First education bill in decades acknowledges effective school library programs - American Library Association

A ALA agradeceu hoje a 4 senadores, Tom Harkin (D-IA), Patty Murray (D-WA), Sheldon Whitehouse (D-RI) and Jack Reed (D-RI) por terem conseguido defender mais recursos para bibliotecas escolares, assunto que vai ser discutido no Senado no dia 11 de junho, sobre o  Strengthening America’s Schools Act. Este documento reconhece pela primeira vez nos EUA, desde o ESEA de 1965, o papel da biblioteca escolar na aprendizagem dos alunos  

If this bill were to become law, it would reauthorize ESEA. Strengthening America’s Schools Act creates specific language for libraries and implements the Improving Literacy and College and Career Readiness through Effective School Library Program.  This program has several provisions that will be helpful to students and libraries in the United States including defining an effective school library program as:

1. Staffed by a state-certified or licensed school librarian;
2. Having up-to-date books, materials, equipment, and technology (including broadband);
3. Including regular collaboration between classroom teachers and school librarians to assist with the development and implementation of curriculum;
4. Supports the development of digital literacy skills

Furthermore, this legislation will allow for the Department of Education to award three-year grants to low income school libraries to maintain up-to-date school library collections, staffed by a state-certified school librarian and for other purposes relating to a school library.

School librarians are literacy champions and primary educators in teaching students digital skills. A recent study (PDF), found that elementary schools with librarians averaged 68 to 72 percent of students scoring proficient or advanced on a statewide test of reading.

First education bill in decades acknowledges effective school library programs - American Library Association

Tecnologia e escola : a acção dinâmica do profissional da biblioteca escolar

O que ajuda (enablers) e o que atrapalha (barriers) a acção dinâmica do profissional da biblioteca escolar relativamente à tecnologia:

The most frequently occurring enablers facilitating school librarians’technology integration leadership are a supportive principal, opportunities for a leadership role and responsibilities, the desire to make a difference for students and teachers, professional development opportunities, and a sense of obligation to get involved. While the barriers identified most frequently as constraining technology integration leadership are time, exclusion from a leadership role and responsibilities, lack of funding, and inadequate staffing. Many enablers unique to school librarians emerged, such as support from professional organizations, support from district library administrators, serving in a dual role as school librarian and technology specialist, and technology expertise. While barriers identified by school librarians that differ from those identified by teacher leaders include competitive relationships with instructional technologists, lack of support at the district level from a library administrator, and lack of technology expertise.

De um estudo publicado em 2012, aqui http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol15/SLR_School_Librarians_as_Technology_Integration_Leaders_V15.pdf

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Tecnologia e escola : a acção dinâmica do profissional da biblioteca escolar

O que ajuda (enablers) e o que atrapalha (barriers) a acção dinâmica do profissional da biblioteca escolar relativamente à tecnologia:

The most frequently occurring enablers facilitating school librarians’technology integration leadership are a supportive principal, opportunities for a leadership role and responsibilities, the desire to make a difference for students and teachers, professional development opportunities, and a sense of obligation to get involved. While the barriers identified most frequently as constraining technology integration leadership are time, exclusion from a leadership role and responsibilities, lack of funding, and inadequate staffing. Many enablers unique to school librarians emerged, such as support from professional organizations, support from district library administrators, serving in a dual role as school librarian and technology specialist, and technology expertise. While barriers identified by school librarians that differ from those identified by teacher leaders include competitive relationships with instructional technologists, lack of support at the district level from a library administrator, and lack of technology expertise.

De um estudo publicado em 2012, aqui http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol15/SLR_School_Librarians_as_Technology_Integration_Leaders_V15.pdf

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What makes Finland's education system the best in the world? - TES Primary - Blog - TES Primary - TES Community

So can the UK be like Finland? 

I honestly can't see a way of breaking down the fear culture, not least because tragedies do happen with heartbreaking regularity.

British kids have far less freedom and unsupervised playtime than they need to become adventurous, healthy, inquisitive learners. I do think we could improve special education though. Paying teachers to give tutorials and employing SEN teachers instead of coordinators and consultants might result in less students being left behind. Honestly, most teaching I have observed in England has been as good as, if not better than Finnish teaching. The difference is not in the teaching, but in the students and their environment. So keep doing what you're doing. You are doing a great job!

What makes Finland's education system the best in the world? - TES Primary - Blog - TES Primary - TES Community

Uma biblioteca escolar na Índia e na web

Com um sítio web simples e claro, revelando um conceito de serviços de biblioteca 2.0 bem interessante
http://sudabha.wix.com/elibrarybbpsbv?goback=%2Egde_2150619_member_245788492

DECLARAÇÃO UNIVERSAL DOS DIREITOS DAS CRIANÇAS - UNICEF 
Princípio I - À igualdade, sem distinção de raça, religião ou nacionalidade.

Princípio II - Direito a especial proteção para o seu desenvolvimento físico, mental e social.

Princípio III - Direito a um nome e a uma nacionalidade.

Princípio IV - Direito à alimentação, moradia e assistência médica adequadas para a criança e a mãe.

Princípio V - Direito à educação e a cuidados especiais para a criança física ou mentalmente deficiente.

Princípio VI - Direito ao amor e à compreensão por parte dos pais e da sociedade.

Princípio VII - Direito á educação gratuita e ao lazer infantil.

Princípio VIII - Direito a ser socorrido em primeiro lugar, em caso de catástrofes.

Princípio IX - Direito a ser protegido contra o abandono e a exploração no trabalho.

Princípio X - Direito a crescer dentro de um espírito de solidariedade, compreensão, amizade e justiça entre os povos.

Design para crianças

Muito bom projeto.

KidsThinkDesign.org has been selected for inclusion 

in the American Library Association’s Great Web Sites for Kids.

According to the American Library Association, great sites:

• are appropriate for the intended audience

• have personality and strength of character

• share meaningful and useful content that educates, informs or entertains

A seguir.
kids think design | a design resource for kids, parents, teachers

Educação, Portugal

Video de 2012

De que é feito um curador de conteúdos?

Mais aqui What makes a good content curator?

Viagem para a literacia mediática em sete minutos e meio

Bom canal no youtube, o EAVI  - neste caso, sabe bem em português PT

Visitar o site para saber mais sobre a literacia mediática:http://www.eavi.eu/
Siga-nos no Facebook: http://www.facebook.com/eavi.eu

SLJ’s 2013 Job Satisfaction Survey | What’s Not to Love?

SLJ’s 2013 Job Satisfaction Survey | What’s Not to Love?
Method: A job satisfaction survey invite and reminder were emailed to SLJ Extra Helping newsletter subscribers in October 2012. The survey link was also advertised in Extra Helping. Results are based on the responses of 713 U.S. school librarians and 294 U.S. public librarians working directly with children or teens. The data shown in total was weighted to represent national regional breakdowns obtained from the Institute of Museum and Library Services and National Center for Education Statistics