hosted a seminar via Zoom, entitled 'Irish Libraries and COVID-19: First Reflections'. The seminar explored the response of the library sector to the global pandemic that has impacted every aspect of life. This article presents the case studies from the seminar.
Irish libraries and COVID-19: first reflectionsKeywords COVID-19; 3D printing; poetry; public libraries; health sciences; medical libraries College Cork (UCC) Library and Marian Higgins, Kildare Libraries. The innovativeness and commitment of libraries to continuing to deliver on their mission even in extraordinary times, was illustrated by four case studies in the second session, which was chaired by Fiona Morley, Head of Digital Programmes and Information Systems at MU. Eileen Kennedy, NUI Galway), talked about the 3D printing of a range of kit and tools for frontline workers. Helen Fallon described how MU Library organised an online poetry workshop. Dr Sandra Collins covered the Irish National Library's work to collect the Irish experience of COVID-19, while Joan Ward spoke about Libraries Ireland's 'Spring into Storytime' initiative moving online due to COVID-19. The third session saw Laura Connaughton, Head of Academic Services at MU Library, chair a virtual panel question and answer session with all of the speakers and open to all delegates. In the fourth and final session, Hugh Murphy, Head of Collections and Content at MU Library, distilled the key learning points and common themes from the seminar. The following case studies are based on the presentations.
Children who speak different home languages and dialects in a monolingual classroom often carry the challenge of having to develop literacy in a different language. This article presents a qualitative study of five first graders who speak different home languages in an inner city mainstream English classroom. Through interviews, classroom writing, field notes, and recorded classroom interaction, I present findings that indicate that writing in mainstream English can be problematic cognitively and emotionally for these children. I also offer some ways to foster an intercultural space for these children in a monolingual classroom and help find a way of validating diverse students’ language and culture.
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