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The aim of this article is to identify future trends in the education and training of school librarians by examining the demands which will be made on future school librarians and the likely technological and educational developments which will influence these demands. The author will argue that despite present differences in the education of school librarians in the UK, Canada, Australia and the USA, future demands will mean that the objectives of future education will have to be common, even if the methods remain dissimilar. In terms of training, it will be argued that there exists and will continue to exist, a commonality of needs amongst school librarians in the fields of information skills, information technology and curriculum development.

This chapter 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, two in the United States and three in Scotland. The research design was qualitative, and used grounded theory and multiple case study methods. The 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 in meeting professional standards. 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 leader of the school library program, 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, the 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. Our model includes all three areas in describing a set of circumstances that would allow a school library program to thrive and meet the highest professional standards.

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

Introduces and annotates periodical articles, monographs, and exhibition catalogues examining library instruction and information literacy.

Provides 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.

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions.

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

The aim of this article is to investigate the nature of use and impact of the Improve Your Library self‐evaluation process on school libraries and their integration into whole‐school development planning for pupil learning.

The research is structured in two phases. Phase one seeks to map levels, patterns and experiences of use by those responsible for the library within schools and to establish the nature of support needed for librarians from school library services and training providers. Phase two will track schools in detail to explore the extent of difference the process may have on library integration into the wider school self‐evaluation, development priorities and planning, and on library contribution to pupil reading and learning.

Preliminary investigations indicate that there is considerable diversity in current evaluation practice and in expectations of the Improve Your Library toolkits. There is a need for a national vehicle for sharing individual library experience to inform reflective practice.

The research focused on English schools. Successful delivery of the intended case banks of practice examples is dependent on a good range of schools being willing to share their experience.

Training and support needs and networks will be identified for providers and practitioners. Practical experience will be made available to librarians, school management and policy‐makers.

This is a timely evaluation of the first unified system of library self‐evaluation across English schools within the context of a new approach to whole‐school evaluation. It will provide librarians with a means of sharing and comparing experiences in the absence of a formalised benchmarking system for school libraries and contribute to a national picture of school library activity and priorities.

Sets out to provide a selected bibliography or recent resources on library instruction and information literacy.

Introduces and annotates periodical articles, monographs, and exhibition catalogues examining library instruction and information literacy.

Provides 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.

Since 1973, Reference Services Review has published an annual annotated bibliography of materials focused on library instruction and, most recently, information literacy. Publications addressing academic library activities continue to be represented in the largest numbers. The continuing growth of electronic information has made librarians, in all types of libraries, more aware of the need to provide ongoing instruction to library users.

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

Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Provides 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 librarian who works in a school will find that she is rubbing against rather than with the grain when she tries to practise “feminist values” in the management of the school library. In most, not all, cases, the librarian will find herself in conflict with the institutional arrangements, procedures and ethos of the school. Success in attempting to resolve these conflicts will depend more on interpersonal skills than organisational or administrative ones. Ideally, if her daily endeavours are to be positive and effective they will be a contribution to reform of the institution rather than a reaction to it.

The purpose of this paper is to explore the recent viewpoint of classroom teachers and school administration about the role of school librarians, which is lacking adequate studies. The current trend of fast-evolving information and communication technologies (ICT) and the emphasis on enquiry-based learning has increasing impacts on school curriculum and the required library support.

This paper is based on a qualitative analysis of interviews on three practicing secondary school librarians in Hong Kong on three separate occasions to explore a different, richer type of data, in particular new requirements and issues that a questionnaire survey could provide.

The new roles of the school librarians improving teaching and learning effectiveness under this environment include: being information literacy specialists, leading library improvement projects and providing classroom teaching collaboration and support.

This is one of the very few qualitative studies reporting professional practices and changing roles amongst school librarians in Hong Kong. The results of this study are of practical interest to education policymakers, school administrators, practicing school librarians and educators with a vested interest capitalizing on the school library’s potentials to positively affect students’ achievements.