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Henry, James Session Pp Training Sl In China

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Session with podcast on IASL 2009

Session with podcast on IASL 2009


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  • 1. Designing, implementing & evaluating training for school librarians in rural China: A case study James Henri Peter Warning Jacqueline Shek Angel Leung IASL University of Hong Kong HKTLA IASL
  • 2. Content • Background to the training • Training program • Context of training within the project • Progress & discussion IASL 2009 2
  • 3. Background to the training IASL 2009 3 Yunnan 云南 Jiangsu 江苏 Zhejiang 浙江 Anhui 安徽 Kansu 甘肃 In 2006 the CY-SFF began a program in rural China to encourage a culture of reading
  • 4. Background to the training • Program model included development of collections, reading facilities & leadership • It soon became evident that standard library knowledge & procedures did not exist at the project sites IASL 2009 4
  • 5. Implications Lack of knowledge of how to: • Effectively manage library operations • Choose suitable reading materials • Introduce engaging reading activities • Liaise with teachers to promote reading • etc IASL 2009 5
  • 6. Initial training • SLs in Yunnan requested training in 2007 • Logistics for the training were arranged by the local education authority (LEA) • >50 participants • Participants included: SLs, LEA officials, principals, deputy principals & language teachers IASL 2009 6
  • 7. Initial training • It was the first formal library training any had received - Some travelled for >12 hours to attend • All-day training • Foci of training were: defining the role of the school librarian, demonstrating the importance of reading for children, & how the librarian can encourage a whole- school approach to reading IASL 2009 7
  • 8. Feedback/results from the training • Feedback from training plus recognition of limiting effect of low skill base led to development of a formal training program endorsed by CY-SFF • Participants wanted to learn library ‘survival skills’ • Training occurs in a 3 phase sequence IASL 2009 8
  • 9. Training: Phase 1 Survival skills 1st training session focused on: 1.Demystifying libraries & library work, eg: • Role of SL • Rudimentary library organisation • Planning and introducing rudimentary reading activities • Rudimentary book repair IASL 2009 9
  • 10. Training: Phase 1 Survival skills 2. Opening up access to the library, eg: • Creating a welcoming library • Library cleanliness and housekeeping • Designing engaging displays • Developing suitable lending policies IASL 2009 10
  • 11. Training: Phase 2 Reading promotion & activities • Strategies to encourage borrowing • Book reading – parents, teachers & students • Storytelling techniques • Organising literature circles • Organising drama activities eg, puppetry IASL 2009 11
  • 12. Training: Phase 2 Reading promotion & activities • Activities to encourage student authors • Organising special library & book events, eg ISLM • Collection development IASL 2009 12
  • 13. Training: Phase 3 Reading in the curriculum • Showing link between reading & academic achievement • Educating teachers about the library • Introducing fiction into the curriculum IASL 2009 13
  • 14. Training: Phase 3 Reading in the curriculum • Introducing concept of resource-based learning • Collection development (2) • Discussion of model libraries IASL 2009 14
  • 15. Context of training within the project Training continuum IASL 2009 15 Other schools Model libraries Feedback CY-SFF Customized training Standard training In-residence training Feedback Model libraries Other schools ChenYet-SenFamily Foundation
  • 16. Library support continuum Support & collaboration IASL 2009 16 Improve Collaborate Support other schools Improve Improve Support MLs Support other schools CY-SFF MLs Identify MLs Feedback Other schools Model libraries ChenYet-Sen Family Foundation Schools
  • 17. Library support continuum Self sufficiency & collaboration IASL 2009 17 Support other schools Improve Collaborate Support other schools Improve Improve MLs Feedback CY-SFF Feedback
  • 18. Progress The full cycle of training has not been completed, Even so, positive outcomes have been observed in the following areas: • Library tangibles • Collections • Policies • Reading activities IASL 2009 18
  • 19. Library tangibles • Beautification of the library • Shift to better location, eg larger room • Recognition of values of cleanliness & tidiness • Introduction of display shelves • Introduction of comment boards etc IASL 2009 19
  • 20. Collections • Awareness of qualities of engaging books • Weeding of unattractive titles • Experimentation with classroom collections IASL 2009 20
  • 21. Policies • Expanded access to library • More liberal lending policies • Introduction of student librarians IASL 2009 21
  • 22. Reading activities • Increased collaboration between SL & teachers • More appealing reading activities • Scheduled classes in the library • Read-aloud activities & reading • Summer break reading activities IASL 2009 22
  • 23. Conclusion • Progress has been slow but steady. • The value of the training program has been enhanced through the regular contact with participants including attendance at the Foundation annual conference. • A future plan is to create the possibility of Chinese speaking in-residence trainers from outside China. IASL 2009 23
  • 24. The presenters would like to acknowledge contributions to the project by: • The Chen family & CY-SFF Board • Karen Ip & Jenny Hui • Hela Law & Judy Zhu • The librarians, administrators, principals, teachers, parents, students etc who have cooperated in the project IASL 2009 24 Acknowledgements