SLSL Day 2


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Day 2
- Literacy - Collections - Evidence based practice - advocacy

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SLSL Day 2

  1. 1. School Libraries Supporting Learning Day Two
  2. 2. The school library is a leader for literacy and reading In this session we will focus on:• your role in helping to build a school-wide reading culture• practical strategies to meet the needs of your school’s stakeholders• accessing online and print resources for extra information / support• using evidence to inform your practice• creating a strategic approach for you to action back at school
  3. 3. The greatest gift is a passion for reading.It is cheap, it consoles, it distracts, it excites, it gives you knowledge of the world and experience of a wide kind. ~Elizabeth Hardwick~
  4. 4. “… if we show students how to embrace reading as a lifelong pursuit and not just a collection of skills for school performance, we will be doing what I believe “ we have been charged to do: create readers Donalyn Miller The Book Whisperer
  5. 5. Student Literacy Achievement"We dont achieve literacy and then give children literature; we achieve literacy through literature." Author and children’s literature expert Charlotte Huck
  6. 6. 3 key messages…
  7. 7. Key message 1: YOU are the enabling adult Teachers Library team & Community visitors Whānau
  8. 8. The enabling adult… What is it that enabling adults do ?
  9. 9. Readers create readers when they provide access to resources• Print rich environment• Great library collection• Comfortable places to read• User-friendly library policies .• Students can choose their own reading• Time to read – classroom, library, whole school, home…
  10. 10. Readers create readers when they know about children’s / YA books
  11. 11. Readers create readers when they know their students’ interests • ELP : Knowledge of the learner • School data • Reader surveys
  12. 12. Readers create readers when they actively promote books• Book talks• Book clubs• Literature circles• Speedbooking• Special roles for students• Student input into book buying, creating lists, writing reviews…• Participating in reading-related event - festivals, competitions….
  13. 13. Readers create readers when they make time for book discussion“We don’t know what we think about a book until we’ve talked about it.” (8 year old Sarah, quoted in Chambers, Tell me) Discussion: Why I chose this book Why I kept reading to the end Who I would recommend it to…
  14. 14. Readers Create ReadersUse social media to promote reading
  15. 15. Key message 2: Free voluntary reading
  16. 16. Literacy skills and Reading for pleasure “When students read for pleasure, when they get “hooked on books”, they acquire, involuntarily and without conscious effort, nearly all of the “language skills” many people are concerned about…”Stephen Krashen - The Power of Reading :insights from the research
  17. 17. Connections between reading and academic achievementGrowing independence: Competent Learners @ 14“It is not enough just to learn to read – one of thestrongest indicators of positive engagement in schooland learning was the enjoyment of reading” (p.25) Cathy Wylie et al
  18. 18. “Reading for pleasure can easily sound like some kind of wishy-washy, soft option, while instructional stuff like learning to read through “synthetic phonics”… sounds tough and purposeful. In actual fact… research shows childrenMichael RosenWriter and who read for pleasure achieve betterformer Children’s school performance than those whoLaureate don’t.”
  19. 19. Key message 3: Every student a reader…
  20. 20. Every student a reader… "If we believe in the value and power of books, stories, poems and plays, we also have to rememberthat it will never be enough simply to publish good stuff.We have to be committed, ingenious, flexible andexperimental in coming up with ways of making all that literature come alive for every single child - no exceptions allowed.” Michael Rosen
  21. 21. Readers create readers when they are reading role models“Children learn about literature from what the adults around them do about it.” Zahnleiter, 1985
  22. 22. Being a powerful reading role model…• Modelling what a good reader does…
  23. 23. Readers create readers when they read aloud• Who reads aloud in your school?• Where / when does it happen?• How often ?• What is read ?• Before / during / after strategies ?• What are the challenges ? Jenny Ratana-Koia, teacher of a Year 4-6 class from Koraunui• Any favourites ? School, Stokes Valley, is a 2011 Reading Superhero winner!
  24. 24. Celebrating the book…Kids’ Lit Quiz, NZ Post Book Awards, Storylines,Montana Poetry Day, NZ Bookweek, create abook blog, bookfairs, competitions…
  25. 25. What does this mean for our school ?• Students• Teachers• Principal / BOT• Parents / school community• What I am going to follow up back at school?
  26. 26. Time for a break… Browse the displays and have some reading time,talking time, and refreshment…
  27. 27. Your school library collectionParticipants will:• Understand how the collection supports learning and literacy in their school• Understand the steps involved in the life cycle of library resources• Be able to find supporting tools using the ODC• Become aware of trends in collection development
  28. 28. Why do we have a collection?Scenario:The principal and BOT of a new school are questioning the need for a library or a collection.You are the pro-library DP.• What will your arguments be?• What might their arguments be?
  29. 29. BalancedTargetedRelevant
  30. 30. Collection development is• Planned• Ongoing• Cyclic
  31. 31. School Library Collection: guiding statementCollections 3 : Guiding Statement• Purpose• Background information - School community profile form• Content• Guiding statement – example• Challenged resources
  32. 32. Knowing your collection• Assessment(Collections 8: Assessment Guide)• Weeding(Collections 5: Weeding Guide)• Gap analysis
  33. 33. And what your community is interested inSurvey staff and students – Survey Monkey
  34. 34. Getting ready to select• Collection requirements plan• Budget
  35. 35. Selecting resources for your library
  36. 36. Example of Library Catalogue• Pigeon Mountain Library Catalogue I hope with websites and high interest topics catalogued – watch this space.
  37. 37. Does your collection include Māori resources?• Dictionaries Dictionaries• Atlases and Place Names• Proverbs, Idioms & Sayings• Māori Concepts• Encyclopaedias• The Treaty of Waitangi• Myths and legends• Mäori language picture books
  38. 38. The Resource CycleSelection Promotion Acquisition Processing Maintenance Cataloguing De-selection Pre-selection Circulation
  39. 39. Looking at the future of the book•
  40. 40. Lunch
  41. 41. Evidence and Advocacy: Showing that you make a difference
  42. 42. In this session....We will talk about the following:• The concepts of Evidence , Evidence-basedpractice and Advocacy• Making the connections from the evidence, to the library, and student learning• Interacting and collaborating with the key people in your school community• Tools that will assist you
  43. 43. What is a school library?• The school library is the school’s physical and virtual learning commons where inquiry, thinking, imagination, discovery and creativity are central to students’ information-to-knowledge journey and to their personal, social and cultural growth
  44. 44. The school library contributes to learner outcomes that are …linked to the visions, principles andcompetencies as identified in the schoolcurriculum
  45. 45. Vision•Confident, connected, actively involved,lifelong learners•Effective users of communication tools•Literate and numerate•Active seekers, users and creators ofknowledge
  46. 46. Principles•Empowering all students to learn regardlessof their personal circumstances•Students learning how to learn•Links across learning areas•Future focussed
  47. 47. Competencies•Competent thinking and problem solvingactively seeking, using and creatingknowledge•Making sense of information•Competent users of language, symbols andtext in a range of contexts•Confident users of ICT to access andprovide information and to communicate withothers
  48. 48. Evidence-based practiceUsing evidence of what youve done to show that you make a difference and to inform what you do next.
  49. 49. We use Evidence to demonstrate the librarys impact on student learningEvidence is provided by collecting information, data, and stories from a variety of sources. Collecting evidence is an ongoing cyclical process Evidence Based Practice involves three dimensions: •Evidence for practice •Evidence in practice •Evidence of practice
  50. 50. Why collect evidence ?• To identify areas in which the library can develop services to support student learning.• To show the difference the library makes to student learning such as: – Creating motivated and engaged readers – Developing positive attitudes towards reading – Practising and developing skills in inquiry learning – Digital citizenship• To change perceptions about the role of library staff
  51. 51. How do you know you made a difference – what evidence do you have ?Activity: Give one example of an occasion when you KNOW you made a difference to student learning
  52. 52. Here’s the challenge…To collect evidence of how the library supports student learning…. found”Libraries usually measure “the found” i.e. the number of classes in library, number of items borrowed, number of books purchased etc. These are a measure of pathways to learning not of learning itself. (Information outputs) It is about knowing and showing how a school library helps students learn, and the learning outcomes that are enabled, i.e. “the understood” understood”. We boost achievement. Loertscher and Todd (2003) p.9
  53. 53. Data 40% explore - what do we want to know? 20% collecting the data 40% analysis of dataTriangulation of data: collect from various vantage points before making decisions and taking action Student voice Parent Teacher voice voice
  54. 54. Evidence in action “Talk Book Time” - Roxburgh Area School Triangulation of data • Pre test and post test assessment data showed improved comprehension and more positive attitudes to reading • Student voices about TBT programme: “I enjoy reading more and I can read for longer” “I find it easier to read. I used to struggle. I can read Maths instructions better.” Programme to support literacy • Parent voice – “Mum is pleased that I am improving. Mum comes & reads with me at night, we read a page each.”• Target group of students Year 7-10 with low reading comprehension.• TBT weekly sessions with Librarian – students ‘sell’ their book to others.
  55. 55. What evidence?•Formal / informal•Quantitative / Qualitative•Do not underestimate the power andvalue of your users stories•
  56. 56. PerceptionsWhat students, staff, parents and community think about the school library – Student and staff surveys – Interviews – Small focus groups Image from: guide on library surveys Image from:
  57. 57. Tools for collecting school-based evidence• Surveys of students and teachers – Information guide on library surveys• Student-generated products – bibliographies, presentations etc• Student assessment data• Recorded observations of groups of students• Collaboration log - recording formal and informal collaborations with staff and students• Group discussion with staff• Records of student involvement in the library such as librarians and tech angels• Record of school community involvement with the library• School library data – system reports such as individual borrower histories
  58. 58. Linking evidence to advocacy• You are doing a great job … making a real difference to learner outcomes … and you have the evidence to demonstrate your value ...• SO how do you make sure that you and your library are valued and supported at your school
  59. 59. Advocacy Advocacy can be one person or many “speaking out and winning influence."School libraries making a difference – Advocacy campaign
  60. 60. Advocacy - Every interaction is an opportunity for transformation
  61. 61. ActivityIdentifying people who are key to your school library• Who will support your work and vision ?• Who does not support your work and vision ?• Who is neutral ?• Who are your potential champions ?Then:• How are you going to change their views ? Negative Positive / Neutral Positive
  62. 62. Your Library’s ‘elevator speech’Tell your own library story to someone in thegroup.Scenario to set the scene - the principal bringsa new family to the library what do you tellthem about your library ? Image from:
  63. 63. Advocacy toolsAASL provide great, practical ideas that will help you in your advocacy journey• Take photos of students reading and send the picture home for the fridge with a THANKS• Take a 30 second contribution to every faculty meeting – something to make someone’s job easier.
  64. 64. Collaboration is the key...
  65. 65. Linking theory to practice• We will now look at your “library-based initiatives to make a positive difference to student learning in your school”• Who were your collaborating partners• What evidence do you have of the success of your initiative• How can you use this evidence to advocate for your library?
  66. 66. Action learning cycle = 5 step process 1. Overview: Library based student learning need identified5. Sustainability: Successful initiatives 2. Planning / PLC: become “how we do Collaborative plan things” in the school to trial initiative4. Implementation: Initiative trialled with a group 3. Development: of students, results discussed/ Resources put in place communicated with Principal for trial
  67. 67. Activity• Using the ‘Effectiveness Progression Process: Action Learning Cycle Planner’ Plan a model initiative.• Focus on identifying learner outcomes, sources of evidence, identifying potential collaborating partners, and how you use the results of this initiative to raise the profile of your library and role in your school community
  68. 68. Time to wrap up…Reminder about the information on theServices to Schools website and Online community Complete evaluation forms