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The purpose of this nonexperimental research was to examine the perceptions of state-certified teachers regarding Library Media Specialists (LMS). Through collaboration and the use of social constructivist learning theories, teachers at three high schools in Georgia were interviewed regarding the roles and responsibilities of LMS. The primary research question asked how the perceptions of teachers on the practices of the role of the school LMS differ from the way the teachers perceive these roles to be important at their high schools. The secondary research questions addressed the correlations between high school teachers' demographic information and both the importance of and the practice of the roles of the high school LMS. Quantitative data were collected through a survey developed by McCracken (2000). A paired sample t-test was used to compare the theoretical and practical scales in each category of the LMS roles, and a Spearman rank-ordered correlations test was used to compare the 13 descriptive variables to theoretical and practical scales. Teacher participants reported each of the roles of the LMS to be more important than what is actually being practiced in their school settings and that similar views existed on both the practice scale and the importance scale. Implications include community and educator awareness of the role of the school LMS, an increased educator awareness of the roles of a state-certified school LMS to compliment the high school curriculum, and an increased awareness for the need of a LMS in public schools.

Flexible scheduling in school libraries is supported by the American Association for School Libraries (AASL) and the Association for Educational Communications and Technology (AECT). Support is based on the constructivist theory of learning and posits increased learning, collaboration, and visitations by classes, small groups, and individuals to the availability of resources during the time of need, yet there is no direct evidence to support flexible scheduling. The quantitative study sought to examine the relationship between media center scheduling on students’ academic achievement, teacher and media specialist collaboration, and class visitation in an elementary school. The researcher utilized an experimental posttest-only control group design. The point-biserial correlation was utilized to identify any relationship between groups who utilized the media center on a fixed versus a flexible schedule and criterion-referenced test scores. No significant relationship was found between scheduling patterns, student achievement, and collaboration. However, the research supported increased number of visitations by classes on a fixed schedule.

School library media specialists (SLMSs) often struggle with assuming leadership roles. Discrepancies existed in perceptions of SLMSs of their leadership preparedness, their opportunities to exert leadership, and their assumption of leadership roles. The purpose of this quantitative study was to explore the perceptions of SLMSs regarding their instructional leadership and to examine the extent to which they practiced instructional leadership. The study was designed to determine whether there were differences between SLMSs perceptions of the importance of their leadership roles and their opportunities to practice those roles. The results of the study indicated that SLMSs perceived all of the leadership roles to be more important than they were able to carry out in practice and that supportive administrators were the most essential factor in providing SLMSs the opportunity to practice and expand their roles as instructional leaders.

School libraries in the United States have existed since the founding of private schools and academies in New England, such as Phillips-Andover and Phillips-Exeter in the late 18th century. The development of public secondary school libraries, however, did not occur until early in the 20th century. While New England's academies were national leaders in secondary school education, New England's public schools lagged behind their counterparts in the Central region of the United States in the development of school libraries. The first national standards for secondary school libraries was adopted by and published by the National Education Association (NEA) in 1918 from a study and report by the Committee on Library Organization and Equipment (CLOE), chaired by Charles C. Certain. The 1918 standards were entitled, “Standard Library Organization and Equipment for Secondary Schools of Different Size.” (NEA, 1918) This was the first attempt to quantify high school library facilities by identifying standards for a good high school library. In 1920, the American Library Association (ALA) endorsed and published these standards, which have become known as the “Certain Standards,” in honor of the committee chair. The “Certain Standards” addressed the need for high school libraries to become an integral part of the school by setting goals, planning, and establishing quantified collections, seating, and equipment. These standards also called for creating a library classroom and for hiring a qualified librarian (with 1 year of postgraduate study and one year of internship) (NEA, 1918; ALA, 1920). Most importantly, this document identified the role of the librarian as a professional who was not expected to do clerical work, but who “… should have the ability to work for and with teachers” (NEA, 1918; ALA, 1920, p. 12). Therefore, the standards movement began as an effort to quantify library facilities and to provide qualified librarians in secondary schools which became the focus for improving school libraries throughout the 20th century (Roscello, 2004).

Educational technologists make significant contributions to the development, organisational embedding and service provision of technology‐enhanced learning (TEL) environments, which are key enablers for mass access to flexible higher education (HE). Given the increasing centrality of this role, it is advocated that institutions investigate sustainable career structures for educational technologists. This paper aims to address these issues.

The arguments are evidence‐driven by the small body of research literature describing the role of educational technologists and contextualized by the experiences as academics and leaders of TEL projects in HE, including managing educational technologists.

The roles of educational technologists are very diverse, requiring competencies in educational leadership, both management and technical. Their career paths, backgrounds, legitimate powers and organisational locations exhibit considerable variation.

University leaders require evidence to formulate appropriate human resource strategies and performance management strategies for educational technologists. Further empirical research to analyze current issues and future trajectories relating to their aspirations, career structures, legitimate power, management and organisational contexts is proposed.

Given the strategic importance of educational technologists to information and communications technology‐driven transformation, university leaders will require evidence to formulate appropriate human resource and performance management strategies for these key academic‐related/professional staff. This paper brings together relevant literature for the first time, generates recommendations for further research and policy discussion.

This chapter aims to explore representations of information literacy and media literacy in Singapore’s educational discourse as part of its 21st century skills framework. Currently, information literacy and media literacy co-exist in Singapore’s education discourse but there is no related work attempting to clarify these two concepts in Singapore or to bridge them to propose an overarching framework. In what ways are these two terminologies identical or different in the local education context? We try to answer this question through reviewing relevant official documents. We start with a review the literature on the global scale regarding information literacy and media literacy. Then, we focus on Singapore to explore how various governmental agencies defining information literacy and media literacy. This chapter, in other words, is a result from a pilot study to understand how information literacy and media literacy is defined and understood in Singapore’s education system.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The findings provide information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to supply an in-depth description of the educators’ values, beliefs and confidence changing from a traditional learning environment to a learning environment integrating technology.

The descriptive case study design was employed using descriptive statistical analysis and inductive analysis on the data collected.

Themes on a high level of confidence, the importance of professional development and training, self-motivation, and excitement about the way technology can enhance the learning, along with concerns over the lack of infrastructure and support for integrating technology, and about the ability of students to use the technology tools for higher ordered thinking surfaced.

Additional research may include a more diverse population, including educators at the kindergarten to high school level. Another recommendation would be to repeat the study with a population not as vested in technology.

A pre-assessment of the existing values, beliefs and confidence of educators involved in the change process will provide invaluable information for stakeholders on techniques and strategies vital to a successful transition.

To effectively meet the learning styles of Generation Z and those students following, educators need be able to adapt to quickly changing technology, be comfortable with students who multitask and be open to technology-rich teaching and learning environments.

This study filled a gap in the literature where little information on the humanistic challenges educators encounter when integrating technology into their learning environment providing insights into the values, beliefs and level of confidence of educators experiencing change.

An account of the present ‘state of the art’ of the librarianship of non‐book materials must begin with a note on terminology. ‘Audiovisual materials’, ‘non‐print items’, and more imaginatively, ‘metabooks’, are some attempts at a collective description of film materials, sound recordings, and pictures of all kinds. The National Council for Educational Technology (NCET) favour ‘non‐book materials’, abbreviated to NBM. ‘One day, perhaps, the word “document” will be commonly accepted as connoting simply an embodiment of evidence, whether it be in print or pictures or whatever, and we shall take for granted that arrangements for the handling of documents should make provision as a matter of course for all media. In the meantime, the case must not be overlooked, and as an expression “non‐book material” is probably no more offensive and no less apt than its several rivals. “Non‐print document” is perhaps more accurate but is not yet in common use.’ I have adopted NBM.