School libraries, teacher-librarians and student outcomes : presenting and using the evidence

Hughes, Hilary, Bozorgian, Hossein, & Allan, Cherie (2014) School libraries, teacher-librarians and student outcomes : presenting and using the evidence. School Libraries Worldwide, 20(1), pp. 29-50.

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Evidence is required to ensure the future viability of school libraries and teacher-librarians. Education policy makers and school principals need detailed, reliable evidence to support informed decision-making about school library resourcing and staffing. Teacher-librarians need evidence to guide their professional practice and demonstrate their contribution to student learning outcomes. This review, which arises from recent Australian research (Hughes, 2013), collates international and Australian research about the impacts of school libraries and teacher librarians. It strengthens the evidence base, and recommends how this evidence can be best used to advance school libraries and teacher-librarians and enhance student learning.

Impact and interest:

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ID Code: 74876
Item Type: Journal Article
Refereed: Yes
Additional Information: Based on research arising from School Library Association of Queensland - QUT research partnership.
Keywords: school libraries, teacher librarians, evidence based practice, Australia, Inquiry into school libraries and teacher librarians, literature review, research findings
DOI: 10.14265.20.1.004
ISSN: 1023-9391
Subjects: Australian and New Zealand Standard Research Classification > INFORMATION AND COMPUTING SCIENCES (080000) > LIBRARY AND INFORMATION STUDIES (080700)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
Divisions: Current > Research Centres > Children & Youth Research Centre
Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2014 The Author(s) & International Association of School
Deposited On: 10 Aug 2014 23:18
Last Modified: 12 Aug 2014 10:45

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