Education for School Librarians: Trends and Issues from Selected Developing Countries

A survey of the situation of school libraries in several developing countries. The main problems are huge populations to educate, budget limitations, and the training of teachers. Nevertheless, the progress of school libraries shows the continuous nature of improvement. International associations can help local communities by providing the necessary links to share experiences. Professional and personal competencies expressed in statements in developed countries have guided the education and performance appraisal of teacher librarians for many years. Continuous technological change, the importance of a collaborative instructional role and leadership are common themes in the literature (Bens, 1999; Fulton, 1998; Scheirer, 2000; Haycock, 1999). Role statements such as that published in Canada’s (ATLCA, 1997) are referenced widely in the literature and echoed by associations around the world. The IFLA/UNESCO School Library Guidelines were published in 2002. The evolution of the document is discussed by Hannesdottir challenged by varying definitions and stages of school library development around the world. Three basic elements emerge from the document including information studies, management and education. (Hannesdottir, 1995) The guidelines are intended to provide an integrated role statement linking information professional and teaching partner. (IFLA/UNESCO, 2002) IASL members have compiled the following snapshots of school libraries. This comparative discussion mixes some very different political and economic contexts but is linked by the