12 SES 01, Library Services and Resources
Parallel Paper Session
The subject of this study is to clarify existing levels of awareness of modern reading support strategies on the part of libraries as well as to evaluate the reading-didactic quality of what libraries offer. At the same time, the author sought to evaluate the question as to what structures of cooperation and what synergy effects there are if kindergartens and schools cooperate with libraries.
The research questions:
- What do the libraries offer the surrounding educational institutions and private users in terms of support for competence in the fields of reading, media and information and how are these offers designed in real terms?
- What didactic conception manifests itself in the libraries’ offers to provide reading support?
- What kind of cooperation is there with local educational partners?
- How are the measures of the libraries to promote competence in their professional fields perceived by the cooperating educational partners?
- How do young readers evaluate these offers?
The principal aim of the study was to extend scientific knowledge with regard to the aspect of sensible levels of cooperation between day care center / school and library in the field of promoting reading, media and information competence. So far, statements on the sense of cooperation of these educational partners have been based on a rather deficient empirical structure. This is why a scientifically generated theory of possible synergy effects of cooperation between school and library and the necessary structural and financial conditions as well as resources should be developed. What was of particular interest was the description and evaluation of current cooperative reading promotion practice of three evaluated libraries from a reading-didactic perspective.
The project is embedded in reading and readership research in Germany. As for implementing the promotion of reading competence on the part of libraries, the results of reading research have so far been insufficiently considered. However, successful promotion can only be gauged if there is an awareness of the abilities and skills to be induced and extended by the promotion setting. Therefor, it is necessary first to have unmistakably diagnostic knowledge on the part of the libraries in order to develop sound diagnostic conceptions on this basis. Secondly, this calls for appropriate reflection strategies and instruments of evaluation in order to be able to judge the fit and goal attainment of the schemes on offer. Reading research emphasizes the need to consider groups who are in particular need of support. Empirically proven difficulties in developing text comprehension competencies are explicitly found among migrants children and adolescents from backgrounds which are remote from education and among boys. When planning educational offers, libraries have so far paid little attention to these risk groups. By international standards, German libraries can, on the whole, be regarded as backward educational institutions when it comes to responsibilities in the fields of promoting reading and media competence. This triangulated study seeks to find an answer to the question how libraries can promote reading competence by supporting institutions of early education and schools.
- Bucher, Priska (2005): Leseverhalten und Leseförderung. Zur Rolle von Schule, Familie und Bibliothek im Medienalltag Heranwachsender. Zürich: Verlag Pestalozzianum. - Callison, Daniel et al. (2004): Survey of Indiana School Library Media Programs: A Collaborative Project between the Association for Indiana Media Educators & Indiana University. Indianapolis, School of Library and Information Science. (Presented at the 2004 AIME Conference, Indianapolis, IN, November 2004.) - Campbell, Sandy (2008): Defining information literacy in the 21st Century. In: Lau, Jesus (Hrsg.): Information Literacy: International Perspectives. IFLA Publications 131. München: Saur. - Corbin, Juliet / Strauss, Anselm (2008): Basics of qualitative research: techniques and procedures for developing grounded theory. London: Sage Publications. - Krauß-Leichert, Ute (Hrsg.):Teaching Library – eine Kernaufgabe für Bibliotheken. Frankfurt am Main u. a.: Peter Lang. - Krotz, Friedrich (2005): Neue Theorien entwickeln. Eine Einführung in die Grounded Theory, die heuristische Sozialforschung und die Ethnographie anhand von Beispielen aus der Kommunikationsforschung. Köln: Herbert von Halem Verlag. - Miller, J./ Want, J./ Whitacre, L. (2003): Show Me Connection: How School Library Media Center Services Impact Student Achievement. Quantitative Resources & Jefferson City, MO: Missouri Department of Elementary and Secondary Education and Missouri State Library. Reichertz, J. (2007): Abduction: the logic of discovery of Grounded Theory. In: Bryant, Anthony/ Charmaz, Kathy C. (Hrsg.): The SAGE handbook of Grounded Theory. London: Sage publ., S. 214-228. - Tashakkori, A. / Teddlie, C. (2003): Mixed methodology: combining qualitative and quantitative approaches. Thousand Oaks u. a.: Sage publ. The Ontario Library Association (2006): a study by Queen’s University and People for Education. School libraries&student achievement in Ontario. http://www.accessola.com/data/6/%20rec_docs/137_eqao_pfe_study_2006.pdf. Zugriff 12.02.2010 - Schneider, Roland (2007): Bibliotheken als Bildungspartner der Schulen: Impulse – Entwicklungsstand – Chancen – Perspektiven. In: Lison, Barbara (Hrsg.): Information und Ethik - Dritter Leipziger Kongress für Information und Bibliothek. Wiesbaden: Dinges & Frick.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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