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ERIC Number: EJ1153335
Record Type: Journal
Publication Date: 2017
Pages: 7
Abstractor: ERIC
ISSN: ISSN-1094-9046
Moving Forward: School Library Experiences beyond the Expected
Allen, James
Knowledge Quest, v46 n1 p41-47 Sep-Oct 2017
If you stopped by and visited the author's school library in Eminence, Kentucky, it would be difficult to predict everything you might see and experience. You might see first-grade students browsing and finding books to check out, a ninth-grade student using a compound miter saw to prepare parts for a project in an engineering class, a fifth-grade class receiving instruction and practice in research best practices, or maybe even a seventh grade student using vector-based design software and a laser engraver to create a model of a black hole. Shifting the focus of the school library program and broadening the range of resources and experiences available to learners seemed at times to have happened rapidly. However, for the most part, the transformation has happened gradually, organically, and in close connection with the changing needs of students and teachers. The author's goal now is to make sure the school library provides students with fun, unique, and individualized opportunities and learning experiences that they otherwise would not have. Developments in technology have definitely shaped and will continue to shape the evolution of school libraries, but the author believes that some other areas will also have a huge impact on how libraries serve their patrons. He discusses some of these areas that are transforming his own school library program, but they all have a common connection: our students.
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky
Grant or Contract Numbers: N/A