Partnerships between public libraries and schools foster reading literacy. In view of this fact, many libraries implement actions for this purpose. This paper analyses the implementation of the initiative called “Library-School Programme” of the Civican library, an entity dependent on the Caja Navarra Foundation and part of the Network of Public Libraries of Navarre (Spain). This case study scrutinised the 804 book loan requests made by pre-school, primary, and secondary school teachers under the program between 2007 and 2021. It aims at discovering the educational stages with the highest demand, the most reoccurring reasons for the requests, and the evolution of the service. Research - of a descriptive statistical nature - shows greater participation in Pre-school and Primary Education, as well as a progressive reduction in the number of loans for these stages, with the opposite trend in Secondary Education. The findings of this study suggest directions for public libraries, schools, and administration to improve their collaboration strategies.
Article Details
How to Cite
Arellano-Yanguas, V., López-Pérez, M.-V., & Sbriziolo, C. (2022). Library-school collaboration: A case study of teacher thematic interests in loan requests. Ocnos. Journal of reading research, 21(2). https://doi.org/10.18239/ocnos_2022.21.2.2956
Arellano-Yanguas, López-Pérez, and Sbriziolo: Library-school collaboration. A case study of teacher thematic interests in loan requestsi
Introduction
More than two decades ago, published a renowned study revealing the extent to which children’s access to books
and contact with adults who invite interaction with texts has a positive impact on
early literacy development. Such evidence reinforced the prestige of supplementary
reading and endorsed its necessary presence as a stimulus for learning. It also made
the case for the important educational role of libraries and their resources from
the early stages of schooling.
Numerous subsequent research studies consolidated this idea and established a clear
link between the support of library resources and school performance. It was thus
found that students who have more library facilities in their schools have better
academic performance than those from poorer library contexts (; ; ; ).
Reading promotion, one of today’s education priorities in Western countries, is also
increasingly conceived as a collective effort, collective wills and impulses that
multiply their effect when they are articulated through collaborative programmes,
among which are those developed by library and school. This way, schools, home to
the entire population of children and young adults and are responsible for their formal
education, are aligned with libraries for the development of reading literacy, within
a partnership framework that is reflected in the .
New didactic approaches are progressively stripping textbooks of their key role in
favour of a more active student role in contact with a wide range of learning resources
(). In this sense, it is becoming increasingly common for teachers to use a wide range
of complementary reading in the classroom, including literary texts, non-fiction books,
reference works and even digital content that connects with the different curricular
areas, in a plural and interdisciplinary perspective. This is a common and necessary
view today, as can be seen both in the field of critical theory (; , inter alia) as well as in school practices themselves (e.g., the project-based learning methodology,
which is becoming increasingly common in education). This use of reading materials
responds to the demands of postmodern society, whose characteristics are eclecticism,
hybridisation, multiculturalism and decanonisation, according to .
The above reveals the need to prioritise the role of libraries in the new curricular
approaches and to reinforce the bibliographic endowment of schools. However, when
the deployment of school libraries is hampered, mainly by a lack of financial and
professional resources, it seems appropriate to compensate for these shortcomings
by means such as collaboration with public libraries (). Joint work between libraries and schools makes it possible to broaden reading offer,
to respond more precisely to educational needs and to avoid overlapping and duplication.
To that end, good communication between the two institutions and the development of
coordinated planning is important (; ; ). Library organisations such as AASL/ALSC/YALSA (committees belonging to the American
Library Association, ALA) provide an example of initiatives that facilitate communication:
they have designed tools to manage specific aspects such as standardised information
mailing templates, forms for borrowing bibliographic batches or the implementation
of alert services (). These instruments do not only support streamlining services, but they are also
an interesting source of information on the different uses of bibliographic materials
and their evolution, as can be seen in this work, which uses the works request forms
of a Spanish library.
In the same veil, in addition to personal loans to users, many public libraries offer
a special service for lending batches of books to institutions - collective loan -
whose potential beneficiaries include schools (; ; ). Likewise, when establishing reference guidelines for the operation of school libraries,
Bernal-Macaya et al. highlight the necessary “attention to the demands of teachers
for the temporary loan of materials to classrooms, depending on a specific project
or a specific subject” (). also refer to these loans linked to didactic projects in different curricular areas.
Despite the development of this type of service, there are no studies that focus specifically
on the genre or subject matter of the loans that teachers request, the particular
interests that drive them to request library resources as learning materials or the
educational levels at which there is greater use of these resources, aspects that
are the focus of this article.
There is international research on teaching criteria for selecting different reading
materials. In Poland, analysed textbooks; in the United States, focused on reading aloud in primary classrooms, and studied the readings available in the classroom library and the ratio between informational
and literary reading. refer to the scarcity of materials and the lack of relevance to students’ cultural
and linguistic backgrounds in library collections in Malawi and the United States
and suggest teachers’ choice of readings close to the students’ reality.
As for the most frequent selection criteria generally adopted by teachers, these are
curriculum area, subject matter, age and content appropriateness (; ), aesthetic aspects and variety (), and instructional, affective or contextual possibilities (). In other cases, the selection is based on specific works () and the importance of using closed lists is discussed, as well as their limitations
in providing a standard for book selection. In addition to these reasons related to
the book itself, motivations external to the book, such as financial cost, have been
identified (). On the other hand, stated that, in addition to the search, the selection stage requires strict assessment
of the materials in order to get the best out of the chosen works, which requires
training and experience. Otherwise, personal tastes could influence the choice of
works.
In Spain, we do not have references on the reasons that drive teachers to request
books from libraries, so this article, which traces the subject of collective loans
made by teachers in the different educational cycles over 15 years, can be a contribution
to the knowledge of this issue. This paper approaches the school use of library resources
and the bibliographic interests of educators based on a case study confined to a particular
public library. According to , and , understanding the current collaboration between the two institutions and observing
the needs that arise in the field of education can help to make the joint effort more
effective.
This research similarly offers aspects that may be of interest in many different areas.
Therefore, for public libraries, the analysis of teaching interests can provide useful
feedback to establish criteria for the selection of materials to complete their collections,
as well as to implement marketing strategies that help to make visible valuable resources
that may not be properly exploited. With regard to schools, it can be an opportunity
to detect the main shortcomings, valuable information to enrich the provision of their
libraries. On this last point, public administrations may also find in this work an
element of reflection with a view to activating the necessary bibliographic resources
in the centres themselves and encouraging communication between the agents involved
in reading education. Finally, from a socio-educational point of view, this research
offers an evolutionary view of the interests of a specific group of teachers over
15 years, a longitudinal view that allows us to observe possible changes in the way
they approach reading.
Methodology
Objectives and research questions
This paper analyses how teachers use the resources of a public library by studying
a large corpus of 804 loan requests made over the last 15 years. The research consists
of a case study understood as the analysis of a sample of the phenomenon of interest
().
The objectives of this study are to find out at which educational stage there is a
greater demand for the lending service and to identify the issues and reasons raised
by teachers when making requests.
Taking educational stage, period and reason as study variables, the research questions of the study are:
- At what stage of education is there the greatest demand for the loan service?
- In which period does each stage borrow the most?
- What are the main reasons for requests?
- What are the recurring reasons in each period?
- How has the COVID-19 pandemic impacted the reasons for requests?
Background
This study has been conducted on the basis of information collected at the Civican
library (Pamplona, Spain). Although it is privately owned (it is ascribed to the Caja
Navarra Foundation), it is part of the Network of Public Libraries of Navarre and
coordinates its operation with the other 92 libraries in the autonomous community.
This library offers the School Library programme which serves as “a collaborative
way to raise awareness of library resources, encourage reading and information habits
and support school libraries" (https://www.bibliotecaspublicas.es/civican/). In addition to guided visits with groups of schoolchildren, its offer includes
the School Library Support Service (hereinafter SABE), which is defined on the same
page as “guidance for selecting reading material of interest according to specific
needs.” This initiative is linked to the collective loan, a service that allows schools
to obtain a batch of up to 50 books and other materials for one month, which can be
extended. This way, this library offers the teaching staff support in choosing a set
of works for a specific purpose, as well as the lending of this collection. SABE was
implemented in the Civican library in 2004, but it was in 2007 when the subjects and
reasons requested by the schools began to be registered, which allows us to know the
nature of the bibliographic requests made by teachers during this period, as well
as the level of education at which higher achievement occurs.
In these 15 years, a total of 109 schools in Navarre have benefited from SABE (80
of which are pre-schools and primary schools). It is estimated that, adding up the
number of students participating each year (an average of 25 students per requesting
centre has been calculated), this service has served a population of 8,575 students
in pre-school, primary and secondary education; 60 of the centres using the service
are urban (Pamplona and other towns with more than 10,000 inhabitants), while 49 are
rural centres throughout the autonomous community (and also, exceptionally, in some
neighbouring communities, such as Aragon or La Rioja). Of the 109 schools, 89 are
public, 18 are subsidised and 2 are private.
Each year, an average of 53 requests have been dealt with. Of these, 51% have been
single requests, made by a school on a one-off basis, while the remaining requests
are of a recurrent nature and tend to come from teachers who maintain the collaboration
year after year, often extending the service to different schools as they change their
destination.
Study corpus
The study corpus consists of the 804 book batch loan requests forms that make up the
SABE database. The number of loan documents used in this research was reached after
eliminating requests for audio-visual material, as well as resources for teachers,
from the SABE database. The form is a simple document in which applicants have to
indicate, in addition to their details, the type of service required and the educational
stage for which it is intended (Appendix I). In the section of the form entitled Description, in the case of the loan of a batch of books - the focus of this research - teachers
can indicate the subject matter they intend to work on with the borrowed works.
Requests were made by teachers at pre-school, primary and secondary level for 15 years.
In order to observe the evolution of the aspects studied, this time span has been
divided into three periods, 2007-2011, 2012-2016 and 2017-2021. To these we add the
academic year 2020-21, which is analysed in isolation to observe the impact of the
COVID-19 pandemic on the reasons for requests.
periods
requests
%
2007-2011
330
41%
2012-2016
266
33%
2017-2021
208
26%
Post-pandemic period (Sep. 2020 – Jun. 2021)
52
6.4%
Table 1Number of batches borrowed in each period
Procedure and method of analysis
We began by exporting to an Excel spreadsheet the data entered in the fields of the
forms hosted in the database (Access) of the libraries of interest for this study:
educational stage, period and reason requested. With regard to the reason requested field, it should be noted that the format of the information was free-writing, which
made it necessary to code each request individually according to a self-created classification.
According to the teachers’ answers on the forms, reason is understood in the different meanings of the term, as a reason for doing something
(e.g. celebrating Christmas) and as a theme (e.g. water, food, humour), to which are
added other meanings such as titles of works (Little Red Riding Hood) or type or format of book (picture book). As for the educational stage field, it included multiple requests, loan requests made for more than one level
of the same centre, which meant that some requests had to be double-counted when identifying
a certain demand linked to each of the educational stages.
Once the data for the different variables had been delimited and coded, they were
subjected to a descriptive statistical analysis (), a method that facilitated their ordering and description according to the research
questions posed. Excel tools were used to compute the representation of the different
aspects studied in the corpus (requests by stage and by period, priority reasons by
subcategories; and their corresponding evolution over the periods), as well as to
generate tables and graphs.
Reason coding
Reasons were classified according to a taxonomy of our own elaboration based on the
theoretical assumptions of the teaching selection of books according to : literary quality and diversity, reader-friendliness and functions to mobilise works.
The typology established by in her study of the thematic interests that drive library reading guides was also
considered: specific feature of the works, reading itinerary, psychological aspect,
didactic or functional reason.
The categories included in this taxonomy focus on the book, the reader, the curriculum
and the context and, at a more concrete level, 14 sub-categories are defined to cover
the different reasons:
Category
Subcategory
BOOK
Date of publication
Author or title
Genre, sub-genre and format
Character
Publisher
Setting
Theme
READER
Age
Special need
Emotional aspect
CURRICULUM
Subject
Cross-cutting theme
BACKGROUND
Anniversary, celebration...
Specific teaching activity
Table 2Classification of the reasons for bibliographic requests
As can be seen, within the book category are the subcategories date of publication (e.g., new releases), author/title, genre/sub-genre or format (such as comic or picture book), character (dinosaurs, superheroes), publisher (Kalandraka, Anaya), setting (places and times such as China or prehistory) and theme (e.g,. rain or magic). The reader category includes the subcategories of learners’ age (books for six-year-olds or a selection for pre-school), special need (capital letters or stories in the BATA system), emotional aspect (identification of emotions, conflicts and life changes: jealousy, fears, grief,
adoption, etc.). On the one hand, the explicit curricular reasons are included in
the curriculum field (subject content: e.g. water, food, animals), and the hidden curriculum reasons
(cross-cutting themes such as co-education or interculturality). Finally, the background field considers functional reasons such as anniversaries or celebrations and specific
didactic activities such as workshops, recitals or dialogical gatherings carried out
in the school context.
In the process of defining the subcategories and linking the reasons or themes thereto,
it was necessary to overcome obstacles such as the narrowing of the conceptual field
of the subcategories, the possibility of attributing the same reason to several of
them, or the difficulty of interpreting some themes indicated by the teachers due
to the lack of accuracy in the information collected in the reason field of the forms. The following decisions were taken in this respect:
- Assuming the curricular nature of certain themes when they were reflected in the
official documentation of the stage corresponding to the request (e.g. a request for
books on “Middle Ages and castles” in Primary School), while when this was not the
case (the same example in Pre-school) it was considered to be an element of setting
in fiction. These cases have been noted and the same attribution criteria have always
been applied.
- Opting to duplicate the registration and computing each subject independently in
the presence of some composite requests (double subject).
- Including requests for batches of the same title (the library offers 150 batches
with 20 copies of the same work) and group them under the category of author or title.
- Incorporating the preceding reasons for six forms intended for groups of pupils
with special educational needs integrated in pre-school and primary schools and coding
them according to the stage they are addressed to.
Finally, in order to resolve doubts about the interpretation of the themes and to
validate the final lists of subcategories and reasons, the expert judgement of members
of the library team was sought.
Results
Most the requests under analysis, 56.4% of the total (529), were addressed to students
in pre-primary education (either alone or in combination with another stage); 38%
(356) were for primary education; and 5.6% of requests (53) were for secondary education.
It should be noted that of the total number of petitions reviewed, 15.8% (127) were
addressed to several education cycles. Of these, more than 92% (117) correspond to
requests for pre-school and primary education.
If the period variable is considered, the result is that in all phases the highest number of requests are
addressed to Infants. Both at this stage and in Primary Education, there is a downward
trend in the number of requests.
Cycle
2007-2011
2012-2016
2017-2021
Pre-primary education
232
172
125
Primary education
131
127
98
Secondary education
9
27
17
Total
372
326
240
Table 3Requests for each stage of education in the different periods
As for the reasons requested, the result of the analysis by category was as follows,
in order from highest to lowest: 372 requests related to the book (date of publication, author and title, genre, character, publisher, setting, theme), 300 to the curriculum (subject, cross-curricular theme), 85 to the reader (age, special need, emotional aspect) and 47 to the background (anniversary, celebration, didactic activity). Translating this data into percentages, it can be seen that the dominant perspective
when requesting the loan of works - that of book-related reasons - accounts for almost half of the requests (46.3%). Next, with 37.3% of presence,
are interests related to the curriculum. Finally, with a meagre 16.4%, we find reader-centred (10.6%) or background-centred (5.8%) reasons.
If these same requests are broken down into subcategories, as can be seen in Figure 1, by far the most popular reason for request over the entire period studied (2007-2021)
is the subject, with a total of 187 requests (23% of the total).
Figure 1Main reasons (subcategories) totals
Also in the differentiated analysis of each of the three periods, this preference
remains constant, except in the post-confinement period, where a shift towards a reason
of a literary nature can be identified: character.
Figure 2Percentage presence of main reasons in each period
Note. The data for academic year 2020-2021 show the detail of the post-completion months
and are also computed in the period 2017-2021.
With regard to the subject subcategory, which was highly representative in different periods, a detailed analysis
of the data accompanying it in the forms revealed that the most popular subject was
Natural Science (60%). Within this, the most frequently requested specific subject
is the human body and its functioning (health, nutrition and sexuality), which accounts
for 25.5% of subject-related requests, followed by astronomy (14.4%) and zoology (14.4%).
On the other hand, the subcategories of least interest, adding up the requests over
the 15 years covered by the study, were: publisher (0.2%), date of publication (0.4%) and special need (1%); however, if the requests are grouped into the four basic categories established,
it is noticeable that the least requested reasons were those related to the background (anniversary, celebration and didactic activity).
Focusing on the post-confinement period (September 2020-June 2021), the subcategory
literary character accounts for 19.2% of requests, followed by cross-cutting theme (13.5%) and setting (11.5%).
Finally, the analysis of the themes shows an increasing trend of emotional motives
over the periods: 4.5% in the first and second requests, 5.3% in the third and 9.6%
in the September 2020-June 2021 window.
Discussion and conclusions
This study aimed to investigate the processes and actions of teachers in the use of
public library services. After analysing the forms filled in by the teachers, it can
be concluded that the greatest demand for the service is directed at pre-school students,
which reinforces the findings of on the reason for the lower interest in these services at higher education levels
A decreasing line of interest can be observed in the request for lots in Pre-school
and Primary School. There are multiple factors that may have contributed to this progressive
reduction in demand; among them, we point out a few:
- High initial interest, with the start-up of the service. The coincidence of the
strong economic crisis that the country went through in the same period (2008) may
have reinforced the number of claims in this first interval analysed.
- Possible increase in the budget of schools after the period 2012-2016, which may
have favoured a greater availability of their own funds in the school library and,
therefore, greater autonomy with respect to the public library.
- The opening in 2011 of the Library of Navarre (headquarters of the regional library
network) and the launch of its children’s section expanded the range of services on
offer and, therefore, the possibilities for collaboration with schools. This may have
led to a redistribution of teaching demands to other libraries.
- The closure of the library during the pandemic months (March to June 2020) and the
consequent interruption of the service, which was not resumed until September 2020.
The exception to this downward trend is among secondary school teachers, whose demand
has been particularly high in the second period, a trend that might have continued
had the library not been quarantined in 2020. This increase in requests could be explained,
according to statements by the library team itself, by the increase in the number
of visits to the library by secondary school groups. Increased awareness of the library’s
possibilities and resources generally leads to an increase in demand for services,
both among students and teachers.
On the other hand, the fact that 15.8% of the requests were shared by several educational
stages seems to indicate good coordination between teachers.
The wide variety of reasons identified in the requests reflects the plurality of teaching
interests, and paints a portrait of the issues that today’s education is concerned
with. In terms of priority requests, almost half of the loans responded to an interest
related to the work itself (characters, place and period of setting, genre and format, author or title, etc.), which shows that, among the multiple ways of bringing reading to pupils,
those that place the book at the centre are still the most frequent.
In general, teachers seem to prefer books that respond to certain settings, themes,
characters or genre, without specifying specific titles, although 7.6% of the requests
were addressed to a certain author or work. These include recurrent classics such
as Little Red Riding Hood (11 requests) or Alice in Wonderland and The Three Little Pigs (with four frequencies each). The multiple versions of these stories have been of
particular interest, a phenomenon which confirms the intertextual nature of contemporary
literature and which can be interpreted as a way of reinforcing the role of the classics
as a basis for students’ reading education. In this regard, it is worth noting that
the two most popular literary genres are comics (22 requests) and picture books (9
requests), which once again demonstrates the specificity of post-modern literature,
in which the role of the image and the visual code play a key role.
With more than a third of requests, Within the curriculum category (selections of books related to subjects or cross-cutting themes), it should
be noted that, in the breakdown analysis of reasons, the most represented subcategory
was subject (almost 25% of all requests) and, within this, Natural Science was the one with the
highest number of requests (114 batches of books). It is striking in a study on the
selection and lending of children’s books that the most repeated theme in the requests
is related to science and, more specifically, to the human body. This may be an indicator
of the increasing plurality of information sources being incorporated into learning
beyond the textbook, a conclusion reinforced by comments from the library team regarding
the growing demand for bibliographic batches for the project-based learning model.
As for the evolution of reasons over the periods studied, it is found that subjects appear in preferential positions in the three-time blocks, although the special post-confinement
period (academic year 2020-2021) shows a notable shift towards literary characters
among the most demanded subjects.
The increase in emotional motives that can be seen in the last five years studied
and, in particular, in the last academic year, is also significant It can thus be
concluded that there is a tendency to focus on a less instrumental perspective and
closer to aesthetic-playful aspects, a view that we could consider more human and
personal.
These results corroborate a reality that is reflected in all areas of our society:
a generalised interest in affective issues which, if it was already visible in the
field of children’s literature before 2020, with a growing publishing production focused
on this aspect, has become one of the most prominent thematic interests, something
that can also be seen in recent studies on the link between children's literature
and emotional education ().
The case study presented in this paper has facilitated the analysis of the chosen
topic in an accessible, specific and immediate way, and has allowed us to understand
it at the present time, as well as its evolution over the last 15 years. As a limitation,
its results cannot be extrapolated as they are confined to a specific context; however,
the findings obtained may be suggesting current trends in the aspects studied. The
validity of this research lies in its exploratory nature, as it approaches a little-studied
phenomenon (), and in its reliability, which stems from the accurate data analysis and interpretation.
This paper provides information that may be relevant in different areas as a basis
for implementing actions and strategies that strengthen the links and reinforce the
bridge between the library and the school, according to the contributions of and , as described below.
Implications for different actors and open lines of research
The findings of this study confirm the need to review the model of cooperation between
public libraries and schools and point to implications for the different areas involved:
Regarding public libraries
Observation of teaching demands provides relevant information on the resources that
can be seen as a priority, which can be considered when defining the criteria for
the acquisition of new books.
As for the less popular themes and reasons, the conclusions obtained call for the
intensification of reading dissemination and promotion initiatives in order to make
all available resources visible and to encourage teachers to diversify the selection
criteria (e.g. to publicise certain particularly singular publishers, to link the
readings to certain school contexts, etc.).
The growing trend of requests in Secondary Education highlights the importance of
reinforcing contact with this educational cycle, by offering services and activities
especially aimed at these pupils.
The difficulties encountered in the interpretation of the register of requests raise
the need to adapt these forms in order to enrich the information that this tool can
provide. In this sense, some interesting suggestions could be: to close response options
(based on the established categories and subcategories) and to include information
on the use of the books in the classroom (an alternative could be to incorporate a
brief evaluation of this service afterwards, by means of a specific question whose
answer could be given together with the return of the batch of books).
Regarding schools
If we consider the stagnation experienced in recent years in the operation of this
service, as well as the limitation of subjects and reasons requested by the centres,
it would be important to deepen the knowledge of library resources and services. In
this sense, initiatives such as literary gatherings on children’s and young adult
literature or guided visits for teachers, which are part of the aforementioned “Library-School
Programme” and which also take place in other public libraries, can be useful. This
type of activity is also a good opportunity to raise library professionals’ main needs
and interests as teachers, as well as to be able to open up, through a more plural
knowledge, to a greater diversity in what is on offer for students.
It would also be interesting to consider the thematic priorities in the selection
of the school library collection in order to build up a meaningful collection capable
of supporting the curricular project with its own resources.
As for themes, the prevalence of subject-related reasons is undoubtedly a good indicator
of teachers’ interest in the inclusion of children’s and young adult books in school
dynamics. However, it would be important to be aware of the aesthetic and literary
value of the works themselves, in order to avoid excessive instrumentalization in
this approach, as warned by .
Regarding public administrations
The will of the teaching and library sectors is not enough to achieve effective cooperation
between these two areas; it is also necessary for the administration to create the
necessary conditions to obtain the maximum fruit from this symbiosis. Therefore, it
would be important to encourage the development of collaboration channels, making
these exchanges explicit through the signing of agreements, which could take the form
of seminars and training workshops, the organisation of joint reading promotion activities,
technical coordination, etc.
Finally, it is essential to activate the material and human resources necessary for
the optimal functioning of school libraries at all educational levels, guaranteeing
the access of students to all the wealth and variety of reading resources. In this
respect, it seems appropriate to recall that “the public library will never be able
to replace the school library. It is up to the latter to become the core of curricular
action, to become the basic tool of educational action” (). Only by assuming their genuine responsibilities will public and school libraries
be able to join forces and strengthen their close and complementary role.
It would be interesting to compare the participation of each educational cycle in
the school visits organised by the library during the periods of time already studied
as open lines for future studies, in order to assess the possible correlation between
the face-to-face activity with pupils and the subsequent use of the advisory service
and loan of materials by teachers.
Similarly, a possible link between the observed decrease in collective loan requests
and the progressive introduction of electronic resources in primary and secondary
classrooms, especially Chromebooks, could be analysed. In this respect, the following
question could be addressed: has the increasing use of electronic devices with internet
connection led to less use of traditional bibliographic resources?
Finally, the systematic review of applications conducted in this study has provided
a snapshot of the thematic interests present in current literary education; based
on the results obtained, this research may be useful for the scientific community
interested in investigating, from a socio-educational point of view, how schooling
evolves over the decades.
There are still many unexplored areas in the field of cooperation between schools
and public libraries. For this reason, it is vital to document the paths already travelled
and to observe possible ways to make further progress towards students’ reading literacy.
Special thanks
The authors would like to thank the Caja Navarra Foundation and the team of librarians
at Civican for their support in conducting this work.
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Notes
[i] This paper is an extension of the communication presented under the title "Biblioteca
pública y escuela. Análisis de solicitudes de libros por parte de los docentes durante
los años 2007-2021" at the XXII Congreso Internacional de la SEDLL, De la literatura infantil a la competencia
literaria. Aprender leyendo, CEPLI-Universidad de Cuenca (Spain) in November 2021.
The breadth of the sample studied has required the collaboration of the three authors.
All of them have contributed equally to the development of this work. The order of
annotation follows an alphabetical criterion.
Appendices
Appendix I
Request form for the School Library Support Service (SABE) of the Civican Library
(Caja Navarra Foundation)
