Presentation on theme: "DR ROSS J TODD Associate Professor Department of Library and"— Presentation transcript:
1 School Library Conference (WA) School Libraries: Making them a Class Act DR ROSS J TODDAssociate ProfessorDepartment of Library andInformation scienceRutgers, The State Universityof New Jerseyscils.rutgers.edu/~rtodd
3 [sízz'l] (noun) ¹Center for International Scholarship in School Libraries where leading researchers and professionals work together to create school libraries that spark learning in information age schools around the world. ²Global hot spot for school library action, where the synergies of school libraries, inquiry learning, literacies, and information technology spark ideas, research, innovation and scholarship.
9 The Hole Truth Consider the Drill People don't buy a drill bit because they want a drill bit, they buy a drill bit because they want to create a hole.
10 The Hole Truth Consider the school Library: School administrators, teachers and parents aren't interested in a good library because they want good libraries or good teacher-librarians.They're interested in libraries because they want students to read better, to research effectively, to discover new ideas, learn more, and to improve achievement.
11 Learning in the Information Age School The active search for meaning and understanding by the learner.As a cumulative process of becoming informed through study, instruction and experience, its outcome is the gain of new knowledge, skills, attitudes and values, and the transforming of prior knowledge.
12 In an Information Age School Library, the challenge is to … “celebrate the understood, not the found”
16 What is a good School Library? Research tells us:It has a qualified teacher-librarian: both a leading teacher and a credentialed librarian: Learning Activist not a Classroom EscapeeIt supports the mission and continuous improvement plan of the school: explicit and tangible library policy focusing on learning outcomesIt actively supports the curriculum: provision of up-to-date adequate resources, provision of curriculum-based school library activities and instruction in collaboration with classroom teachersIt provides individual and group instruction in information and critical literacies (teachers and students)
17 What is a good School Library? Research tells us:It has a vibrant literature / reading program for academic achievement and personal enjoyment and enrichmentIt collaborates with other libraries: public, government, community resourcesIt provides an integrated and rich information technology environment to support teaching and learning (the library is not a refuge for reject technology)It provides leadership to students and staff in the use of electronic resources and integrating information technology into learning
18 School Libraries: 3 Core Beliefs Information makes a difference to people.Making a difference does not happen by chance: Teaching-learning role is the central dimension of the professional role of teacher-librariansLearning outcomes matter: belief that all students can learn, and develop new understandings through the school library, and demonstrate outcomes
20 SHIFTING THE FOCUS OF SCHOOL LIBRARIES “Celebrate the understood, not the found”(anon)
21 THE SCHOOL LIBRARY OF THE FUTURE INFORMATIONPLACECollectionsTechnologyAccessStaffingLocating and finding informationTHESE ARE IMPORTANTKNOWLEDGESPACEBuilding knowledge through engagement with informationInformation LiteracyLearning outcomesMaking a differenceTHESE ARE LIBRARY GOALS
22 Empowerment, connectivity, engagement, and understanding define the actions and practices of the school library.Their outcome is the development of new knowledge: new meanings, new understandings, new perspectives, new skills, new attitudes
23 The Library as a Knowledge Space, not an Information Place THE PREFERRED FUTUREThe Library as a Knowledge Space, not an Information Place
24 SCHOOL LIBRARIES DO MAKE A DIFFERENCE TO STUDENT LEARNING THE RESEARCH EVIDENCE
25 SCHOOL LIBRARIES DO MAKE A DIFFERENCE: THE RESEARCH EVIDENCE Keith Lance: 12 State-Wide Studies in USAState test scores increase as teacher-librarians specifically spend more time:planning cooperatively with teachersidentifying materials for teachersteaching information literacy skills to studentsproviding in-service training to teachersmanaging a computer network through which library’s learning program reaches beyond its own walls to classrooms, labs and officesqualified teacher-librarians
26 Overall Recommendations Funding of school library programs sufficiently to allow for adequate professional and support staff, information resources, and information technologyInstitution policies and practices that encourage teacher-librarians to assume positions of leadership in their schoolNetwork technology to make school library resources available throughout the schoolFlexible scheduling to allow maximum student access to librariesCollaborative approaches to learning and teachingIdentifying relationships of library to learning outcomes
27 SCHOOL LIBRARIES DO MAKE A DIFFERENCE: THE EVIDENCE School Libraries help students with finding and locating informationSchool Libraries help students with understanding and using informationSchool Libraries help students build new understandings: knowledge outcomesSchool Libraries help students improve their technology skillsSchool Libraries help students with their learning out of schoolSchool Libraries help students with their reading
28 SCHOOL LIBRARIES DO MAKE A DIFFERENCE: THE EVIDENCE School Libraries help students with finding and locating informationKnow the different stages in doing researchDevelop the key questions to investigate a research topicFind different sources for research topicsFind different viewpoints and ideas about topicsBe more confident with doing research
29 SCHOOL LIBRARIES DO MAKE A DIFFERENCE: THE EVIDENCE School Libraries help students with understanding and using informationKnow how to use different sources and formats of informationIdentify the main ideas in informationBecome more skilled at information analysis and synthesisWrite ideas in own wordsLearn from successes and failures with researching topicsUnderstand that research takes time, effort and practiceMore interested and motivated in learning
30 SCHOOL LIBRARIES DO MAKE A DIFFERENCE: THE EVIDENCE School Libraries help students build new understandings: knowledge outcomesRemember content of classesBuild background and specific detail of topicsSort out confusions about ideasClarify things not understoodWork out if ideas are right or wrongWork out own opinions, positions on issuesMake connections between ideasMore actively discuss viewpoints in class discussions: being informed, able to contribute
31 SCHOOL LIBRARIES DO MAKE A DIFFERENCE: THE EVIDENCE School Libraries help students improve their technology skillsDo school work better through technologyHave greater interest in information technologyLocate information inside and away from librarySearch the Internet betterThink more carefully about information on the InternetUse technology tools better to produce assignmentsAre more confident with using computers to do research
32 SCHOOL LIBRARIES DO MAKE A DIFFERENCE: THE EVIDENCE School Libraries help students with their learning out of schoolLearn about interesting topics other than school workStudy more effectively at homeMore organized with study and homeworkBecome a better problem solverHelp with personal problemsUnderstand the importance of getting accurate information in making decisions
33 SCHOOL LIBRARIES DO MAKE A DIFFERENCE: THE EVIDENCE School Libraries help students with their readingRead moreFind authors they like to read aboutBecome a better readerEnjoy reading moreDiscover new interestsBecome a better writerShow improved comprehension, vocabulary development and language skills
35 Survey of Principals, USA June 2002 The realitySurvey of Principals, USA June 200280% of principals believe that the school library and teacher-librarian play a key role in the school99% of principals believe that despite the growth of the Internet, school libraries will remain important in the school97% of principals believe that the school library plays a positive role in the overall value of the school94% of principals believe that there is a direct correlation between the strength and effectiveness of the school library and an increase in student achievement
36 The reality76% of principals identified that their teacher-librarian worked with classroom teachers as needed;50% of principals saw their teacher-librarians working in the classroom50% of principals saw the role of the teacher-librarian to be that of “caretaker” of the library33% of principals said that the teacher-librarian made them familiar with current research of library programs and student achievement35% of principals were made familiar with current research on library programs and reading development
37 Teachers’ perspectives of collaboratively working with the Teacher-Librarian Research showsTime saved in preparation and deliveryFacilitates handling large groups while allowing students to work at own level of ability, and being responsive to individual needsMore effective sequencing of subject contentMove away from “spoon feeding” approachEnergizing, making them “feel good” as a teacherMore meaningful assessment criteria and feedback, based on learning process as well as content outcomesSeeing students engaged in learning was highly motivational
38 SCHOOL LIBRARIES DO MAKE A DIFFERENCE: THIS DOES NOT HAPPEN BY CHANCE Teacher-Librarian as EducatorTeacher-Librarian as Information SpecialistTeacher-Librarian as Team CollaboratorFocus on student learning outcomesInformation literacy instruction for knowledge building: knowledge, not informationFocus on reading enrichmentAdequate resources and technology
39 Using Information Technology: Some ResearchEvidence
40 WWW Research tells usHigh levels of insecurity and uncertainty in searchingHigh levels of information overloadInability to manage and reduce large volumes of informationFormulating ineffective search queriesLack of in-depth examination of sitesSimplistic searches based on guessworkHigh expectation of technology to make up for weaknessesSearching is haphazard, not plannedAbsence of critical and evaluative skills: not questioning the accuracy or authority of informationInappropriately favouring visual cuesInformation management difficulties
41 “If we always see as we've always seen, We'll always be as we've always been,We’ll always do as we've always done,We’ll always have what we’ve always hadAnd we’ll always get what we’ve always got”(Author unknown)
42 Building the Preferred Future CONNECTIONS: Intellectual / information scaffolds for learning: information literacy and information technologyOUTCOMES: Making a real difference to student learningEVIDENCE: Charting the outcomes; demonstrating the role and power of the school library
43 INFORMATION LITERACYThe intellectual scaffolds for effective engagement and utilisation of information in all its forms (electronic, print, popular culture) and for constructing sense, understanding and new knowledge”
44 How do students develop intellectual scaffolds? Mysteriously: someone else has taught themVicariously: by sitting at a computer terminalSerendipitously: by just doing assignments through haphazard information seekingSlavery: getting someone else eg parentsSystematically and explicitly: embedding learning scaffolds into teaching process
46 Preferred Future: Evidence-Based Practice School libraries and teacher-librarians focus on learning outcomes2. Gather meaningful and systematic evidence on dimensions of teaching and learning that matter to the school and its support communitySHOW THAT SCHOOL LIBRARIES MAKE A DIFFERENCE TO STUDENT LEARNING
47 Evidence-Based Practice for School Librarians Gathering evidence in YOUR local school“What differences do my school library and its learning initiatives make tostudent learning outcomes?“What are the differences, the tangible learning outcomes and learning benefits of my school library”?
48 Evidence-Based Practice is about celebrating the understood, not the found
49 Celebrating the Found Number of classes in the library Number of library items borrowedNumber of students using the library at lunch timesNumber of items purchased annuallyNumber of web searchesNumber of books lostStudents suffering from PFS and LHC
50 Celebrating the Understood Understanding how school libraries help students learn: Learning outcomes in terms ofInformation processesInformation technologyReadingKnowledge outcomes – mastery of contentIndependent learningAttitudes and values of information, learningSelf concept and personal agency
51 Benefits of EBPProvides evidence at local school level that library program makes a difference to learning outcomesBasis for targeting time, energies and scarce resourcesHelps you not to do things that do not work or that do not matterReflective, iterative process of informing instructional process: it informs, not misleads or detracts from day-to-day practiceJob satisfaction and confidence in the central role that library plays in the schoolMoves beyond anecdotal, guess work, hunches, and advocacy
52 Alternatives to Evidence Beating around the bushJumping to conclusionsThrowing my weight aroundDragging my healsPushing my luckMaking mountains out of molehillsBending over backwardsJumping on the bandwagonRunning around in circlesMouthing onPulling out the stopsAdding fuel to the fireGoing over the edgePicking up the pieces
53 Creating a preferred future: Need to focus on: Engagement with information for human understanding and the growth of personal knowledgeConceptualising library: Information place knowledge spaceAction and evidence-based, learning-centered practiceFrom finding / locating to meaning making
54 How can your school library show that it: Is a knowledge space?Is a center for learning activism?Actively contributes to the school as a thinking community?Shows that it makes a difference to student learning?
56 BREAKING THE CYCLEMoving from a VICTIM mindset: No one is going to rescue you, but you!SEEING is BELIEVING: what does your school see you doing? Educator? Manager? Curator? Book Stamper? Dragon at the Door? Shusher?From LIABILITY to LIBERATION: Making issues more invisible (censorship, copyright, plagiarism, rules, regulations, resourcing, technology, staffing needs) and learning outcomes more visible
57 INFLUENCE IS DERIVED FROM THE KEY IS SHAPING THE PERCEPTIONS OF Moving ForwardINFLUENCE IS DERIVED FROM THEPERCEPTIONS OF OTHERSKEY IS SHAPING THE PERCEPTIONS OFOTHER PEOPLEThink differentlyPower and Influence help define self esteem (action, evidence, outcomes)Think outside the box to change inside the boxUnderstand the school as a bureaucracy of inter-locking dependenciesMap your relationships, identify dependents, demonstrate mutual supportWork with what you can changeWork smarter, not harderGet to love your Principal’s secretaryPersonalProfessionalInfluence
58 Revolting LibrariansRascal attitude: creative, collaborative naughtiness to show library learning is fun, and motivate others to be part of itLibrary as a center for learning activismDance the knowledge waltz not the information two-stepInquiry-based learning, not information literacy or information skills, is the educative platformEmpowerment Model rather than a Deficiency Model of Information LiteracyWhat language do you speak? Deweydecilibrobabble or a cross-curricular learning dialect? (Voices)Is your library an open invitation for mystery, intrigue, discovery – where accidental discovery, as well as planned discovery, is highly likely?
59 Björk “New Worlds” in “Selmasongs” album “If living is seeingI’m holding my breathIn wonder – I wonderWhat happens next?A new world, a new day to see”