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| Contents |
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| 7 Quality Learning and Teaching Resources and School Library Development
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| This is one of the chapters of the Basic Education Curriculum Guide - To Sustain, Deepen and Focus on Learning to Learn (Primary 1 - 6). Its contents are as follows: |
| 7.1 |
Background |
| 7.2 |
Purposes of the Chapter |
| 7.3 |
Purposes and Functions of Learning and Teaching Resources |
| 7.4 |
Effective Use of Textbooks and Other Learning and Teaching Resources |
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7.4.1 |
Making Good Use of Textbooks and Other Learning and Teaching Resources |
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7.4.2 |
Sharing of Teaching and Learning Resources |
| 7.5 School Library Development and Resources |
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7.5.1 |
Functions of the School Library |
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7.5.2 |
Operation of the School Library |
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7.5.3 |
Roles of the Teacher-librarian |
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7.5.4 |
Conditions Facilitating the School Library Development |
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7.5.5 |
Effective Operation of the School Library in Support of Student Learning |
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7.5.6 |
Support Measures to Facilitate School Library Services |
| 7.6 Flexible Use of Other Resources |
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7.6.1 |
The Use of Relevant Grants |
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7.6.2 |
Community Resources |
| Remarks |
| Reference Notes |
| References |
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| 7.1 Background |
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| With the continuous improvement made to the infrastructure for information technology and the telecommunication network at schools, multimedia and Internet resources are commonly used in learning and teaching activities. The emergence of social network enhances the communication between teachers and students and also among students. Learning in a collaborative way has become more popular and the mode of teaching has also become more diversified. Schools have generally adopted a learning management system to provide students with an online learning platform. In recent years, the presence of interactive and creative e-books has further raised students’ interest in learning. |
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| In accordance with the provisions regarding copyright exemptions of the Copyright (Amendment) Ordinance 2007 (《2007年版權(修訂)條例》), when non-profit making educational establishments use copyright works for teaching purposes, the coverage of such provisions has extended from “permitted acts” that lack flexibility to “fair dealing” that provides more convenience for learning and teaching. As the Education Bureau (EDB) has assisted schools to enter into the Licence Agreement on reproducing printed copyrighted materials, and many newspapers and magazines have granted schools with the exemption of copying their copyrighted materials, schools can now benefit from such favourable conditions in using copyright works for teaching, thereby bringing about flexibility and variety in resources for school-based curriculum development. |
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| In the new digital era, the use of electronic resources has become a trend. Teachers can now make full use of the interactive and real-time functions of e-resources to cater for the learning needs of different students and to establish effective learning communities in class for the sake of enhanced learning and teaching effectiveness, and the learning outcomes that cannot be achieved by adopting traditional printed textbooks and pedagogy. Moreover, effective use of the flexible features of e-learning helps to facilitate students’ self-directed learning and empowers teachers to play the role of a facilitator in learning. |
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| In addition to the learning and teaching resources mentioned above, the school library also plays a pivotal role in the provision and management of learning and teaching resources. To enhance library services in primary schools, the provision of a Teacher-librarian1 has been fully implemented in regular aided primary schools. Moreover, serving Teacher-librarians are provided with a series of professional development programmes, including the Diploma Course in Teacher Librarianship for newly appointed Teacher-librarians, to ensure that they are fully equipped with the professional knowledge to provide library services. |
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| Since schools are dedicated to providing students with a better reading environment by, for example, enriching the library collection and embellishing the libraries, school libraries have now become a multifarious and resourceful learning “hub”. With years of professional development, Teacher-librarians are responsible for not only managing the school library, but also playing the important roles of a reading coordinator, an information specialist, a teaching partner and a curriculum resources facilitator. |
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| At present, the school library collection is becoming more diversified and most school libraries are playing an important role in promoting a reading culture in schools. Teacher-librarians develop students’ reading interests and habits through library lessons, collaborating with subject teachers and organising relevant activities. They also teach students information skills and enhance their information literacy, for example, by introducing to them the features of different reading materials, and the skills in information search and application. Such activities have a positive impact on broadening students’ knowledge and enhancing students’ learning capabilities. |
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| The collaboration between Teacher-librarians and teachers is a key to promoting effective learning and teaching as it helps students become more independent and self-directed in learning. Therefore, many schools have already strengthened the collaboration between Teacher-librarians and teachers. To facilitate in-depth and meaningful learning, some schools have integrated reading and information literacy into their school-based curriculum to enhance students’ mastery of subject content, thus further nurturing their abilities and attitudes for self-directed learning. To this end, strengthening the partnership between Teacher-librarians and teachers as well as the role of Teacher-librarians as curriculum facilitators will continue to be the direction for the development of Teacher-librarians. |
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| 7.2 Purposes of the Chapter |
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Illustrate the importance of the selection and proper use of quality learning and teaching resources (including textbooks) to student learning |
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Illustrate how schools can enhance school library services and strengthen the roles of Teacher-librarians in supporting learning and teaching to help students learn to learn |
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| 7.3 Purposes and Functions of Learning and Teaching Resources |
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| Effective use of learning and teaching resources helps to create meaningful learning experiences for students. In addition to textbooks, all different types of resources, including reference books, exercise books, worksheets, online learning materials, computer software packages, e-books, the natural environment and community resources, do play a key role in promoting student learning. Appropriate use of learning and teaching resources not only can facilitate the interaction between teachers and students but also broaden students’ learning experiences and cater for their different learning needs. The use of the various platforms for knowledge sharing, for example, libraries, learning communities and the Internet helps students construct knowledge systematically and develop their positive values, attitudes and generic skills, laying a solid foundation for life-long learning. |
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 For Reflection and Action |
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What different learning impacts can be brought to students by using different types of learning and teaching resources? How can teachers choose suitable learning and teaching resources? |
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What learning and teaching resources do you use? Do they bring about the expected teaching outcomes? |
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How does your school enhance the professional capacity of teachers so that they can make effective use of different types of learning and teaching resources to cater for the needs of students and achieve the learning targets? |
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| 7.4 Effective Use of Textbooks and Other Learning and Teaching Resources |
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| Teachers should refer to this Guide and the related Key Learning Area/ subject curriculum documents to set the curriculum goals and to choose or develop suitable teaching materials based on student needs. |
| To facilitate schools in choosing appropriate printed textbooks and learning materials, the Recommended Textbook List for all levels and subjects has been uploaded to the EDB webpage and is updated regularly. Textbooks and learning materials on the Recommended Textbook List have been reviewed and considered to be acceptable by the textbook review panels of the relevant subjects in terms of content, structure and organisation, language and layout design, and meet the requirements for quality textbooks. |
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| 7.4.1 Making Good Use of Textbooks and Other Learning and Teaching Resources |
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| Teachers should adapt the content of textbooks and cautiously select other relevant materials to meet the needs and abilities of different students. Teachers should also ensure that all basic elements and key learning points are covered. |
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| Factors taken into consideration in the selection of learning and teaching resources |
| The following factors should be taken into consideration in the selection of printed textbooks, e-textbooks and other learning and teaching resources: |
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providing a channel for knowledge acquisition and a framework for progressive construction of knowledge to help students make progress |
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generating students’ motivation to engage in learning, thereby enhancing learning effectiveness |
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providing students with the opportunity to explore, discuss and co-construct knowledge to nurture their critical thinking skills for making wise judgement |
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complementing and extending what students have learnt in class to broaden their learning experiences |
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providing learning activities at different levels of difficulty and a variety of learning experiences to cater for learner diversity |
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developing students’ positive values and attitudes as well as various generic skills and self-directed learning strategies |
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using quality language and of reasonable price and weight |
| By using learning and teaching resources including reference books, multimedia resources and online teaching materials, teachers can encourage students to use the information from different sources for their research and study so that students can understand and analyse issues in a more comprehensive way. Teachers can bring the real-life issues to the classroom to enable students to apply what they have learnt in real-life situations. |
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| EDB One-stop Portal for Learning and Teaching Resources |
| The EDB has launched the “One-stop Portal for Learning and Teaching Resources” to help teachers in their selection and development of learning and teaching materials to meet students’ needs. This online portal covers digitalised learning and teaching resources for the eight Key Learning Areas across the four Key Stages (Primary 1 to Secondary 6), General Studies at the primary level and Liberal Studies at the senior secondary level. The resources are categorised into four parts, namely, “Learning and Teaching Resources”, “Assessment Tasks Bank”, “Curriculum Documents” and “Professional Development”. In the part on “Learning and Teaching Resources”, the learning and teaching resources developed by the EDB over the years are organised in accordance with the curriculum framework. In addition to browsing the online resources by KLAs/subjects, teachers can search for relevant teaching materials using keywords, nature of resources and digital formats, and design appropriate learning materials to enrich classroom teaching, thereby enhancing learning and teaching effectiveness. |
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| For Reflection and Action |
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As we know, textbooks are not the only learning materials for students. How do you select the content of textbooks in a suitable way and supplement with other appropriate learning and teaching resources to cater for the learning needs of students? |
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Can your school systematically store various learning and teaching resources and categorise them properly to facilitate teaching? |
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How do you make effective use of the EDB One-stop Portal for Learning and Teaching Resources to provide students with diversified learning activities? |
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| 7.4.2 Sharing of Teaching and Learning Resources |
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| Schools could consider the following arrangements to create an environment facilitating the sharing of resources: |
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Share learning and teaching resources among students and teachers through the Intranet or other means within the school with appropriate measures to protect intellectual property rights. |
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Organise professional development groups for teachers to reflect on and share experiences in the use of different types of learning and teaching resources. |
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Implement resource-based learning through the collaboration between Teacher-librarians and teachers of different Key Learning Areas so that appropriate teaching materials could be designed to support teaching and enhance learning and teaching effectiveness. |
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Place some copies of reference materials or storybooks in classrooms or the school library for rotational use by students. |
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| For Reflection and Action |
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How well has your school promoted the culture of sharing learning and teaching resources? How can the sharing culture be further promoted? |
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Some schools launch the textbook recycling programme to encourage students to keep textbooks clean and tidy for their school juniors, and to promote a caring culture among students. This also nurtures their habit of note-taking and develops their self-learning capability. If your school is to launch the textbook recycling programme, how should the targets be set? How can the sharing of resources be promoted effectively? |
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How do the Teacher-librarian and subject teachers collaborate in your school to implement resource-based learning? |
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How can students be encouraged to set up a reading resources bank in class? |
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| 7.5 School Library Development and Resources |
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| The school library plays a significant role in providing students and teachers with effective and convenient channels to have quick access to useful knowledge and information, which helps nurture life-long learners. |
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| 7.5.1 Functions of the School Library |
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| The school library should provide diversified reading and learning resources such as newspapers, magazines and e-books for students not only to get pleasure and construct meaning through reading, but also to learn how to deal confidently and competently with the plethora of information. Being a learning centre, the school library serves the following core functions: |
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A resource centre where students and teachers can read, share, learn and grow through interacting systematically with the vast amount of information in a variety of formats |
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A favourable environment equipped with conventional, technological facilities and human resources support for students to enjoy reading and engage in learning so as to develop their critical thinking skills |
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A virtual reality for students to study independently or collaboratively, and use information technology for information search and knowledge construction |
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 Exemplar: A Well-designed Learning World |
| The Environment |
| With sufficient lighting, colourful set-up decorated with different patterns and items such as photos, dolls and plants, the school library is an inviting place for children. The Teacher-librarian intends to attract students to visit the school library and motivate their reading interests. The library houses a wide range of collection, for example, picture books, storybooks, informational reading materials and even educational comics, which not only caters for students’ interests but also supports the promotion of reading in various subjects. |
| Learning Resources |
| The school library is well-equipped with six computers for students to access online self-learning resources and other learning software. It also provides audio recorders and CDs including “Listening to English Stories”, “Let’s Learn Putonghua”, “Religious Stories”, etc. to support student learning. |
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| 7.5.2 Operation of the School Library |
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| With the development of information technology, the school library functions as a resource centre, providing students with various learning opportunities. Through careful planning with the School Head and teachers, the Teacher-librarian can ensure success in the following areas: |
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Manage ready-to-use learning and teaching references and reading materials through an automated library system on the Intranet or Internet with the support of students, parent volunteers or clerical staff. |
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Provide multimedia resources, for example, e-books, electronic databases and DVDs, taking into consideration the school-based curriculum and students’ diverse needs, reading abilities and interests. |
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Equip students with study and information skills through independent activities or collaborative teaching activities developed with subject teachers. |
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Organise diversified reading programmes such as story-telling, book sharing, reading for cross-curricular projects, reading schemes. |
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| Administration and Management |
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Annual Plan: including budget planning, operational planning, scheduling, loan and use policies and collaborative planning with teachers and parents |
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Human Resource Management: conducting training for library prefects, parent volunteers, supporting staff who assist in the operation and organisation of activities of the school library, as well as organising or participating in professional exchange activities |
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Collection management: formulating collection development policies, sourcing and selecting library resources, and evaluating the collection and its use |
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Classification and cataloguing: classifying, organising and sorting the materials based on cataloguing standards |
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Facility management: managing various facilities including the library automated system and information technology facilities |
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Marketing and publicity: for example, slogans, posters, notices, promotion activities, messages to teachers and parents, user feedback and surveys |
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| 7.5.3 Roles of the Teacher-librarian |
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| The Teacher-librarian is the key person of the school library. His/her professional knowledge and experience are very important in promoting reading and developing students’ information literacy, both of which are indispensable for the development of students’ learning to learn capabilities and the curriculum implementation. The Teacher-librarian plays a pivotal role in the following aspects: |
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Library-in-charge: planning and managing the daily operation of the school library to allow the school library to maximise its role as a learning centre |
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Reading coordinator: coordinating and managing reading materials and curriculum-related resources to support students’ reading and promote reading to learn |
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Information specialist: developing students’ information literacy so that they are equipped with the abilities to search for, retrieve and evaluate information, and use such information effectively and ethically to construct and communicate knowledge |
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Teaching partner: collaborating with teachers in promoting the learning and teaching of different Key Learning Areas (KLAs) and across KLAs |
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Curriculum resources facilitator: collaborating with teachers in the selection of appropriate resources based on student needs and curriculum requirements to promote reading, project learning, life-wide learning, etc. |
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| Exemplar: A Lesson in Collaboration with the School Library |
| The Teacher-librarian, the class teachers and General Studies teachers implement a collaborative programme in the second term of P6 in a primary school. |
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| Project learning is implemented in General Studies in the second term of P6. To enhance the learning effectiveness, the content of library lessons is organised in line with the related topics in the General Studies curriculum. The collaborative activities mainly consist of two parts: book sharing and the development of learning strategies. In the former, reading texts related to the project themes are selected for students to read and share. The strategies covered in the latter include, for example, PQRST strategy2, identifying facts and biases and multi-perspective thinking, which are all curriculum-related. |
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| The duties taken up by the Teacher-librarian in this programme are: |
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To set the curriculum objectives, development direction, curriculum content, implementation schedule and evaluation in collaboration with the Primary School Curriculum Leader and the Panel Heads of General Studies and Computer Studies |
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To regularly organise theme-based book fairs and provide diversified learning resources for teaching activities |
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To design learning and teaching materials with the General Studies Panel Head and to teach students learning skills with subject teachers |
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To include the learning content of General Studies in the “Parent-child Reading Award Scheme Record Book” developed by the school library |
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To coordinate the teaching schedule and tap external resources for organising seminars for parents and students |
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| Figure 7.1 illustrates how to enhance school library services to facilitate learning to learn. |
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| Figure 7.1 Enhancing School Library Services and Learning to Learn |
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| The roles of different school members in enhancing school library services are as follows: |
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The School Head/Deputy Head |
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Understand the importance of school library services to students’ reading and learning. |
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Enrol the newly appointed Teacher-librarian in the training programmes organised by the EDB or other professional training programmes in accordance with the regulations. |
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Ensure that the Teacher-librarian has sufficient capacity and space to carry out his/her major roles and responsibilities effectively. |
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Ensure that the library collection policies developed by the library development team are in line with the school-based curriculum and student needs. |
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Provide a technology-rich environment, including networks, hardware, software and technical support, to enable the application of a variety of information in diverse formats. |
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Make time arrangements and allocate resources to encourage and support collaborative programmes and teaching between teachers and the Teacher-librarian. |
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Allow the Teacher-librarian to participate in school committees related to reading and information literacy. |
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Primary School Curriculum Leader |
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Allow the Teacher-librarian to participate in the development and implementation of school curriculum plans. |
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Encourage and support teachers to collaborate with the Teacher-librarian in the implementation of school-based reading schemes and information literacy programmes. |
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Encourage teachers to make effective use of the resources and support provided by the school library in their learning and teaching. |
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Teacher |
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Integrate reading tasks in daily learning activities and project learning, and encourage students to use authentic materials. |
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Collaborate with the Teacher-librarian to develop students’ information skills as well as to select and provide access to resources through collaborative teaching and curriculum development. |
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Collaborate with the Teacher-librarian in planning and formulating strategies for promoting students’ reading interests and encouraging them to use various sources of information. |
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Teacher-librarian |
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Attend to different needs of students and teachers with a flexible and open attitude. |
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Develop a collaborative partnership with the School Head, teachers and parents. |
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Extend the network and communication channels, and create more professional development opportunities. |
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Review the strengths and weaknesses of the existing library services and programmes, and formulate improvement plans. |
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Discuss with and seek advice from teachers, the School Head, parents and fellow Teacher-librarians in other schools. |
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| 7.5.4 Conditions Facilitating the School Library Development |
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| Conditions facilitating the school library development are as follows: |
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Maximising the Use of Resources |
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Make good use of relevant funds to purchase state-of-the-art equipment, enrich and diversify collections and update the existing IT facilities according to the school curriculum, various needs of students and technological advancement. |
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Assign subject teachers to the library development team and enlist them for the development of the collection plan with the Teacher-librarian. |
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Ensure that teachers and the Teacher-librarian attend relevant professional development programmes. |
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Creating time and space |
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Involve the Teacher-librarian in planning and coordinating reading programmes, developing students’ information and generic skills, and in collaborative teaching with subject teachers. |
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Provide training for and delegate meaningful tasks to the library prefects and library support staff. |
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Provide training for parents in support of library operation and activities. |
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| Exemplar: Strengthen the Parents’ Participation |
| Parents’ participation has great impact in promoting reading of students. The school librarian can mobilise parents in promoting reading schemes and building the reading culture in school |
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Shared Reading Scheme
A shared reading scheme is implemented in a school library. Students are required to have shared reading with their parents, then collect their parents’ signature for record in a reading booklet. The scheme not only enables parents to understand school’s concern on reading, but also helps create the reading atmosphere in families by nurturing the reading habit and parent-child relationship.
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“Story Dad/Mum”
Mobilising volunteers are beneficial for schools in promoting reading. In September of every year, a school librarian recruits parent volunteers to serve as “Story Dad/Mum”. From September and October, the school librarian gives them training on their roles, skills of story-telling, guiding students’ thinking, book acquisition and making props. After practice, Story Dads/Mums are arranged to conduct shared reading with P1-P2 students in class, along with regular sharing and review. The scheme is widely accepted by the parents as it helps promote reading in the school and strengthen their sense of belonging. In addition, the Story Dads/Mums find what they learn can enhance their children’s reading competence.
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Select Appropriate Cut-in Point |
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Evaluate outcomes of the latest schemes and activities of the school library; |
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Adjust the year plan of the school library for the next school year; |
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Make reference to experience of other school libraries and seek EDB’s comments and recommendations; and |
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Prioritise different projects, such as renovation of library facilities and IT equipment, expansion of library collection, training of student/parent leaders and staff, formulating reading promotion strategies, as well as developing students’ generic skills, information skills and reading literacy through cross-curricular activities. |
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| 7.5.5 Effective Operation of the School Library in Support of Student Learning |
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| The school library can function more effectively in support of student learning in the following conditions: |
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The School Head takes the lead and provides resources for the development of quality library services in support of student learning. |
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A collaborative culture between the Teacher-librarian and teachers is established, and partnership with public libraries and community organisations is developed to enhance information access and promote reading habits among students. |
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The school library provides support for the implementation of the Four Key Tasks: |
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Moral and Civic Education: Help students develop positive values, show respect for intellectual property rights and copyright, acknowledge sources of information when using learning and reading materials, and compile a reference bibliography when necessary. |
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Reading to Learn: Provide reading materials and other information of diverse sources and formats, and assist in or organise cross-curricular activities to support student learning and achieve relevant objectives. |
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Project Learning: Teach students, through project learning, to search for, select, analyse, synthesise information of diverse sources and formats in an effective manner and to master and apply information skills. |
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Information Technology for Interactive Learning: Teach students how to locate the information they need from the library automated catalogue, e-database and the Internet. |
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| Exemplar: Library services meeting learning needs |
| Before the start of the school year, the Teacher-librarian of a primary school participates in the school’s meeting on curriculum development to enhance his/her understanding of the needs of different subjects. Subsequently, he/she checks if the library collection can support various plans and identify areas that need to be strengthened. The Teacher-librarian then contacts the publishers and collects relevant booklists for teachers to select the titles and magazines to be ordered. Furthermore, the Teacher-librarian borrows relevant materials from the Hong Kong Public Libraries through the “Block Loan of Library Materials Services”. |
| Subject terms are added to the booklist based on learning needs to facilitate students and teachers to locate library materials using the library catalogue. Before the implementation of the teaching plan, the library is requested to print out a relevant booklist for teachers’ reference. In line with the learning and teaching activities, the Teacher-librarian also holds thematic book displays on topics related to subject themes to support student learning. |
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| 7.5.6 Support Measures to Facilitate School Library Services |
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| The following measures are provided by the Education Bureau to support schools and teachers: |
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Reference materials have been published for Teacher-librarians on how to develop effective library services. Resource packages have also been developed for School Heads and teachers to illustrate the support that the school library can provide in fostering student learning and promoting reading. |
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Seminars, workshops and sharing sessions are held regularly for Teacher-librarians, school management and teachers on how to develop and make effective use of library services in promoting reading among students and enhancing students’ information skills. Diploma courses in Teacher Librarianship are also organised. |
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Collaborative research and development projects have been conducted to explore how to improve information skills and reading habits of students through collaborative teaching activities between subject teachers and Teacher-librarians. |
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A series of curriculum resources for sharing the successful experiences of school libraries have been published and developed. Relevant resources have also been provided for Teacher-librarians’ reference. They include: |
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“Exemplars on School Library Services”: It contains the experiences of twenty schools on how to maximise the role of the Teacher-librarian and the functions of a school library, and how to allocate library resources to support learning and teaching. |
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“Fostering the Culture of Reading and Enhancing Information Literacy: Exemplars of School Libraries”: The Education Bureau commissioned Centre for Information Technology in Education (CITE) of the Faculty of Education and the University of Hong Kong to conduct a research study on the factors that enable Teacher-librarians to provide solid support to learning and teaching. The selected cases exemplify the positive outcomes of making effective use of the Teacher-librarians and summarise the success factors of such schools. |
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The “Web-based Union Catalog for School Libraries” is implemented to facilitate the cataloguing process of school libraries and to foster collaboration and sharing of resources among school libraries. |
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The “Book Works” Reading Site, which aims to enhance the reading motivation of primary students, has been in use since 2004. |
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Information on school library services is provided to schools. For details, please browse the “School Library Services” webpage. |
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| 7.6 Flexible Use of Other Resources |
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| 7.6.1 The Use of Relevant Grants |
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| Schools should make good use of different types of grants to purchase learning and teaching materials which are in line with the aims of the school curriculum. Authentic reading materials, such as newspapers, magazines and pamphlets, should be made available, so that students and teachers can flexibly supplement the textbooks with these materials in the process of learning and teaching. |
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| 7.6.2 Community Resources |
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| The use of community resources includes strategic use of manpower, places, financial resources, websites and materials. Teachers can make use of public libraries (please refer to the “Information” section), museums, educational parks (such as the Wetland Park) and media (including newspapers and television), as well as services provided by HKEdCity and non-government organisations. Effective use of the community resources not only can supplement the insufficiency of human resources, wealth and professional knowledge but also enhance the professional effectiveness of school operation. |
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| For Reflection and Action |
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How does your school make use of various grants to purchase relevant resources for learning and teaching? |
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To what extent do you make use of these resources in your daily teaching? |
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| Remarks |
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| 1 |
EDB Circular No. 30/2001－Provision of Teacher-librarians in Aided Primary Schools. To enhance the library services in primary schools, the Education Bureau (formerly known as the Education Department) has been providing regular aided primary schools by phases with an additional teaching post in the rank of Certificated Master/Mistress (CM) since September 1998. The provision aims to support school library service and to co-ordinate reading schemes. Full implementation of the provision has already taken place in the 2001/02 school year. |
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PQRST is: Preview (預覧), Question (發問), Read (閱讀), Self-recite (自述) and Test (測驗). |
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 Reference Notes |
| Hong Kong Public Libraries（website: http://www.hkpl.gov.hk） provide diversified library services in support of life-long learning, including: |
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Library collection covering all subjects |
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Books and print materials: books, maps, music scores, etc. |
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Non-print materials: audiovisual materials, CD-ROMs, microforms, etc. |
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Newspapers and periodicals |
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Online database |
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Various reading activities |
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Reading Programme for Children and Youth |
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Hong Kong Public Libraries Reading Clubs: Teens' Reading Clubs, Family Reading Clubs |
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4．23 World Book Day |
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Summer Reading Month |
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Thematic Storytelling Workshops |
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Meet the Authors |
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Book Displays |
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Online e-resources: free e-books and e-databases are available at
(Website: http://www.hkpl.gov.hk/en/e-resources/index.html) |
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Children’s collections |
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Recommended Lists for Children |
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Kid’s Project Guides |
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Electronic Resources |
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(Website: http://www.hkpl.gov.hk/en/hkcl/resources/children_library.html) |
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Multimedia information system: The digital library provides various multimedia information, which mainly consists of audio-visual materials and digitalised images or documents.
(Website: https://mmis.hkpl.gov.hk/) |
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Various special collections |
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| References |
| The following references are by no means exhaustive and listed for reference only. |
| Publications |
| 「中華民國」比較教育學會主編（1989）。各國教科書比較研究。台北市：台灣書店。 |
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| American Association of School Librarians, & Association for Educational Communications and Technology. (1998). Information power: Building partnerships for learning. Chicago: American Library Association. |
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| Chu, S. K. W., Tavares, N. J., Chu, D., Ho, S. Y., Chow, K., Siu, F. L.C., & Wong, M. (2012). Developing upper primary students’ 21st century skills: Inquiry learning through collaborative teaching and Web 2.0 technology. Hong Kong: Centre for Information Technology in Education, Faculty of Education, The University of Hong Kong. |
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| Websites |
Centre for Information Technology in Education of the Hong Kong University. Research project on “發展課堂活動及評估工具通過科學科/常識科提昇學生資訊素養” (In Chinese)
http://resources.edb.gov.hk/~scil-tools/ |
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EDB: Inspection Annual Reports
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EDB: Textbook Information
http://www.edb.gov.hk/en/curriculum-development/resource-support/textbook-info/index.html |
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EDB: One-stop Portal for Learning and Teaching Resources (In Chinese)
http://www.hkedcity.net/edbosp |
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EDB: “Book Works” Reading Site
http://edb.hkedcity.net/bookworks/en/login.php |
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EDB: School Library Services
http://www.edb.gov.hk/en/curriculum-development/resource-support/sch-lib-services/index.html |
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HKEdCity (In Chinese)
http://www.edb.gov.hk/en/curriculum-development/resource-support/sch-lib-services/index.html |
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EDB: Copyright in Education
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Intellectual Property Department: Copyright (Amendment) Ordinance 2007
http://www.ipd.gov.hk/eng/intellectual_property/copyright/copyright_bill.htm |
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Australian Library and Information Association, & Australian School Library Association (2004). Standards of professional excellence for teacher librarians.
http://www.asla.org.au/Policy/standards.aspx |
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IFLA Section of School Libraries and Resource Centres. (1999). IFLA/UNESCO school library manifesto: The school library in teaching and learning for all.
http://www.ifla.org/publications/iflaunesco-school-library-manifesto-1999 |
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Ralph C., & Lau I. (2008). Towards information literacy indicators: Conceptual framework paper. Paris: UNESCO. Retrieved from
http://unesdoc.unesco.org/images/0015/001587/158723e.pdf |
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