Relevant bibliographies by topics / High school libraries – Swaziland

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'High school libraries – Swaziland'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "High school libraries – Swaziland"

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., Ma Gloria E. Liquido, and Camilo T. Fernandez . "Evaluation Of Public High School Libraries." International Journal of Advanced Multidisciplinary Scientific Research 1, no. 9 (November 30, 2018): 21–35. http://dx.doi.org/10.31426/ijamsr.2018.1.9.913.

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Mndebele, Comfort B. S., and Ephraim Dlamini. "High school vocational programmes: self‐reported perceptions of vocational teachers in Swaziland." Journal of Vocational Education & Training 60, no. 3 (September 2008): 315–25. http://dx.doi.org/10.1080/13636820802305660.

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Nxumalo, K. N., C. I. O. Okeke, and K. J. Mammen. "Cultural Beliefs and Practices towards HIV/AIDS amongst High School Learners in Swaziland." Studies on Ethno-Medicine 8, no. 2 (August 2014): 135–46. http://dx.doi.org/10.1080/09735070.2014.11917628.

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McLean, Polly E. "Sexual Behaviors and Attitudes of High School Students in the Kingdom of Swaziland." Journal of Adolescent Research 10, no. 3 (July 1995): 400–420. http://dx.doi.org/10.1177/0743554895103006.

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Buchansky, Heather. "Connections Beyond Campus: Ontario University Library Outreach Programs for High Schools." Partnership: The Canadian Journal of Library and Information Practice and Research 16, no. 1 (May 26, 2021): 1–24. http://dx.doi.org/10.21083/partnership.v16i1.5770.

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Over the past few decades, partnerships and programming between secondary school and post-secondary librarians and libraries have been widely discussed in library literature. These collaborations often exist to help high school students develop information literacy (IL) skills and to provide a smoother transition to university-level research. This paper examines the current high school outreach activities at Ontario university libraries that aim to bridge the gap between high school and post-secondary education. The purpose of this research, conducted through online surveys and interviews with academic librarians in the province, is to provide a snapshot of high school outreach activities and to highlight the benefits and challenges of such programming. It also examines why some libraries no longer offer such activities or programs. This analysis of the variety of outreach activities aims to generate discussion and ideas that academic libraries can use to connect with high school libraries.
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Miller, Robin E. "Various Factors May Influence High School Student Use of Public Libraries." Evidence Based Library and Information Practice 8, no. 3 (September 10, 2013): 70. http://dx.doi.org/10.18438/b8pc95.

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Objective – To discover the factors that influence frequency of high school students’ usage of public libraries. Design – Structural equation modeling (SEM) using the person-in-environment (PIE) framework to test latent variables and direct and indirect relationships between variables. Setting – Public and school libraries in the United States. Subjects – Three datasets: Educational Longitudinal Study of 2002, the National Center for Education Statistics (NCES), provides data about individual students; Public Libraries Survey of 2004, then conducted by NCES, provides data about public libraries in the United States; and Summary Files 1 and 3 of U.S. Census 2000, provide neighborhood-level demographic data. Methods – Using ArcGIS, the researcher prepared and linked three datasets. Data were analyzed using factor analysis, regression, weighted least squares, and path analysis in order to test relationships between variables exposed in three large datasets. Main Results – Frequency of public library use by high school students may be influenced by several factors, including race and/or ethnicity and access to resources like school libraries, home computers, and public libraries with adequate service levels. Conclusion – Increased funding for public library spaces and resources may be warranted by the finding that high levels of public library service may increase high school students’ use of public libraries, particularly in socioeconomically disadvantaged neighborhoods.
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Rajesh Kanthe et al.,, Rajesh Kanthe et al ,. "A Study on Reading Environment of High School Libraries." International Journal of Library Science and Research 8, no. 1 (2018): 1–4. http://dx.doi.org/10.24247/ijlsrfeb20181.

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Loder, Michael W., and James S. Fogarty. "INNOVATIONS:Linking a high school with academic and public libraries." College & Research Libraries News 48, no. 11 (February 12, 2020): 692–93. http://dx.doi.org/10.5860/crln.48.11.692.

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Motsa, Ncamsile Daphne, and Pholoho Justice Morojele. "High Aspirations Amidst Challenging Situations: Narratives of Six Vulnerable Primary School Children in Swaziland." Journal of Asian and African Studies 53, no. 5 (August 25, 2017): 797–811. http://dx.doi.org/10.1177/0021909617727555.

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Informed by social constructionism, this article explores the educational aspirations, fears and support mechanisms required to enhance the schooling experiences of vulnerable children in one rural school in Swaziland. It uses data from semi-structured interviews and photovoice based on a qualitative study of six vulnerable children, aged between 11 and 15 years. Vulnerable children viewed education as a vehicle for their aspired better adult life. These children held anxieties regarding anticipated lack of support to complete further education. Support mechanisms included the need for the community and teachers to assist with basic survival necessities like candles, clothing, and general parental guidance.
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Reames, Rebecca R. "High School Choral Directors' Description of Appropriate Literature for Beginning High School Choirs." Journal of Research in Music Education 49, no. 2 (July 2001): 122–35. http://dx.doi.org/10.2307/3345864.

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Undertaken to investigate and describe the literature performed with a population of “beginning” high school choirs, this study is a survey of 263 MENC high school choral directors. From the 80% responses, 5 categories were analyzed: demographic information, repertoire selection criteria, literature sources, types of literature performed, and recommended repertoire for beginning high school mixed choirs. Chi-square and Kendall's tau-b analyses produced only one significant relationship. Additional findings in the study revealed that directors selected repertoire for advanced and beginning choirs similarly and that directors valued concerts, choral reading sessions, personal choral libraries, and recordings. Directors indicated that they programmed 20th-century literature most frequently and most successfully. Few similarities were found when selections recommended by directors were compared with a large published list.
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Dissertations / Theses on the topic "High school libraries – Swaziland"

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Mabuza, Johannes Tshotsho. "Stakeholder perceptions of success factors in an academically successful Swazi high school in Manzini, Swaziland." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1006223.

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In contrast with the large number of poorly performing schools in Swaziland over the past decade (1991-2000), a few schools have managed to attain consistently good results. One such school is St Michael's High. This study draws on the perceptions of different major stakeholders at St Michael's of factors deemed to have contributed to academic success at the school. The study thus follows Fertig (2000), who advocates research in effective schools to be done by looking at the perceptions of different stakeholders rather than in relation to an objective checklist. In this study, St Michael's High is found to be an effective school. Its experience can play a vital role in helping other ineffective and failing schools to improve their academic standing and tarnished public image, provided the schools unreservedly commit themselves to changing their ways. This investigation is aimed at understanding the roles which the school leadership and associated stakeholders have played in making St Michael's an exemplary school in Swaziland. Its findings indicate that the schools that themselves take the initiative to improve their effectiveness are the ones which are successful, which accords with the consensus in research literature on school effectiveness. The evidence gathered in this study suggests that St Michael's is characteristic of such effective schools. Since this is a qualitative interpretive case study on perception of success factors in a girls' high school within the city of Manzini, interviews comprising semi-structured questions were highly useful in tapping the understanding of how various stakeholders contribute to the academic achievement of students in the school. The findings, organised in the form of themes, help illuminate what appears to be a systematic and well-focussed approach toward the academic development of the school and the fulfilment of its goals. Every aspect of the school system is thoroughly explored. The validity of the stakeholders' claim that St Michael's High is a dream school for most Swazi children is verified by the school's examination results for the past decade. But what the research reveals are the cultural, academic, social, and moral values and beliefs which serve as a strong anchor for the school leadership and management, and without which St Michael's as an organisation would be unable to meet the challenge of implementing academic and national reconstruction.
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Ndlangamandla, Sibongile Buyisile. "The development of a prototype uniform for high school girls in Swaziland." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25798.

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A study was carried out to:
  • Determine and describe all the stakeholders’ preferences and problems with regard to high school girls' uniform; and
  • To make recommendations for the prototype uniform that could be tested amongst stakeholders.
A survey was conducted through three questionnaires for the three different groups, namely the Form-3 girls, parents (represented by the mothers), and the teachers at the school, to determine the functional and aesthetic preferences and problems experienced with the current school uniform. Form-3 girls were selected because it was assumed they had passed the spurt of growth between the ages of 15 and 17 years. Their mothers had the experience of purchasing the family’s clothes, while the teachers spend most of the time with the girls observing the quality features of the uniform. Purposive sampling was used to select the girls, their mothers and five teachers from each school, resulting in a total sample of 150 girls, 150 mothers and 84 teachers. Fifteen (15) schools were selected from two highly populated urban areas, namely: the Hhohho region (Mbabane) and the Manzini region (Manzini). `The analysis starts with the descriptive characteristics of the demographic information of the stakeholders in the uniforms used in the school. Data was expressed in frequencies and percentages. Means and standard deviations were ranked in descending order, the most preferred functional and aesthetic features placed at the top. The functional and aesthetic performance problems were also ranked, with the feature giving most problems placed at the top. The study revealed that Swazi high school girls rated both their functional and aesthetic preferences high. Amongst the performance preferences, sensory-aesthetic dimensions were rated as very important, followed by durability (that the tunic should not fade in colour), comfort and ease of care. Performance preferences that were considered less important by the girls were the wearing of the tunic in summer and winter and using the tunic for class and sports. Mothers were not asked about comfort preferences because they do not wear the tunic; however, amongst the functional performance qualities tested on them, durability, care and cost were considered important. As was the case with the girls, mothers also considered symbolic preferences less important, for example that the tunic should show family and cultural values. The comparison of the combined functional dimensions to the combined aesthetic dimensions indicated that the girls and their mothers rated the functional performance preferences of the tunic higher than the aesthetic performance preferences. Teachers were only asked to respond on end-use and symbolic qualities of the tunic. Teachers considered the wearing of the tunic in winter and summer more important than the symbolic preferences. Symbolic preferences were also seen to be less important with the girls and their mothers. From the problems it can be concluded that the mothers and the girls did not experience major problems, except that the tunic fades. Mothers saw the cost of the tunic to be too expensive, as the same tunic could not be worn for sports. All the preferences relate to choice of style and fabric. Consumers preferred a panelled style of tunic with a waistline; however, in order to accommodate for growth, a semi-fitted princess style was recommended.
Dissertation (MConsumer Science)--University of Pretoria, 2011.
Consumer Science
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Olivier, Charleine. "School libraries in former model c high schools – the case of the Framesby high school media centre." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/19795.

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The study explored the changing role of libraries/media centres at ex-Model C (now Section 21) high schools in the Nelson Mandela Metropole (NMM), focussing on a case study of the Framesby High School (FHS) media centre in Port Elizabeth. Model C schools originated in the 1990s, just before the transition to democratic rule in 1994, when White, or House of Assembly schools were given a choice of three school governing models, namely, fully-private Model A schools, Model B state schools and semi-private Model C schools. Model C schools would receive state subsidies of about 50%, with the balance raised through school fees. A major research purpose was to present a comprehensive description of the current ex- Model C school library context and how these influenced the service orientation and intended core functions of school librarians, such as teaching information literacy, providing academic support and promoting general literacy and reading. The FHS media centre service was further described with an aim of providing functional library/media centre management guidelines, applicable to high school libraries/media centres in similar ex-Model C school situations, or any libraries that could find such guidelines useful. This qualitative FHS media centre case study was based on the FHS media centre manager’s personal observation as participative action researcher and further supported by literature, an interview and questionnaire feedback from FHS educators and respondents from selected NMM ex-Model C high school libraries. By comparing historical and existing national and provincial school library issues, conclusions were reached regarding macro- and micro-school library contexts, for example, the effect of having no national policy, the support roles of school management and governing bodies, the influence of digital media and the position of school librarians. School librarian concerns, including their roles, qualifications, service conditions and professional status, especially within Section 21 schools, were considered with the high school library and librarian’s contribution towards curriculum outcomes and life-long learning. With specific reference to ex-Model C schools, the absence of a library policy also resulted in diverse levels of school management and school governing body recognition of the school library/media centre. This impacted on the school librarian’s role in curriculum support and information literacy teaching as well as the availability of funds, infrastructure and resources. It is recommended that government should address the supply of library facilities, services and posts for school librarians and assistants. Lack of governmental action is maintaining the growing divide between ex-Model C schools and disadvantaged schools, while the lack of school library services also has a negative influence on literacy and pass rates, especially in poorer regions, like the Eastern Cape. In the light of the vast difference between the results of ex-Model C schools and other schools in the Eastern Cape, these schools and their library services could provide a benchmark towards improving educational contexts in the province.
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Sigman, Kimberly Ann Bickel. "A study of West Virginia secondary public school library media centers and library media specialists and their use of 21st century technology tools." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=898.

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Tumwine, Baguma Deo. "The role of school managers in managing violence in high schools : a Swaziland case study." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45883.

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Children are guaranteed the right to education by various domestic, regional and international laws. Basing on the daily media reports and the violence witnessed by the investigator during his teaching career, the researcher set out to investigate the role played by the school senior managers – hereafter School Management Team (SMT) in managing violence in Swaziland schools. A qualitative multiple case study design was chosen to gather information pertaining to the perceptions on management of school violence by interviewing a principal, a deputy principal and a senior teacher in three schools. The legal obligation of educators’ duty of care was used as a conceptual framework to guide the study. Document analysis was used to triangulate the interview findings. The data gathered was analysed in line with the accepted procedures for processing qualitative data. The data revealed that 70% of the respondents indicated witnessing various forms of learnerdirected violence in schools. All respondents cited corporal punishment as the most frequently observed form of punishment in addition to sexual harassment, bullying, gender-based violence (GBV), and fighting. Educators supervised learners in class and during school excursions. Basing on the study findings, the investigator concludes by suggesting possible recommendations.
Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Education Management and Policy Studies
MEd
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Putsoa, Bongile. "Investigating the ability to apply scientific knowledge, through process skills, among high school leavers in Swaziland." Thesis, University of York, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333765.

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Turriff, Alison. "The effective evidence-based high school librarian : a journey to decision." Thesis, Robert Gordon University, 2008. http://hdl.handle.net/10059/375.

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This thesis aims to establish how high school librarians in Scotland and America can become effective evidence-based decision-makers. Initial data collection consisted of written questionnaires to elicit background data from librarians on the extent of their evidence-based practice. Three main themes emerged: collaboration; interprofessional relationships and roles; and decision-making. These themes are discussed in more detail. A range of qualitative methodologies was designed and implemented to gain more in-depth information on practice and viewpoints, involving librarians and stakeholders. A draft model was created of the effective evidence-based practitioner in a high school library, based on an interpretation of findings and readings from the literature. After member-checking and validating by stakeholders, a final model was produced. This emergent model focuses not on the role of the school librarian in isolation, but stresses the importance of interrelationships involving the librarian. The study makes an original contribution to knowledge by giving a better understanding of the effective evidence-based high school librarian in the wider context of education. There is also a contribution to knowledge by adding to the general theory of workplace decision-making and evidence-based practice which is applicable outwith the school sector, and the pragmatic solution-driven model of decision-making is introduced. Key findings give an insight into the complexity of the school library situation, and highlights that ideally there will be positive relationships between school management, school librarian and collaboration. When these come together, it can mean an increase in student achievement, and more effective evidence-based decisions can be made. Findings also demonstrate links between these elements with evidence, national bodies and skills and qualities needed to be an effective evidence-based high school librarian, and identify how the new and complex expectations made of school librarians can be met. Recommendations are made to help stakeholders improve practice.
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Jackson, Carolyn M. Rhodes Dent. "The high school library web site scaffolding information literacy skills /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276395781&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202154031&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on February 4, 2008. Dissertation Committee: Dent Rhodes (chair), Tom Crumpler, Cheri Toledo, Bobb Darnell. Includes bibliographical references (leaves 107-113) and abstract. Also available in print.
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Lundin, Karin. "Sex i skolbiblioteket : Kunskap, makt och konstruktionen av sexualitet på svenska skolbibliotek." Thesis, Uppsala universitet, Institutionen för ABM, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-253296.

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The purpose of this essay is to investigate the construction of sexuality in Swedish school libraries through the lens of Foucault’s concept of power/knowledge. Five libraries were investigated, using two kinds of method: discourse analysis of titles, classification codes and subject headings of sex education materials, and qualitative interviews with librarians working at each of the libraries. Most sex education materials were classified within the medicine section, illustrating the continued authority of medical discourse in matters concerning sexuality. Books for younger audiences were often written for either boys or girls, reproducing a binary understanding of gender. Most library collections had a larger number of books written for girls, indicating that girls’ sexualities are subjected to a higher degree of discipline compared to boys’. Collections illustrated two combating discourses about female sexuality, one focusing on problematic aspects of sexuality such as rape and sexual abuse, the other constructing female sexuality as connected to lust and pleasure. Sex and love were constructed as intrinsically linked though the frequent use of the word “love” in titles and the concurrence of the subject heading “love” with “sex” or “sexuality”. Indexation patterns made LGBTQ-people stand out as exceptions to the heterosexual norm. Informants had differing views on what they thought should be part of their libraries’ sex education materials. Some mentioned a range of different subjects; others emphasized the need for “basic” books. When asked what materials they would not purchase informants mentioned pornographic, racist, violent and otherwise “offensive” materials. Most informants did not actively promote the libraries’ collections of sex education materials apart from signposting certain books. Regardless of the level of cooperation between teachers and librarians none of the informants had ever participated in the schools’ sex education classes. This is a two years master’s thesis in Archive, Library and Museum Studies.
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Shove, Claire. "More than just a room full of books: Swedish school libraries during distance education." Thesis, Uppsala universitet, Institutionen för ABM, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447174.

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Thus far the research on how schools have managed the sudden transition to distance education due to the COVID-19 pandemic has mainly focused on the experiences of teachers, and the voices of school librarians have gone unexplored. This study aims to explore the transition to distance education from the perspectives of secondary school librarians in Sweden. The study focuses on how this transition affected school librarians’ working practices and the factors that impacted their abilities to rebuild their usual activities and services in new formats. This study uses an infrastructural perspective to analyse the school library as a part of the wider school infrastructure, and considers the enforced transition to distance education as a kind of infrastructural ‘breakdown’. School libraries are treated as multifaceted infrastructures with material, structural and relational/cultural factors which all may contribute to their success. Through a thematic analysis of semi-structured interviews with 14 librarians at 12 secondary schools in Sweden, I identified four themes in the ways informants talked about the transition process:  1.     Most well-established practices, relationships and collaborations could be adapted.  2.     The library room had social functions that could not be fully rebuilt online. 3.     Systematic integration, strong relationships and a culture of library use contributed to successful transitions. 4.     Work to make libraries more accessible and visible became more important. This is a two years master's thesis in Library and Information Science.
Hittills har forskningen om hur skolor har hanterat den plötsliga övergången till distansundervisning på grund av COVID-19-pandemin fokuserat till största delen på lärares erfarenheter, och skolbibliotekariers röster har inte utforskats. Denna studie syftar till att utforska övergången till distansundervisning utifrån svenska skolbibliotekariers perspektiv. Studien fokuserar på hur denna process påverkade skolbibliotekariers arbetspraktiker, och de faktorer som påverkade deras förmåga att återskapa sina vanliga verksamheter i nya format.  Studien använder ett infrastrukturellt perspektiv för att analysera skolbiblioteket som en del av en bredare skolinfrastruktur, och betraktar den påtvingade övergången till distansundervisning som ett slags “infrastrukturellt sammanbrott”. Skolbibliotek behandlas som mångfasetterade infrastrukturer, med materiella, strukturella och relationella/kulturella faktorer som alla kan bidra till deras framgång. Genom tematisk analys av semi-strukturerade intervjuer med 14 bibliotekarier på 12 gymnasieskolor i Sverige identifierade jag fyra teman i hur informanterna pratade om övergångsprocessen:  1. De mest väletablerade praktikerna, relationerna och samarbetena kunde anpassas. 2. Biblioteksrummet hade sociala funktioner som inte helt kunde återskapas på nätet. 3. Systematisk integrering, starka relationer och en kultur av biblioteksanvändning bidrog till framgångsrika övergångar. 4. Arbetet för att göra biblioteken mer tillgängliga och synliga blev viktigare.
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Books on the topic "High school libraries – Swaziland"

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Dlamini, Barnabas M. Occupational aspirations of Swaziland high school students. [Kwaluseni]: University of Swaziland, 1987.

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Katz, William A. Magazines for school libraries: For elementary, junior high school, and high school libraries. New York: Bowker, 1987.

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Magagula, Cisco M. The use of corporal punishment in Swaziland secondary & high school. Kwaluseni, Swaziland: Faculty of Education, University of Swaziland, 1986.

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Yaakov, Juliette. Senior high school library catalog. New York: H.W. Wilson, 2002.

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Anthony, Tilke, ed. Library Association guidelines for secondary school libraries. London: Library Association, 1998.

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Magagula, Cisco M. How teachers and school administrators perceive school discipline in high schools of Swaziland: A report. Kwaluseni, Swaziland: Faculty of Education, University of Swaziland, 1986.

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Patrice, Bartell, and H. W. Wilson Company, eds. Senior high core collection. Ipswich, Mass.: H.W. Wilson, a division of Ebsco Publishing, Inc., 2011.

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Podell, Diane K. Thematic atlases for public, academic, and high school libraries. Metuchen, N.J: Scarecrow Press, 1994.

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Barnett, Delvene. Managing the secondary school library budget. Liden, Swindon [England]: School Library Association, 1997.

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Managing your school library and information service: A practical handbook. London: Facet Pub., 2002.

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Book chapters on the topic "High school libraries – Swaziland"

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Washington, Idella. "Rebuilding a High School Library Collection After Hurricane Katrina." In Dealing with Natural Disasters in Libraries, 159–78. Routledge, 2018. http://dx.doi.org/10.4324/9780203826089-14.

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Ngulube, Beatrice. "School Libraries Are a Must in Every Learning Environment." In Advances in Public Policy and Administration, 297–312. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7429-3.ch016.

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Despite the fact that South Africa has been a democracy for 23 years and the efforts made to improve the education landscape, there is still a crisis in the high school library system. This affects the school careers of learners and their lifelong-learning opportunities. The lack and loss of school libraries, as resources for education, deprive learners of their right to a school library and a place to grow mentally and academically. This chapter advocates for libraries in high schools. The study adopted a qualitative approach where primary data was collected through a multiple case study, using in-depth interviews at three schools in the Gauteng Province. School A was a rural high school; school B was a former model-C high school; and school C a township high school. The key findings underscore the importance of libraries in the academic success of learners. Recommendations are made on how advocacy for libraries in high schools could be re-directed.
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St. Arnaud, Bill. "Gigabit Internet to Every Home and School." In Managing Telecommunications and Networking Technologies in the 21st Century, 21–44. IGI Global, 2001. http://dx.doi.org/10.4018/978-1-878289-96-4.ch002.

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One of last great impediments to wide-scale and rapid deployment of the information society is the "last mile" issue. This chapter outlines some of the issues and history of the last mile problem and proposes a research and development program leading to early deployment of extreme high speed Internet access to schools and libraries (GITS), which will then underpin an architectural framework for high speed Internet access to the home-Gigabit Internet to the Home (GITH). The proposed strategy calls for the deployment of a third residential network service operating in parallel with existing telephone and cable delivery mechanisms and thereby avoiding the regulatory and technical hurdles of integrating traditional telephone and cable services into one common delivery mechanism.
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Kowalsky, Michelle. "School Librarian Experiences of Learning Management Implementation." In Advances in Library and Information Science, 160–84. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9034-7.ch008.

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This case will describe a school librarian's experiences in assisting the faculty and staff of a public high school as they attempted to adopt school-wide learning management system. A compelling example of change management, this initiative describes solutions to challenges common to many types of schools and libraries. This installation served as a local and early solution in developing teachers' skill in online learning management and asynchronous communication with students outside of school hours. Details include the conditions and procedures of the Moodle implementation, the leadership philosophies which facilitated collaboration, and the change dynamics at the school which led to a successful outcome.
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De Jager-Loftus, Danielle P., and Abby Moore. "“Everything to Gain”." In Advances in Library and Information Science, 38–54. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8392-1.ch003.

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This chapter seeks to provide an overview of how academic librarians at the University of South Dakota's (USD) University Libraries are making steps to impact pre-college information literacy instruction and college preparation through collaborative outreach. There is much to be gained from establishing an ongoing dialog and formal relationships between academic librarians, campus programs, high school teachers, and school librarians. Using the existing literature and examples of partnership experiences, this chapter identifies best practices, which can improve student information literacy skills upon arrival at college, ensure students' academic success, increase student retention rates and increase exposure of the institution.
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Kimmel, Sue C. "Up Close and Personal." In Advances in Early Childhood and K-12 Education, 422–37. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7375-4.ch021.

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Preparing diverse students to become lifetime readers and writers is best facilitated through experiences with high quality, diverse literature and through the models of the authors and illustrators who create those works. Nothing quite brings an author or illustrator to life like hearing from them in person by hosting an author visit. This chapter explores the value of planning an author visit as an authentic means to learn about diverse authors and their work. Information is provided about identifying and choosing a diverse author or illustrator, planning the logistics of the visit, and preparing to build background and interest within the school and the community in anticipation of the visit. This information is framed with the elements for an assignment that could be employed in a children's literature course offered to pre-service teachers and librarians to create a mock plan for an in-person author visit in a school. Students could carry this assignment forward to their classrooms or libraries to plan an author visit or to write a grant to fund a visit.
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Garrison, Kasey L., and Karen Gavigan. "“To Act for a Better World”." In Advances in Early Childhood and K-12 Education, 163–86. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7375-4.ch009.

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Graphic novels are becoming more widely accepted by librarians and teachers as a mainstream literary format for students. They are also effective tools for engaging youth with challenging social issues, as the quote in the title suggests. This chapter provides an overview of ways university instructors can teach pre-service educators to use social justice graphic novels in their high school classrooms and libraries. The content in this chapter is based on findings from research conducted by the authors about social justice issues in young adult graphic novels. The chapter includes an annotated list of selective graphic novel titles based on five social justice issues (racism, immigration and displacement, LGBTQIA+ and gender, mental health, and the environment and climate change). It also provides examples of standards-based best practices for using the graphic novels with pre-service teachers and librarians, award lists, and other educational resources.
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Froehlich, Thomas Joseph. "Ten Lessons for the Age of Disinformation." In Advances in Media, Entertainment, and the Arts, 36–88. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2543-2.ch003.

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This chapter outlines the structure and content of a course devoted to developing strategies to cope with the massive assault of disinformation on American democracy. Ten lessons for the age of disinformation will provide pedagogical techniques to teach high school, college students, or adult learners how to cope with our current environment, which the author calls the “Age of Disinformation.” It provides a multifaceted approach in which each facet reinforces the others. The 10 lessons are (1) characteristics of the age of disinformation; (2) the varieties of false information; (3) knowledge, opinion, and second-hand knowledge; (4) deception and self-deception; (5) psychological factors; (6) cognitive authorities; (7) social media, intellectual freedom, and libraries; (8) logical fallacies; (9) ethical principles; and (10) information, media, and digital literacies and personal, political, and professional commitments. Each lesson outlines the key ideas for each lesson and provides exercises that reinforce the key ideas of each lesson.
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Conference papers on the topic "High school libraries – Swaziland"

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Boyle, Paul M., and Brent C. Houchens. "Hands-On Water Purification Experiments Using the Adaptive WaTER Laboratory for Undergraduate Education and K-12 Outreach." In ASME 2008 Fluids Engineering Division Summer Meeting collocated with the Heat Transfer, Energy Sustainability, and 3rd Energy Nanotechnology Conferences. ASMEDC, 2008. http://dx.doi.org/10.1115/fedsm2008-55108.

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A bench-top educational system, the Adaptive Water Treatment for Education and Research (WaTER) Laboratory, has been developed as part of a year-long capstone design project. The Adaptive WaTER Lab teaches students about the effectiveness of various water purification techniques. Stackable housings employ six different filtration and purification methods including: sediment filtration, carbon filtration, chemical disinfection, reverse osmosis, forward osmosis, and ultraviolet light disinfection. Filtration pressure is supplied by a hand or foot pump, and two rechargeable batteries are required for the UV sterilization unit. The advantages and limitations of each technique are investigated, with learning performance criteria measured by knowledge of: material costs, contaminant removal or neutralization capabilities (from large sediment to bacteria and viruses to chemicals), robustness and longevity, and power requirements and efficiencies. Finally, suitable combinations of treatment techniques are studied for specific contamination issues, with the ultimate goal of producing potable water. The importance of sustainable water use is also discussed. Background information and suggested experiments are introduced through accompanying educational packets. This system has had a successful impact on undergraduate education. The metrics of success include a published journal article, an awarded EPA P3 educational grant and a pending patent for the undergraduates involved in the development of the Lab. Other undergraduates are currently involved in a design for manufacturability study. Finally, the Lab has served as a demonstration tool in a new interdisciplinary engineering course “Integrated Approaches to Sustainable Development.” The Adaptive WaTER Lab has also been used in hands-on outreach to over 300 underrepresented K-12 students in the Houston area. Two high school students borrowed the original prototype of the Lab to use in an Earth Day demonstration, and one student recently worked on an individual project using the Lab. Because the Lab is portable and requires only human and solar power (to recharge the batteries via a solar backpack), it is also ideal for educational efforts in developing nations. Labs are currently being produced for outreach and donation via three international projects to install water purification systems and/or educational Labs in schools and clinics in Mexico, Lesotho and Swaziland, in collaboration with the Beyond Traditional Borders and Rice 360 health initiatives.
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de Brito, Walderes Lima, Newton Camelo de Castro, and Carlos Roberto Bortolon. "Young Readers Transpetro Program: The Sustainable Development of Community Close to a Pipeline in Goia´s, Brazil." In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64584.

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A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the low-quality Brazilian education, reflected in the 72% rate of functional illiteracy. The chief objective of the Program is the development of art education workshops and the creation of the “Readers Group - What story is that?”. The workshops are meant for the educators, with the purpose of offering tools form them to spur the children into reading through techniques such as story-telling, theater, singing, puppet shows, set constructions and other audio visual resources. The Readers Group is intended for children. Participation is voluntary and offers literary books according to the childs’ taste and literacy. In the first year of operation, Striving Readers Transpetro Program relied on the participation of 100% of the educators in the Art Education Workshops and a commitment of 93% of the Readers Group members. It also played a part in the improvement of the childrens performance in formal school. Furthermore, the Program contributed to the mapping of libraries available for PETI members, supported the assembly of a catalogue of institutes that sponsor striving readers programs and performed workshops with the technical staff at selected institutes to educate them on how to conduct fund raising. Such actions, as a whole, ensured sustainability to the program and promoted a company relationship with the community and with the Regulatory Authority. This is a socially responsible approach to ensuring childrens’ rights are met.
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