Abstract:

Since 2009, School Libraries (SL) in Portugal have a Teacher Librarian (TL) responsible for the development of the SL activities programme. And in 2010 it was conceived and implemented a self-evaluation model, by the National School Libraries Network, a service of the Ministry of Education. Key concepts such as value, impact and evidence-based practice have supported the way the model was conceived (Bastos, Conde & Martins, 2011). Resources and processes are important only in the measure of their added value and contribution to developing teaching and learning. At the same time, multiple institutional initiatives to promote the modernization of primary schools and the change and innovation in teachers' pedagogical practices. In this context, for example technology has become an essential element of the school library learning environment and integrating technology into activities that have the SL as a learning centre is an important way to extend the reach of school libraries in the digital arena. Recent times have shown how important it is to incorporate technologies into teaching and learning processes, and the school library must also play an important role in this context. It is fundamental to understand how the teacher librarian is facing these issues and how he/she is collaborating with other teachers to improve pedagogical innovations.

In this paper we propose to present the results of a research study, specifically focused on the way school leaders (principals), primary classroom teachers and teacher librarians from two grouping of schools in the south region of Portugal look at the School Library. We have analysed the integration of the school library in teaching and learning activities and the role of the school library in processes of change and pedagogical innovation, namely based on the use of technologies. A survey was applied to 40 primary school teachers. Two principals, two assistant professors of principals, and four teacher librarians from the two grouping of schools were submitted to interviews. The quantitative and qualitative data were analysed and results show some differences between the two primary schools mainly concerned with time management and availability of human and financial resources that have some impact on the role that the SL plays.

In general, the participants in the study agreed that there is a positive effect on the teaching practices of the teachers due to the contribution of the School Library. The SL is felt as an alternative learning space to the classroom, in the development of different methodologies and practices. The changes recommended by the SL were incorporated into the teaching practices of teachers in a gradual way, as they realized the added value; also the teacher librarian proposals can introduce some changes in the usual strategies. The idea of the school library functioning as a nucleus for implementing innovations did not raise doubts. However, in practice, this situation is not always easy to achieve, with several factors influencing this dimension.

Keywords:

School Library, Learning environment, Pedagogical innovation, Technology integration.