School librarians’ attitudes towards teaching information literacy

The objective of the research is to outline school librarians’ attitudes towards teaching information literacy by analysing teaching experience, the scope of courses taught, and attitudes towards motivation of teaching. Respondents to the survey were librarians from secondary schools in Lithuania and Poland. Respondents for the research were selected from the top 250 best secondary schools in Lithuania and Poland accordingly. Data for this study was gathered using Computer-assisted web Interviewing (CAWI) technique. The results of the survey showed that school librarians had more positive emotions about their teaching motivation than negative ones. We saw that school librarians concentrate more on finding information, but are less actively involved in developing skills on the use of the information found. Also, school librarians are more prone to speak about information sources and specific tools to find it rather than organising their teaching activities as a platform for building up learning experiences. For better insight, the analysis was carried out comparing results from Lithuania and Poland as well as linking emotions with job meaningfulness

Serija : Communications in Computer and Information Science, ISSN 1865-0929 ; Vol. 676

The objective of the research is to enhance knowledge regarding librarians’ emotions experienced while teaching, as a component of a librarian as an educator identity. Affective dimensions of teaching were researched in academic libraries of Lithuania and Poland. Data for this study were gathered using Computer-assisted web interviewing (CAWI) technique. Affective dimensions experienced while teaching were explored through the semantic differential technique. The most obvious finding to emerge from this study is that librarians as educators have more positive than negative emotions about their teaching. Librarians feel that their teaching is being consistent and they have a positive attitude toward teaching, but it requires a significant effort. The largest deviation of the results was seen when talking about feelings of tiredness during the teaching process and the difficulty of teaching role. For better insight the analysis was carried out comparing results from Lithuania and Poland as well as linking emotions with job meaningfulness