Developing a model for school librarians in Scotland

This work introduces a model for school libraries in Scotland, based on best practices as identified in the literature, and on five case studies undertaken in schools in the US and Scotland. Our research design is qualitative, and used elements of grounded theory with multiple case study. We chose to conduct case studies in the US and Scotland because Scotland does not fit neatly within the UK model of school librarianship, and much can be learned from the US model, which boasts an impressive body of research suggesting that school libraries there improve student attainment. Our model represents an ideal set of circumstances for school libraries in Scotland, highlighting the interconnected web of influences that affect the success of a school library. These influences primarily fall in three areas: the school librarian, the school environment, and the professional support available to the librarian. The school librarian is the primary driver of the school library programme, but factors in these other two areas can provide opportunities and barriers that can help or hinder the success of the library service. For instance, our findings suggest that school-based factors such as curriculum, scheduling, technology facilities, and staffing can have significant influence over the access the librarian has to teachers and students. Additionally, our previous work suggested that professional associations in the UK and Scotland frustrated and perhaps hindered school librarians, however, our case study findings suggest it is local professional support at the council-level that can hold tremendous influence over the quality of a programme, and the motivation of a librarian rather than the associations. These outside influences have an impact on how well the librarian can achieve professional standards and goals. Our model includes all three areas in describing a set of circumstances that would allow a school library programme to thrive and meet the highest professional standards.

Name dc:type.qualificationname

phd

Level dc:type.qualificationlevel

doctoral-pg

Grantor dc:publisher.institution

University of Strathclyde

Year dc:date.issued

2012

Author dc:creator

• Judge, Cristina Sacco

DOI

10.48730/8s82-rh68

Identifier

T13402

OAI identifier oai:identifier

oai:strathclyde:3b591863n