Engaging Students: The Power of School Libraries in the Digital Age

Rahjou, Ameneh, Noruzi, Alireza, Keramaty, Mohammadreza and Salehi, Keyvan Engaging Students: The Power of School Libraries in the Digital Age. Research on Information Science and Public Libraries, 2024, vol. 30, n. 1, pp. 82-98. [Journal article (Paginated)]

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English abstract

Purpose: School libraries, as key centers in the learning process, face significant weaknesses in engaging and involving students. Consequently, many students distance from libraries, leading to a weak learning process and a decline in the quality of virtual education. The purpose of this research is to determine the role of school libraries in fostering student engagement within the context of virtual education. Method: The approach of the current research is qualitative and its method is meta-synthesis. The research population consists of 95 articles about the role of school libraries in student engagement in the process of virtual education, which were published in reputable scientific journals between 2000 and 2023. The research sample includes 50 articles that were purposefully collected and selected based on thematic analysis. Data were collected from the qualitative analysis of the studied articles. Findings: Data analysis identified six key roles for school libraries in enhancing student engagement: accessibility of content and tools, information consultation and reference services, teaching information and media literacy, professional development for teachers, teacher collaboration and communication, and integration of new technologies. These roles are associated with educational strategies that can foster student engagement. This study found that school librarians collaborate with classroom teachers to plan student homeworks and conduct collaborative teaching and assessment. Previous research has also highlighted the importance of cooperation between school librarians and teachers. Librarians can share their expertise in emerging technologies with teachers and, through their teaching partnerships, guide educators towards tools and platforms that can be effectively integrated into lessons. Moreover, effective professional development can empower teachers to become technology leaders. Regarding the tools, knowledge and support necessary for teachers in virtual education, educators can enhance their ability to apply skills and knowledge in emerging and advanced technologies. These technologies enable them to locate, evaluate and ethically use information. To strengthen the study, specific examples relevant to educational goals should be provided. On the one hand, the present study showed that content/technology, student and teacher are the three main elements of virtual education. On the other hand, engagement is the main goal of education in the 21st century. Educational engagement is the concept of active participation of students in the education process and an important factor in educational progress, which is associated with the emotional components of passion, motivation and energy. In other words, educational engagement is the quality of effort that students spend on purposeful educational activities that lead to improved learning achievement. Also, in all educational courses, especially in the virtual education process, interaction can increase the efficiency and effectiveness of the educational process and, as a result, engage students. The school library plays an important role in creating a bridge between students and teachers and content, as well as engaging students. A school library can create a communication bridge through information literacy education. Student relationships with the library are enriched through multimedia assignments that enhance student learning. Technology creates more opportunities to deepen student engagement with the library through more and more meaningful contacts with librarians. In all the roles played by the school library, including teacher, consultant, information specialist, and leadership, the basic role of the school library is the relationship builder. Therefore, school library efforts should be focused on helping to create a supportive culture that fosters student success and learning, because active and engaging libraries play a vital role in education. Originality/value: This research has comprehensively examined the role of school libraries in fostering student engagement within the context of virtual education. The findings of this study can serve as a valuable resource for administrators, teachers and librarians seeking to understand the significance and function of school libraries in the field of virtual learning. This research offers a novel contribution by comprehensively examining the multifaceted role of school libraries in fostering student engagement within the virtual education landscape. By employing a qualitative meta-synthesis approach and analyzing a substantial dataset of articles, the study identifies six key functions of school libraries in promoting student engagement, expanding upon previous research. Moreover, the research underscores the critical importance of school librarians as collaborative partners with teachers in creating the engaging and effective virtual learning environments. This study fills a knowledge gap by providing a deep understanding of the strategies and practices implemented to enhance student engagement through school library services, ultimately leading to improved educational outcomes. Given the high cost of information resources, inadequate infrastructure and limited school budgets, it is recommended that non-governmental organizations provide support to strengthen and develop school libraries.

Item type: Journal article (Paginated)
Keywords: virtual education, students, engagement, school library, teachers, survey
Subjects: C. Users, literacy and reading. > CC. User categories: children, young people, social groups.
D. Libraries as physical collections. > DE. School libraries.
Depositing user: Dr. Alireza Noruzi
Date deposited: 28 Dec 2024 10:17
Last modified: 28 Dec 2024 10:17
URI: http://hdl.handle.net/10760/46292

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