PurposeThis paper aims to look at how varying terminology is used on school library web sites and how that compares to student preferences.Design/methodology/approachProvides research conduced by surveying practicing school librarians and k‐12 students.FindingsTerminology varies greatly on school library web sites. Further, students prefer common language use.Practical implicationsPracticing librarians may consider revising their web sites in order to make them more accessible for their students.Originality/valueThis paper provides original research into school library web sites, an area that is lacking.
For many students who have a mild to moderate learning, emotional, social, or mental problems, the school librarian is an unparalleled resource, and the library becomes a refuge and an important support system outside of the general classroom. This article provides a brief review of literature and concrete information on creating a supportive learning environment in the school's library.
The number of college students taking courses through distance education programs has been steadily increasing, thereby requiring libraria'ns to shift their instruction and support to a large group of off-campus users. This study consisted of interviews with practicing librarians in order to better understand what current issues they are facing. Findings included lack of funding and staff, poor contact with adjunct faculty and difficulty working with other departments, increased importance of providing library instruction, and a need for more formal needs assessment. With this knowledge, library services and web sites can be improved upon.
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