The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index; none of the 16 sources its claims cite is checked for support yet.
School Library Contribution to Student Achievement as Measured by the Brazil-Reading Test
Open accessAbstract
This paper describes descriptive research conducted in the libraries of 24 public schools in 3 Brazilian cities, with the aim of analyzing and understanding possible contributions of the school libraries to students' Brazil-Reading Test results. Qualitative and quantitative data were collected using observation and survey techniques. Results suggested that it was not possible to establish a relationship between the quality of the libraries and students' outcomes, since it was found that most of the school libraries did not even meet basic requirements.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
52 Own result · 15 Sources not found · 13 Own interpretation · 3 Own method
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Results suggested that it was not possible to establish a relationship between the quality of the libraries and students' outcomes, since it was found that most of the school libraries did not even meet basic requirements.”
§ Achievement as Measured by the Brazil-Reading Test > Abstract
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In addition, the researchers also found a significant gap between the school curriculum and the school libraries' actions and services.”
§ Achievement as Measured by the Brazil-Reading Test > Abstract
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Results suggested that it was not possible to establish a relationship between the quality of the libraries and students' outcomes, since it was found that most of the school libraries did not even meet basic requirements.”
§ Achievement as Measured by the Brazil-Reading Test > Abstract
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The Brazil Test is a valid proxy of public school effectiveness.
A result the paper states — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These spaces lacked adequate space for the library assistant.”
§ Achievement as Measured by the Brazil-Reading Test > Space.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In only one school, the library and the computer lab shared projects related to student training in information sources.”
§ Achievement as Measured by the Brazil-Reading Test > Space.
plainSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper states — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The most common activity in the libraries visited was storytelling, which took place in 19 libraries.”
§ Achievement as Measured by the Brazil-Reading Test > Services and Activities.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In most libraries that had a computer, it was used only by the library assistants who occasionally did research for teachers and students.”
§ Achievement as Measured by the Brazil-Reading Test > Space.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Twenty-two libraries offered some kind of individual guidance, on demand.”
§ Achievement as Measured by the Brazil-Reading Test > Services and Activities.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Most of the libraries outside the municipal system of Belo Horizonte, presented a profusion of different organization schemes: by course; by alphabetical order of title, or author, by colors related to the degree or difficulty of reading; by age; by genre, highlighting the canonical authors of Brazilian literature; or by a combination of one or more approaches.”
§ Achievement as Measured by the Brazil-Reading Test > Space.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The importance of the study in relation to policies for Brazilian education in general, and for school libraries in particular, can be indicated by the finding that, in a country where school libraries should be provided as stated by the law, it has been demonstrated that the national regulations and the regional and local implementations are very disarticulated.”
§ Achievement as Measured by the Brazil-Reading Test > Conclusion
boosted- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Probably not a substantial claim. 37
- It may state two separate claims as one. 42
- The quote only partly states this claim. 2
A result the paper states — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Training was a permanent part of the library program in Belo Horizonte.Upon entering the network, the library assistants participated in initial training about school library organization and about school research.In addition, there were some annual events like the Meeting of Professionals and Forum of Library and Classroom Integration as well as graduate courses in partnership with faculties and”
§ Achievement as Measured by the Brazil-Reading Test > Municipal Education System of Belo Horizonte.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Library services offered usually consisted of reinforcement classes for small groups of students, regular classes when teachers were absent, support for pedagogical projects, as well as various school support services such watching the children during teachers' free time, print and copy services, preparation of exhibitions, murals and celebrations of the school.”
§ Achievement as Measured by the Brazil-Reading Test > Regional System Overviews State Education System of Minas Gerais.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper states — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“All the library assistants interviewed acknowledged this monitoring, but it has been noticed that the team had not yet been able to implement neither a school library model nor a school library program in schools, and that the library assistants are at the mercy of the school's principals understanding of how a school library should be.”
§ Achievement as Measured by the Brazil-Reading Test > Municipal Education System of Contagem.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“More than half of the researched libraries were opened during break-time, including all of Belo Horizonte.”
§ Achievement as Measured by the Brazil-Reading Test > Operation.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Of the thousands of textbooks received at school for distribution to students, some or many remain unused, for different reasons.This is generally a problem for schools and in 18 of the libraries all the surplus books were in the library, occupying a space that was already insufficient for the library's collection and activities.In another five libraries, a portion of the textbook surplus was”
§ Achievement as Measured by the Brazil-Reading Test > Space.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As for weeding the collection, in nine libraries weeded regularly, every six months or yearly.In two libraries, the respondents stated that there was no deaccessioning, and in others weeding was done from time to time, when a damaged or very old item was found during the daily tasks of the library.”
§ Achievement as Measured by the Brazil-Reading Test > Space.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper states — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Most storytelling assistants did not demonstrate a reflective basis for the storytelling, which most of the times is made without association with the book itself, but they mentioned it with enthusiasm.”
§ Achievement as Measured by the Brazil-Reading Test > Services and Activities.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper states — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The coordination of those school libraries was decentralized, carried out by a group of 43 librarians, each responsible for four or five schools.The librarian, with a workload of 40 hours per week, was assigned in one of the five schools, called”
§ Achievement as Measured by the Brazil-Reading Test > Municipal Education System of Belo Horizonte.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A result the paper states — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In order to serve school libraries, in municipal schools in 2015, there were 450 library assistants who worked 6 hours per school day.”
§ Achievement as Measured by the Brazil-Reading Test > Municipal Education System of Belo Horizonte.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper states — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Most school library employees were Library Technicians, a position which does not require an undergraduate degree in librarianship.”
§ Achievement as Measured by the Brazil-Reading Test > Municipal Education System of Betim.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper states — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Concerning school libraries, there was no coordination that offered any administrative, technical, or pedagogical support to libraries in the State Secretariat of Education of Minas Gerais (SEE / MG).”
§ Achievement as Measured by the Brazil-Reading Test > Regional System Overviews State Education System of Minas Gerais.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Ten libraries had space considered basic, between 500 and 1000 square feet, and only four libraries have more than 1000 square feet, although they were still far from the desirable, which would be at least 3000 square feet.Ten other libraries 10 libraries had less than 500 square feet of area, which was already considered below the basic level; two of them presented even worse situations, with”
§ Achievement as Measured by the Brazil-Reading Test > Space.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper states — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Usually, classes visited the library on pre-established weekly schedules, but only for the classes until the 5 th grade.”
§ Achievement as Measured by the Brazil-Reading Test > Operation.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The most common reason to visit the school library was for borrowing books, but libraries were also used for meetings of various kinds (18 schools reported this use), even if they had nothing to do with the library, its collection, or personnel.”
§ Achievement as Measured by the Brazil-Reading Test > Services and Activities.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A result the paper states — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Libraries remained open during the school day, with one exception and in general, there was at least one employee working.”
§ Achievement as Measured by the Brazil-Reading Test > Operation.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the SEDUC, there was a team of six librarians and an educational leader with a pedagogical background.”
§ Achievement as Measured by the Brazil-Reading Test > Municipal Education System of Contagem.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one. The quote only partly states this claim.
A result the paper states — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A library catalog existed only in two libraries.”
§ Achievement as Measured by the Brazil-Reading Test > Space.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Among the 24 schools visited, one library employee did not know, even by approximation, the size of the library's book collection.The other 23 libraries had collections that ranged between 1,000 and 20,587 items.”
§ Achievement as Measured by the Brazil-Reading Test > Space.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Of the 24 schools, seven school libraries were in very inadequate locations: three were located in front of the sports court or in the main school courtyard, suffering from excessive noise; one of them was in a space so distant from the movement of the school, next to a wall, that the library assistant said that in the late afternoon and at evening”
§ Achievement as Measured by the Brazil-Reading Test > Space.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The classification code used by them is a shortened and simplified version of Dewey Decimal Classification (DDC).One library used the classification number found in the book itself.”
§ Achievement as Measured by the Brazil-Reading Test > Space.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Among the libraries that closed during the break time, most did so because the library assistants help to”
§ Achievement as Measured by the Brazil-Reading Test > Operation.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper states — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Regarding collection items other than books, the information was even more speculative.”
§ Achievement as Measured by the Brazil-Reading Test > Space.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper states — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The coordination team endeavored to visit the libraries at least once per semester and offered training activities at least every two months.”
§ Achievement as Measured by the Brazil-Reading Test > Municipal Education System of Contagem.
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Only nine libraries, including all the six ones of Belo Horizonte, had the whole collection classified.Another five libraries had partially classified collections and the remaining 10 did not classify their collections.”
§ Achievement as Measured by the Brazil-Reading Test > Space.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper states — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The persons designated to take care of the libraries were teachers with the function to”
§ Achievement as Measured by the Brazil-Reading Test > Regional System Overviews State Education System of Minas Gerais.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, only one library had computers for student access, although 13 schools has student computer labs.”
§ Achievement as Measured by the Brazil-Reading Test > Space.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper states — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This team provided regulations, collected of statistics, trained library assistants, and visited to school libraries.The team conducted general and regional planning.Because of the great diversity among and within each of the seven municipal regions, the team diversified information and assistance to a variety if abilities and needs.”
§ Achievement as Measured by the Brazil-Reading Test > Municipal Education System of Contagem.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“At the time of the research, there was no library coordination structure, as well as no training for work in school libraries.”
§ Achievement as Measured by the Brazil-Reading Test > Municipal Education System of Betim.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“of the 564 schools, 281 presented negative scores, reaching up to -24.16, and the school with the highest index presented the value +22.31”
§ Achievement as Measured by the Brazil-Reading Test > Description of the Sample
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
A result the paper states — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In those small libraries, productive activity with a whole class was possible with very small children.”
§ Achievement as Measured by the Brazil-Reading Test > Space.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In addition, 10 library assistants estimated numbers for the library's collection which they obtained by visually estimating its size, by recalling some time in the past when counting had been done, or by referring to the record books and estimating a percentage of losses.”
§ Achievement as Measured by the Brazil-Reading Test > Space.
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Library personnel lacked a central way to communicate and share information about school libraries.Library staff did not have any manuals or policy documents for school libraries, other than xerographic copies of old trainings, to support their work.”
§ Achievement as Measured by the Brazil-Reading Test > Municipal Education System of Betim.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“About the preparation or training they had to work in school library, 14 of the interviewees said they had training related to reading and children's literature; only eight said they had training related to library science; seven to pedagogy and didactics; and six to basic computing.”
§ Achievement as Measured by the Brazil-Reading Test > Personnel.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In relation to the functions they carried out in the libraries, 17 reported that their roles were library organization and use policies, technical works, and user services.”
§ Achievement as Measured by the Brazil-Reading Test > 134
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper states — it cites no source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“and identified cases in which the final execution of the policy was subject to the personal 135 characteristics and positions of the agents, revealing the importance of the formation and permanent monitoring of the final executors.”
§ Achievement as Measured by the Brazil-Reading Test > Conclusion
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Through the collection of quantitative and qualitative data from 24 school libraries, involving 96 participants, it was not possible to establish a relationship between the quality of the libraries and the students' results, since it was found that most school libraries did not even meet the basic requirements.”
§ Achievement as Measured by the Brazil-Reading Test > Conclusion
plainn = 96- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Specifically in relation to public policies, the study showed the problems in the final implementation of the federal policies of sending collection to the schools, without the existence of fully structured school libraries;”
§ Achievement as Measured by the Brazil-Reading Test > Conclusion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“We could not answer this research question because not only did the libraries in the study not reach the basic level in all aspects evaluated, but also, we found both schools with good results and poor libraries.”
§ Achievement as Measured by the Brazil-Reading Test > Discussion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In all, in the libraries visited, there were two librarians with Bachelor's degree in librarianship, two assistants studying librarianship, 20 assistants with pedagogical training.In only five schools we found assistants with only high school education.”
§ Achievement as Measured by the Brazil-Reading Test > Personnel.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“However, improving school library collections alone are not adequate to promote the effective development of students in a literate culture (Brasil, 2008).”
§ Achievement as Measured by the Brazil-Reading Test > Introduction
What the sources say
- Not matchedcites Brasil, 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The researchers concluded that before scholars are able to investigate the role of libraries in students' learning, school libraries throughout Brazil would need to be improved and aligned with the missions and goals of the schools.”
§ Achievement as Measured by the Brazil-Reading Test > Abstract
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
- Rests on an assumption: The Brazil Test is a valid proxy of public school effectiveness.
In the paper
“only an institution whose specific function was to 122 transmit to the greatest number of people, through learning and through exercise, the attitudes and aptitudes that make the man 'cultured', could compensate (at least partially) the disadvantages of those who do not find in their family environment the incitement to cultural practice”
§ Achievement as Measured by the Brazil-Reading Test > Introduction
What the sources say
- Not matchedcites Bourdieu, 1966
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“One serious observation is that there is not, under any of these programs described, a conception of school library that gives them conceptual basis.”
§ Achievement as Measured by the Brazil-Reading Test > Brazilian Policies for School Libraries
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although these were facilities called school library in each elementary-and-middle school, this state's schools lacked school library programs and coordination for the school libraries.”
§ Achievement as Measured by the Brazil-Reading Test > Municipal Education System of Betim.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“school could allow access to cultural capital or at least compensate for its deficiency”
§ Achievement as Measured by the Brazil-Reading Test > Introduction
What the sources say
- Not matchedcites Bourdieu, 1966
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
- Not matched
In the paper
“not all schools are equally effective, and certain school contexts can also make a difference”
§ Achievement as Measured by the Brazil-Reading Test > Introduction
What the sources say
- Not matchedcites Mons, 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
In the paper
“which show that school libraries can have a positive impact on student achievement”
§ Achievement as Measured by the Brazil-Reading Test > Introduction
What the sources say
- Not matchedcites Lonsdale (2003)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
In the paper
“The law restricts the definition of a school library solely to its collection.”
§ Achievement as Measured by the Brazil-Reading Test > Introduction
What the sources say
- Not matchedcites Lei 12.244, 2010
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“The school's effect can be positive, null, or even negative”
§ Achievement as Measured by the Brazil-Reading Test > Description of the Data and Measures
What the sources say
- Not matchedcites Alves, 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a possible cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
In the paper
“strong relation between school performance and social origin”
§ Achievement as Measured by the Brazil-Reading Test > Introduction
What the sources say
- Not matchedcites Nogueira & Nogueira, 2014
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
boostedstates an association- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
In the paper
“In 2010, the School Libraries Research Group of UFMG (GEBE), supported by the Federal Council of Librarianship (CFB) developed a set of parameters for school libraries, which should be seen as flexible references, so that a library can self-evaluate from a set of indicators.”
§ Achievement as Measured by the Brazil-Reading Test > School Libraries in Brazil
What the sources say
- Not matchedcites Grupo de Estudos em Biblioteca Escolar, 2010
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“the improvement of school libraries is an inseparable part of the improvement of schools”
§ Achievement as Measured by the Brazil-Reading Test > Introduction
What the sources say
- Not matchedcites Campello, 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Lonsdale, 2003
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
- Not matched
In the paper
“Although storytelling is an entertaining activity that can generate in young student' interest in the space of the library, without linking the story to reading or books, it does little to influence little in the formation of the reader.”
§ Achievement as Measured by the Brazil-Reading Test > Services and Activities.
What the sources say
- Not matchedcites Avelar and Sorsy (2005)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“From the 6 th grade onwards, students had almost a dozen distinct courses and several teachers, which fragmented time and did not allow them to have a fixed schedule at the library.”
§ Achievement as Measured by the Brazil-Reading Test > Operation.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“the school's effect index (Alves, 2006) indicates the number of points in the proficiency of each student, which can be attributed to attending a specific school, and not to individual or socioeconomic factors”
§ Achievement as Measured by the Brazil-Reading Test > Description of the Data and Measures
What the sources say
- Not matchedcites Alves, 2006
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Among the educational systems surveyed, that of Belo Horizonte presented a better support structure both for schools and for school libraries.”
§ Achievement as Measured by the Brazil-Reading Test > Municipal Education System of Belo Horizonte.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“although we consider that the changes in the schools do not occur so quickly, which allowed us to consider the indicator valid.”
§ Achievement as Measured by the Brazil-Reading Test > Conclusion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Rests on an assumption: Changes in schools do not occur so quickly, so the school's effect indicator calculated as an average between 2007 and 2011 remains valid.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Therefore, good libraries could not be directly related to good school results because many complex social and cultural factors act on those outcomes, making discerning the contribution of the school and of the library much more challenging in some contexts.”
§ Achievement as Measured by the Brazil-Reading Test > Discussion
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: Many complex social and cultural factors act on school outcomes, making it difficult to discern the contribution of the school and the library.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“This research had some limitations, as the small sample size, non-random sampling scheme, findings restrict to local setting, and also the fact that the school's effect indicator was calculated by an average between the years 2007 and 2011 and, therefore, it already presented, at the time of the research, some delay, although we consider that the changes in the schools do not occur so quickly,”
§ Achievement as Measured by the Brazil-Reading Test > Conclusion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“However, all the respondents said that conducting research had practically ended in schools, using phrases such as”
§ Achievement as Measured by the Brazil-Reading Test > Services and Activities.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one. The quote only partly states this claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“and also the fact that the school's effect indicator was calculated by an average between the years 2007 and 2011 and, therefore, it already presented, at the time of the research, some delay,”
§ Achievement as Measured by the Brazil-Reading Test > Conclusion
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Results confirmed that the education system greatly influenced the conformation of the schools and, consequently, of the school libraries.”
§ Achievement as Measured by the Brazil-Reading Test > Discussion
boostedstates a cause- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Limas (2015) described how school libraries, within specific educational systems, are subject to”
§ Achievement as Measured by the Brazil-Reading Test > Discussion
What the sources say
- Not matchedcites Limas, 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
The authors state this as an assumption.
Successful school libraries can be located in schools with strong student success.
“we proceed from the assumption that besides that successful school libraries can be located in schools with strong student success.”
The paper relies on this without support.
The Brazil Test is a valid proxy of public school effectiveness.
“This test is used as a proxy of 127 public school effectiveness.”
The paper relies on this without support.
Many complex social and cultural factors act on school outcomes, making it difficult to discern the contribution of the school and the library.
“Therefore, good libraries could not be directly related to good school results because many complex social and cultural factors act on those outcomes, making discerning the contribution of the school and of the library much more challenging in some contexts.”
The paper relies on this without support.
Changes in schools do not occur so quickly, so the school's effect indicator calculated as an average between 2007 and 2011 remains valid.
“although we consider that the changes in the schools do not occur so quickly, which allowed us to consider the indicator valid.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ Achievement as Measured by the Brazil-Reading Test > Description of the Sample
“the total sample included 6 schools with school's effect over 10 (considered high), six with school's effect between 2 and 10 (considered medium), and six with school's effect bellow 2 (considered low).”
§ Achievement as Measured by the Brazil-Reading Test > Description of the Sample
“Note that the sample includes eight schools with high levels of school's effect (> 10), eight schools with intermediate school's effect levels (<10 ->2) and eight schools with low school's effect levels (<2).”
Citations
Cites
International Federation of Library Associations and Institutions
Henry, C. K. (1992) · IFLA Journal · doi:10.1177/034003529201800401 · Cited by 231
Pressupostos educacionais e estatísticos do Ideb
Soares, J. F., & Xavier, F. P. (2013) · Educação & Sociedade · doi:10.1590/s0101-73302013000300013 · Cited by 64
Expect More: Demanding Better Libraries for Today's Complex World
Lankes, R. D. (2016) · doi:10.26153/tsw/13962 · Cited by 41
IFLA School Library Guidelines
de Bibliotecarios, F. I. D. A. (2015) · Travesía (Ministerio de Educación, Cultura y Deporte) · Cited by 28
Standards: Recipes for Serving Student Achievement.
Prestebak, J. (2001) · Cornerstone (Minnesota State University, Mankato) · Cited by 5
Jaqueline de Grammont, M. (2011) · doi:10.24824/978858042154.5 · Cited by 2
Efeitos de escolas e municípios na qualidade do ensino fundamental
Soares, J. F., & Alves, M. T. G. (2013) · Cadernos de Pesquisa · doi:10.1590/s0100-15742013000200007
Research works printed but not linked: 10
- [1]1. Alves, M. T. G (2006). Efeito-Escola e fatores associados ao progresso acadêmico dos alunos entre o início da 5ª série e o fim da 6ª série do ensino fundamental: Um estudo longitudinal em escolas públicas no município de Belo Horizonte -MG. (Doctoral dissertation). Faculdade de Educação, Universidade Federal de Minas Gerais, Belo Horizonte, Minas Gerais, Brasil.
- [6]6. Bourdieu, P. (1966). A escola conservadora: as desigualdades frente à escola e à cultura (2014). In Nogueira, M. A., & Catani, A. (Eds.), Escritos de educação: Pierre Bourdieu (pp. 43-72). Rio de Janeiro, Brasil: Vozes.
- [17]17. Félix, A. F. (2014). Práticas educativas em bibliotecas escolares: A perspectiva da cultura escolar. Uma análise de múltiplos casos na RME/BH. (Master's thesis). Programa de Pós Graduação em Ciência da Informação, Universidade Federal de Minas Gerais, Belo Horizonte, Minas Gerais, Brasil.
- [18]18. Farias, F. R. (2013). A leitura e a biblioteca pública compreendidas pelo sistema nacional de bibliotecas públicas: uma análise crítica. (Master's Thesis). Escola de Ciência da Informação, Universidade Federal de Minas Gerais. Belo Horizonte, Minas Gerais, Brasil.
- [19]19. Fonseca, E. N. da. (2007). Introdução à biblioteconomia. 2nd edition. Brasília, Brasil: Briquet de Lemos/Livros.
- [23]23. Limas, Rubeniki Fernandes (2015). Redes de bibliotecas escolares no Brasil: Estudo exploratório (Master's Thesis).
- [27]27. Moreira, J. A. Práticas educativas bibliotecárias de formação de leitores: um mapeamento de suas iniciativas e articulações na Rede Municipal de Ensino de Belo Horizonte -RME-BH (Master's thesis). Universidade Federal de Minas Gerais, Belo Horizonte, Minas Gerais, Brasil.
- [28]28. Mons, N. (2011). Eficácia dos sistemas educativos. In van Zanten, A. (Ed), Dicionário da educação. (pp. 296- 300).Petrópolis: Vozes.
- [34]34. Soares, M. (2008). Leitura e democracia cultural. In: Santos, M. A. P. S. (Ed.), Democratizado a leitura: pesquisas e práticas. Belo Horizonte, Brasil: Ceale: Autêntica: p.17-32.
- [55]55. What information services does the library offer? You can choose more than one answer: 51.1 Press dossiers (newspaper library) 51.2 Bibliographies 51.3 Search and Selection of Internet Resources 51.4 Journal summary 51.5 News Bulletin 51.6 Personalized information by electronic mail and other means 51.7 Own publications: reading guides, material use guides, etc.
Cited by
Sorted by citations
Status of secondary school libraries and librarians in Bangladesh
Hossain, Z. (2019) · IFLA Journal · doi:10.1177/0340035219842317 · Cited by 11
AS CONTRIBUIÇÕES DA BIBLIOTECA ESCOLAR NO PROCESSO DE ENSINO-APRENDIZAGEM
dos Santos, A. P., & de Sousa, L. O. (2020) · PontodeAcesso · doi:10.9771/rpa.v14i2/3.34736 · Cited by 1
Metadata
- Authors
- Paiva, M., & Duarte, A.
- Affiliations
- Florida State University (US)
- ORCID
- Duarte, Adriana
- Venue
- School Libraries Worldwide
- Publisher
- University of Alberta Libraries
- Published
- 2017-01-01
- Pages
- 120-150
- ISSN
- 1023-9391 (ISSN-L)
- 2816-3788
- OpenAlex
- W3201271256
- Cited by
- 2
- References
- 5
- Citations by year
- 2020: 1 · 2019: 1
- FWCI
- 4.68
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- School Libraries Worldwide (publishedVersion)
- Funders
- Universidade Federal de Minas Gerais
- Topics
- Social Sciences › Library and Information Sciences › Library Science and Information Literacy
- Social Sciences › Education › Literacy and Educational Practices
- Social Sciences › Library and Information Sciences › Library Science and Administration
- Keywords
- school libraries, academic performance, reading assessment, library quality, public schools, Brazilian schools
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-11, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-11 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
