How Inclusive and Human-First Circulation Policies & Practices Can Impact a Child's Relationship with Elementary Library Spaces
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| Title: | How Inclusive and Human-First Circulation Policies & Practices Can Impact a Child's Relationship with Elementary Library Spaces |
|---|---|
| Language: | English |
| Authors: | Rebeka Barringer |
| Source: | Knowledge Quest. Nov-Dec 2022 51(2):48-53. |
| Availability: | American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://knowledgequest.aasl.org/ |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education |
| Descriptors: | Elementary Schools, School Libraries, Social Emotional Learning, Librarians, Library Services, Library Policy, Elementary School Students, Language Usage, Inclusion, Child Development |
| ISSN: | 1094-9046 |
| Abstract: | In a time where social-emotional learning (SEL) and best-practice initiatives can be found plastered over any and all education-related resources, how can one ensure that school librarians are living up to those expectations? School librarians are tasked with helping students to build a positive relationship with their library spaces and see the value of consistent interactions with the central informational hub in their school. What does SEL have to do with that relationship? More than one might think. Students are drawn to spaces in their school that make them feel safe, accepted, and cared for. The school library should be a place in which SEL occurs naturally (Sansbury and Bongiorno 2020). The words, phrases, and policies used with students in elementary library spaces could have long-lasting impacts on their willingness to interact with the school library and see it as a space designed just for them. Words and tone of voice are incredibly powerful. How they are used with small children can be the difference between uplifting or ostracizing them. Inclusive, human-first language and circulation policies allows the prioritization of social and emotional development in children. |
| Abstractor: | ERIC |
| Entry Date: | 2023 |
| Accession Number: | EJ1384276 |
| Database: | ERIC |
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFEyT_ZkyDx5axgFOPhix7wAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDNs-QsUtH6YR86DdeAIBEICBm11kriAYy1sQOfpwapw6aof3MQHV_XDgQ_nuR5MNNgzCygNqSso-A2mOG516kgfZYpdi1VJQ5TgHjJ8zbxv5TpkKUDeTf30t7QvgKlZtyKmjvehE_9F3rGq5FN2A3FShmE00T33I4Qdh2zZmtp5M0ooA67HPg2xbY3Qtc5v9AM15uuNl3QO43pMcXYWfny091V9qFBfRGadIHbvO Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1384276 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1384276 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: How Inclusive and Human-First Circulation Policies & Practices Can Impact a Child's Relationship with Elementary Library Spaces – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rebeka+Barringer%22">Rebeka Barringer</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Knowledge+Quest%22"><i>Knowledge Quest</i></searchLink>. Nov-Dec 2022 51(2):48-53. – Name: Avail Label: Availability Group: Avail Data: American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://knowledgequest.aasl.org/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 6 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22School+Libraries%22">School Libraries</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Librarians%22">Librarians</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Services%22">Library Services</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Policy%22">Library Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1094-9046 – Name: Abstract Label: Abstract Group: Ab Data: In a time where social-emotional learning (SEL) and best-practice initiatives can be found plastered over any and all education-related resources, how can one ensure that school librarians are living up to those expectations? School librarians are tasked with helping students to build a positive relationship with their library spaces and see the value of consistent interactions with the central informational hub in their school. What does SEL have to do with that relationship? More than one might think. Students are drawn to spaces in their school that make them feel safe, accepted, and cared for. The school library should be a place in which SEL occurs naturally (Sansbury and Bongiorno 2020). The words, phrases, and policies used with students in elementary library spaces could have long-lasting impacts on their willingness to interact with the school library and see it as a space designed just for them. Words and tone of voice are incredibly powerful. How they are used with small children can be the difference between uplifting or ostracizing them. Inclusive, human-first language and circulation policies allows the prioritization of social and emotional development in children. – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: DateEntry Label: Entry Date Group: Date Data: 2023 – Name: AN Label: Accession Number Group: ID Data: EJ1384276 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 48 Subjects: – SubjectFull: Elementary Schools Type: general – SubjectFull: School Libraries Type: general – SubjectFull: Social Emotional Learning Type: general – SubjectFull: Librarians Type: general – SubjectFull: Library Services Type: general – SubjectFull: Library Policy Type: general – SubjectFull: Elementary School Students Type: general – SubjectFull: Language Usage Type: general – SubjectFull: Inclusion Type: general – SubjectFull: Child Development Type: general Titles: – TitleFull: How Inclusive and Human-First Circulation Policies & Practices Can Impact a Child's Relationship with Elementary Library Spaces Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rebeka Barringer IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 1094-9046 Numbering: – Type: volume Value: 51 – Type: issue Value: 2 Titles: – TitleFull: Knowledge Quest Type: main |
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