librarians are recommended.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.005 | 0.002 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".