Library anxiety has been identified as a contributory factor to poor academic performance among students, and libraries are being challenged to give serious consideration to this phenomenon in order to develop strategies for reducing the problem. This study sought to determine if there were any indicators of the presence of library anxiety among a sample of 150 undergraduates in the faculty of Humanities and Education at the University of the West Indies, Mona Campus and some of the factors contributing to this condition. The findings indicated the presence of library anxiety of short-term duration among the students due to both personal and institutional factors. Some personal factors included a lack of the relevant information literacy skills, absence of previous library experience, ignorance of the capability and extent of the library information retrieval systems and confusion when trying to find their way around the library. Institutional factors included the relatively large size of the library, the layout and organization of floors and collection, unavailability of computers and lack of appropriate signage. Recommendations were made to help alleviate the problems that appear to have triggered library anxiety.
<p><b>AbstractResearch indicates that schools that involve the family and community in a mutual and collaborative relationship are generally more successful. This relationship is endorsed by all stakeholders as a launchpad to boost the academic performance of children, increase school retention, motivate students, and strengthen families and communities. However, despite the compelling case for school, family, and community involvement, there is relatively little empirical evidence documenting its merits (practice and subsequent outcomes) in developing countries including Jamaica.</b></p> <p>A qualitative case study of four Jamaican high schools was employed to document the merits of school, family, and community involvement, and data was collected using interviews, observations, and document reviews. Epstein’s Theory of Overlapping Spheres of Influence and six typologies of school, family, and community involvement helped guide the research to facilitate the comparison of the ways in which schools that have been ranked high and low- performing by the National Education Inspectorate, Jamaica involve the family and community. The research looked at the strategies schools used, the possible outcomes of this involvement, and the challenges faced. The study offers a revised theoretical framework of Epstein’s model applicable to the Jamaican context and, potentially, to similar developing countries.</p> <p>Key findings reveal that both high and low-performing schools experience challenges in involving the families and communities, but the high-performing schools are intentional and make school, family, and community involvement a priority. The high-performing schools have strong leadership, and their involvement programmes are multidimensional and linked to particular areas of engagement. These schools exude an atmosphere of positivity and commitment to the process; they are student-focussed; they build relationships, collaborate, and form partnerships with stakeholders; and family and community involvement is a school-wide initiative. This led the schools to experience the greatest overlap with the family and community based on Epstein’s theory. In addition, this study shows that leadership is crucial to the success of a school, family, and community involvement programme. Therefore, it is proposed that leadership be embedded at the centre of Epstein’s model.</p> <p>This research provides some benchmarks for further similar studies in Jamaican or international school settings, especially in developing countries, and provides critical information for families, teachers, policymakers, and school officials attempting to design and implement family and community involvement initiatives. The study also identifies key implications for further research, policy, and practice for education policy planners.</p> <p> Keywords: school, family and community involvement, school and family involvement, school and community involvement, low-performing schools, high-performing schools, high school, Jamaica.</p>
The ability of teacher librarians worldwide to develop and maintain school library programmes has been severely constrained by a number of factors ranging from inadequate budgetary allocations, lack of support from principals and other key stakeholders such as Ministry of Education personnel. However, even with limited funding and support, some teacher librarians have used ingenious strategies to develop and maintain their library programmes. This literature review synthesizes international research obtained from peer-reviewed journals, theses and professional papers on the personal attributes that a teacher librarian should possess in order to influence the development of a school library programme and the types of relationships the teacher librarian need to have with key stakeholders to be successful. The literature examined spanned a time period mostly from 2000-2018. The literature review found that leadership, collaboration, communication and interpersonal skills were the dominant skills a teacher librarian should possess in order to develop and maintain a school library programme alongside a good relationship with the school community.
The ability of teacher librarians worldwide to develop and maintain school library programmes has been severely constrained by a number of factors ranging from inadequate budgetary allocations, lack of support from principals and other key stakeholders such as Ministry of Education personnel. However, even with limited funding and support, some teacher librarians have used ingenious strategies to develop and maintain their library programmes. This literature review synthesizes international research obtained from peer-reviewed journals, theses and professional papers on the personal attributes that a teacher librarian should possess in order to influence the development of a school library programme and the types of relationships the teacher librarian need to have with key stakeholders to be successful. The literature examined spanned a time period mostly from 2000-2018. The literature review found that leadership, collaboration, communication and interpersonal skills were the dominant skills a teacher librarian should possess in order to develop and maintain a school library programme alongside a good relationship with the school community.
The ability of teacher librarians worldwide to develop and maintain school library programmes has been severely constrained by a number of factors ranging from inadequate budgetary allocations, lack of support from principals and other key stakeholders such as Ministry of Education personnel. However, even with limited funding and support, some teacher librarians have used ingenious strategies to develop and maintain their library programmes. This literature review synthesizes international research obtained from peer-reviewed journals, theses and professional papers on the personal attributes that a teacher librarian should possess in order to influence the development of a school library programme and the types of relationships the teacher librarian need to have with key stakeholders to be successful. The literature examined spanned a time period mostly from 2000-2018. The literature review found that leadership, collaboration, communication and interpersonal skills were the dominant skills a teacher librarian should possess in order to develop and maintain a school library programme alongside a good relationship with the school community.
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