Principals and teachers’ perspectives of their school libraries and implications for school library policy
Document Type
Journal Article
Publication Title
Journal of Library Administration
Volume
61
Issue
5
First Page
550
Last Page
571
Publisher
Taylor & Francis
School
School of Education
RAS ID
36017
Abstract
Research has demonstrated that school librarians can make a meaningful contribution to student reading proficiency, learning and academic achievement. This study examines the perspectives of school leaders and teachers in Singapore schools to better understand how they use their school library, their attitudes toward the library collection and environment, and their perception of their library coordinators’ roles. Findings suggest that school leaders and teachers under-utilize the library, perceive it to be mainly a study space for students, feel that the library space and book collection should be improved and were not clear about the roles of their library staff. The study suggests that it is crucial to implement policy and professional development courses to support collaboration between principals, teachers and school librarians.
DOI
10.1080/01930826.2021.1924532
Access Rights
subscription content
Comments
Loh, C. E., Sundaray, S., Merga, M., & Gao, J. (2021). Principals and teachers’ perspectives of their school libraries and implications for school library policy. Journal of Library Administration, 61(5), 550-571. https://doi.org/10.1080/01930826.2021.1924532