When the School Library Research reviews manuscripts, they practice a double blind review process in which both the manuscript submitter and reviewer are unaware of one another’s identities. Each manuscript is reviewed by approximately three to five members of the SLR review team. Once each reviewer has assessed the manuscript by reviewing a set of questions set forth by SLR, they make their recommendation. According to SLR, three or more reviewer rejections will dismiss a manuscript, but if it is approved by majority of reviewers, the manuscript will be posted for a full board review and the review team will take a majority vote regarding the article’s publication. If a manuscript is selected for publication, the review notes will be sent to the author for any further edits, and the manuscript will then be published online. Evidence Based Library and Information Practice (EBLIP): EBLIP practices a double blind reviewing process in which each manuscript is individually peer reviewed by two professional reviewers from the EBLIP team whose expertise is reflective of the subject matter presented within the proposed manuscript. If an article is selected for publication, it is posted online within an EBLIP upcoming issue and eventually their archives.
Published by the American Association of School Librarians, this journal gains authority and trust through its publication by a reputable information source for librarians. Assessing the current editorial board members, each member’s affiliated university and title is given along with each member’s name and title. Positions listed such as university professor or head academic librarian, add authority to the journal, showcasing that its editorial board members are of high standing at trusted institutions. Regarding the members’ affiliated institutions, there is a wide variety of recognized and trusted names, including the University of Texas and the University of North Texas, that offer prestigious library programs and therefor add to the journal’s overall authority on library research. Evidence Based Library and Information Practice (EBLIP): Reviewing the editorial team list for EBLIP—which includes editors, editorial advisors, communications officers, indexing support, copyeditors, evidence summaries team, writing assistance team, and peer reviewers—each member of the staff seems highly qualified. Each individual’s name is followed by their affiliated university and specialty. Not only are there recognizable, reputable universities from the United States listed, such as UC Berkeley and Harvard, individuals from the editorial team span educational institutions around the globe, including State University of Library Studies and Information Technologies in Bulgaria and Duke Kunshan University in China. The diversity of the staff and their associated, reputable credentials offer a trustworthiness of the authority to the journal as a whole and reflect the diversity of ideas and research that are offered within each volume’s publications.
Reading through the archives of School Library Research, three articles stood out as informational articles that would benefit my library practice: “The Motivational and Information Needs of Young Innovators: Stimulating Student Creativity and Inventive Thinking”, “School Librarians Fully Online: Preparing the Twenty-First Century Professional”, and “Drawing Diversity: Representations of Race in Graphic Novels for Young Adults” (Santos Green, Jones, & Burke, 2017; Small, 2014; Moeller & Becnel, 2018). As an aspiring elementary or middle school librarian, the topics covered by these articles—innovative thinking, twenty-first century learning, and graphic novels—seemed immediately relevant in developing my practice. School librarians teaching in the twenty-first century have a responsibility to impart twenty-first century skills including research and critical thinking skills, to their students. For this reason, I believe the innovation and twenty-first century skills articles would be beneficial to review and utilize to reflect upon my current practices. Graphic novels are an increasingly popular genre amongst K-12 students. Their rise in popularity as well as the need for librarians to maintain diverse library collections, prompted my selection of the graphic novels and race article. Evidence Based Library and Information Practice (EBLIP): Perusing the archives of EBLIP, three articles stood out as informational articles that could have a direct impact on my present practice: “School Libraries Play an Active, Transformational Role in Student Learning and Achievement”, “Public Library Summer Reading Programs Contribute to Reading Progress and Proficiency”, and “Impact of Reading Buddies Program on Reading Level and Attitude Towards Reading” (Bogel, 2006; Bogel, 2012; Dolman & Boyte-Hawryluk, 2013). As an elementary school teacher and aspiring elementary school librarian, these articles stood out to me because they address beneficial programming that can be directly implemented within the school library. Additionally, the “School Libraries Play an Active, Transformational Role in Student Learning and Achievement” is an asset to my growing, library advocacy research article arsenal in promoting the continued use and relevancy of school libraries. Summer reading programs and reading buddies are programs that are publicized and enacted at both my current school and my mentor librarian’s school. Reflecting on my future practice, I would like to couple the information gained from these articles with the observations of both school library programs. Additionally, as a future school librarian it is imperative to have resources at the ready for advocating for your local school library as well as libraries as a whole, I believe “School Libraries Play an Active, Transformational Role in Student Learning and Achievement” by Bogel (2006), could be such an article that supports these efforts. References American Association of School Librarians (n.d.). School Library
Research (SLR). Retrieved from http://www.ala.org/aasl/pubs/slr Bogel, G. (2006). School libraries play an active, transformational role in student learning and achievement. Evidence Based Library and Information Practice, 1(4), 49-53. https://doi.org/10.18438/B8HS3G Bogel, G. (2012). Public library summer reading programs contribute to reading progress and proficiency. Evidence Based Library and Information Practice, 7(1), 102-104. https://doi.org/10.18438/B8G898 Dolman, H., & Boyte-Hawryluk, S. (2013). Impact of the reading buddies program on reading level and attitude towards reading. Evidence Based Library and Information Practice, 8(1), 35-46. https://doi.org/10.18438/B8N89T Evidence Based Library & Information Practice (n.d.). Home. Retrieved from https://journals.library.ualberta.ca/eblip/index.php/EBLIP Moeller, R., & Becnel, K. (2018). Drawing diversity: Representations of race in graphic novels for young adults. School Library Research, 21, 1-17. Retrieved from http://www.ala.org/aasl/slr/volume21/moeller-becnel Santos Green, L., Jones, S., & Burke, P. (2017). School librarians fully online: Preparing the twenty-first century professional. School Library Research, 20, 1-21. Retrieved from http://www.ala.org/aasl/slr/volume20/santosgreen-jones-burke Small, R. (2014). The motivational and information needs of young innovators: Stimulating student creativity and inventive thinking. American Association of School Librarians, 17, 1-36. Retrieved from http://www.ala.org/aasl/slr/volume17/small
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AuthorMy name is Mackenzie Wright. I am currently a teacher in the Austin area, and am finishing my Master's in school librarianship through UNT. Categories
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