Ifla2010 louisa marquardt


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Ifla2010 louisa marquardt

  1. 1. School Libraries: a Key Role for Key Competences in Europe A Contribution by Luisa Marquardt (IASL Europe – Univ. “Roma Tre”) To the Pre - IFLA Conference on “The Future for School Libraries in a National & International Perspective” Gothenburg, Aug. 9th, 2010 Burgardens Gymnasium - Conference Center Skolbibliotek
  2. 2. Luisa Marquardt: bio I teach LIS at the School of Education of the University “Roma Tre” and I’ve been professionally involved in school libraries, school librarianship and information literacy since late ’70s. I take part in work and research groups in Italy and abroad. I’m a member of several associations (AIB, AIDA, IASL, IFLA, LAG Schulbibliotheken) and groups (e.g., ENSIL, currently a Foundation). I publish on library journals. I collaborated with Caspur for many years (since 2003: initially at the Digital Library Services, then in the Ministerial Project “Biblioteche nelle Scuole”). I’m also responsible of a small community library in Roma, the Biblioteca Statuario. 2
  3. 3. Questions  Is there any future for school libraries in Europe?  What will the future of school libraries be? 3
  4. 4. Outline 1. Introduction: key competences according to the EU framework 2. The future for school libraries 3. The future of school libraries 4. Conclusions 4
  5. 5. 1. Introduction 5
  6. 6. Scenario We live in transitional, complex, high demanding societies: new skills and literacies are required (e.g., information & media literacy, technological skills, life skills, communication and interpersonal skills, crosscultural and multilanguage skills etc.). In most EU countries the financial crisis, the recession, the change in migration policies etc. are affecting many aspects of their societies and labour market, but the projections show us the need for medium and high skilled work force. 6
  7. 7. New Skills and Competences for New Jobs  “To provide job opportunities for all and create a more competitive and sustainable economy, Europe needs a highly skilled workforce able to meet current and future challenges. To ensure this, it is urgent to invest in the right skills and improve matching of jobs with these skills in the EU, by effectively anticipating future trends” (http://ec.europa.eu/social/main.jsp?catId=568&langId=en) 7
  8. 8. Work force in EU: Projection ’10-’20  16 millions of highly qualified and 4 millions medium-qualified labour force required (See: Cedefop 2010, p. 63, http://www.cedefop.europa.eu/EN/Files/3052_en.pdf) 8
  9. 9. Key role of education  Education and School instruction play a crucial role in providing learners with key competences in a LLL perspective, as we can learn from studies on the impact of education and training on social and economic development (e.g., IALS, PIRLS, PISA, Cedefop etc.) or from official documentation (e.g., EU Council, Council Conclusions of May 2010 on the social dimension of education and training, “Official Journal of European Union”, 26.05.2010, 2010/C 135/02) 9
  10. 10. From competence to “key competences”  Competence: the ability to meet a complex demand  Key competence: competences of prime importance for a successful life and effective participation in different fields of life (SFSO, 2001) See: Rychen 2004 on the OECD Project “DeSeCo” (Definition and Selection of Competences: Theoretical and Conceptual Foundations) 10
  11. 11. Key competences for lifelong learning  “a combination of knowledge, skills and attitudes appropriate to the context. They are particularly necessary for personal fulfilment and development, social inclusion, active citizenship and employment.” (http://europa.eu/legislation_summaries/educati on_training_youth/lifelong_learning/c11090_ en.htm) 11
  12. 12. Key Competences: 3 categories 1. Acting autonomously: mainly relates to one’s personal identity building and his/her acquisition of autonomy (as the ability of making proper decisions, but not isolated from the context) See: Rychen 2004 on the OECD Project “DeSeCo” (Definition and Selection of Competences: Theoretical and Conceptual Foundations) 12
  13. 13. Key Competences: 3 categories 2. Using tools interactively: where “tools” are language, information, knowledge, not only the physical, material or digital ones. They are used interactively in order to develop awareness and make informed decisions. See: Rychen 2004 on the OECD Project “DeSeCo” (Definition and Selection of Competences: Theoretical and Conceptual Foundations) 13
  14. 14. Key Competences: 3 categories 3. Interacting in socially heterogenous groups: living in multicultural and multilinguistic societies - where diversity has become their feature - implies the ability of building bridges, interact in a constructive way. See: Rychen 2004 on the OECD Project “DeSeCo” (Definition and Selection of Competences: Theoretical and Conceptual Foundations) 14
  15. 15. What about Key Competences in EU? The European Union (EU) describes 8 key competences in its framework which are not too far from the above mentioned three “DeSeCo” three categories. We can find many communalities. Let’s have a closer look at them. 15
  16. 16. EU Eight key competences (a) 1. communication in the mother tongue which is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts; 2. communication in foreign languages which involves, in addition to the main skill dimensions of communication in the mother tongue, mediation and intercultural understanding. The level of proficiency depends on several factors and the capacity for listening, speaking, reading and writing; 3. mathematical competence and basic competences in science and technology. Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Basic competences in science and technology refer to the mastery, use and application of knowledge and methodologies which explain the natural world. These involve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen; 4. digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT); 16
  17. 17. EU Eight key competences (b) 5. learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities; 6. social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation; 7. sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. The individual is aware of the context of their work and is able to seize opportunities which arise. It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance; 8. cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts). 17
  18. 18. 2. The Future for School Libraries 18
  19. 19. Questions  Is there any future for school libraries?  Is there any future for libraries, librarians and their associations? 19
  20. 20. A future for libraries, librarians and their associations? Libraries and their associations have a future, as we learn from e.g., CILIP “Defining our professional future” Project – and, at professional level, new skills will be required in: Web 3.0, mobile technologies, e-journals, digital resources, health sector etc. Visit: http://www.cilip.org.uk/news-media/Pages/news100729.aspx Report and PPT (July 2010) 20
  21. 21. Q: Is there any future for SLs? Library Associations and Experts have developed several useful models, standards and approaches in the field of information literacy: the educational role and responsibility of school and academic libraries is clearly underlined. They are useful reference tools, not only in terms of information seeking, retrieving and using, but also for the creative, social, ethical issues and dimensions implied in the creation of new information and knowledge. 21
  22. 22. Q: Is there any future for SLs? Information Literacy models, standards and approaches AACRL SCONUL “Seven Pillars” University level ANZIIL ALA/AASL School level Guided Inquiry Etc. 22
  23. 23. Q: Is there any future for SLs? DeSeCo KCs EU 8 KCs IL standards and 1. Acting 1. communication in the mother approaches autonomously tongue AACRL 2. Using tools 2. communication in foreign SCONUL “Seven interactively languages Pillars” 3. Interacting in 3. mathematical competence ANZIIL socially and basic competences in ALA/AASL heterogenous science and technology Guided Inquiry groups 4. digital competence Etc. 5. learning to learn 6. social and civic competences 7. sense of initiative and entrepreneurship 8. cultural awareness and expression 23
  24. 24. Q: Is there any future for SLs?  We can say: yes, there is especially if we consider the school library as a special environment where those key competences can be effectively acquired. 24
  25. 25. A special learning environment… the school library, as a combination of 3 basic elements – qualified staff, well equipped, functional and welcoming space, rich collection - in a project and networking perspective, deeply connected to the school curriculum and the community. (IFLA/UNESCO SL Guidelines and Manifesto 1990, 1995, 1999) 25
  26. 26. … for raising Informed Citizens Active participation in the societal and productive life, e.g., through an effective education in:  Information literacy  Autonomous learning  Social responsibility (ALA, AASL) 26
  27. 27. 3. The Future of School Libraries 27
  28. 28. How could this future be?  Educational, Cultural and Social Policies  Proactivity: both at School and Library Institutions, Organisations and Associations level and at individual level 28
  29. 29. Constraints  Lack of proper national and EU policies (often driven by the pressure of industry lobbies, e.g., ICT) and funding ( budget, provision, staff cuts)  Lack of proactivity among professionals and their associations 29
  30. 30. Associations’ role Library associations can play a relevant role in many ways:  developing standards, tools, advocacy etc.  professional development and training: joint activities addressed both to school librarians and public librarians in order to stimulate a more effective cooperation (e.g., Palestine, Portugal, Italy etc.) 30
  31. 31. Associations’ role: a useful example RUSLA (the Russian School Library Association) is:  participating to both parliamentary commissions on new laws for cultural heritage and education (school instruction)  Developing a new profile: not the “teacher- librarian”, but the “teaching librarian”  Promoting several meetings at different level  Publishing journals targeted to the several “publics” of a library (pupils and students, parents, teachers, librarian) and in different fields (reading promotion; history and cultural heritage) 31
  32. 32. School Library Meeting at the Yeltsin Presidential Library St.Petersburg March 2010 (Photo: LM 2010) 32
  33. 33. Associations’ role  CILIP endorsed School Libraries as one of its 6 points strategic plan  Joint actions for advocacy: e.g., “A library in every school”: ENSIL with CILIP, SLA, IASL and IFLA 33
  34. 34. International cooperation  Establishing or strenghtening relationships between institutions and associations in different countries in order to share information, contents, training (e.g., Erasmus /Comenius Projects etc.), endorse a campaign (e.g. Equal Education “1 school, 1 library, 1 school librarian”) 34
  35. 35. International cooperation  Developing and experiencing new models (e.g., the “brede school”  broad school: the library at the community crossroads) 35 “Brede School” in Werden, NL (Photo: LM 2008)
  36. 36. International cooperation  Collecting data and providing evidence etc. (e.g., useful for advocacy and lobbying)  Establishing a joint forum where the above mentioned issues can be discussed and developed in “white papers” to be submitted (e.g.) to EU or other significant bodies. 36
  37. 37. What’s on in Italy?  SL/IS job position: not (officially) existing yet. Anyway it is an extension of teachers’ training and professional development (the “teacher-librarian”)  Financial and staff cuts  Lack of education and training in school librarianship both in Teachers’ education and training and Librarian/archivist/information specialist’s education and training  School Library and Reading Projects in a “limbo”, stand-by 37
  38. 38. …anyway new neverending efforts! Palermo 19.04.10 Ostia 27.10.’09 Rome Nov.’09 38
  39. 39. Actions recently taken in Italy  Letters addressed to the Minister for Education and various officers entitled of library, reading and ICT projects by: 1. the AIB CNBS (Italian Library Association – National SL Committee) with proposals about relaunching school libraries and nominating a qualified and certified coordinator for each school library network 2. IASL Europe “A school, a library, a SL/IS” and proposals (e.g., ISLM)  Meetings: 1. AIB CNBS (+ IASL Europe)  Ministry for Education (23.07.2010) 2. IASL Europe  Presidential Library (29.07.2010) 3. IASL Europe  UNESCO - Italian Commission (03.08.2010)  Communication: AIB etc. list-servs, blogs and websites, school and library journals and newsletter 39
  40. 40. 4. Conclusions  A urgent need for tightening efforts and joining forces together keeping very clear in our minds that every child, every pupil deserves top class library services in his/her school in order to effectively acquire key competencies for his/her bright future (and a bright future for peaceful societies)! 40
  41. 41. Further information  ENSIL www.ensil.org (you can join the list-serv free of charge)  IASL www.iasl-online.org Join IASL! Visit its meeting place: iasl.ning.com  IFLA www.ifla.org 41
  42. 42. Get involved! Get on board because… 42 Libraries are really important for our children!
  43. 43. References  Cedefop (2010), Skills Supply and Demand in Europe. Medium-term Forecast up to 2020. Luxembourg : Publication Office of the European Union. Available in PDF format at URL http://www.cedefop.europa.eu/EN/Files/3052_en.pdf  Cidree (2008), A toolkit for the European Citizen. The implementation of key Competences. Challenges and Opportunities. Brussels : Cidree – Consortium of Institutions for Development and Research in Education in Europe. Available in PDF format at URL: http://www.cidree.be/uploads/documentenbank/52d4eddca5f913bbd6696e6f41a07fff.pdf#page=96.  Cilip (2010), Designing Our Professional Future. Report to Cilip Council. July 2010. London : Cilip. Available in PDF format at URL http://www.cilip.org.uk/get-involved/cilipfuture/Documents/Defining%20Our%20Professional%20Future%20- %20Report%20to%20CILIP%20Council%20July%202010.pdf  Cilip (2010), School Libraries in the UK: a worthwhile past, a difficult present – and a transformed future?. Main report on the UK National Survey commissioned by CILIP School Library Group and prepared by David Streatfield, Sue Shaper and Simon Rae- Scott. London : Cilip. Available in PDF format at URL: http://www.cilip.org.uk/get-involved/special-interest- groups/school/Documents/strategic-school-libraries-report.pdf  European Union, http://europa.eu/legislation_summaries/education_training_youth/general_framework/c11086_en.htm  Lastrucci, E. (2006), Pro-social Competencies and Citizenship Education, in Ross, A. (ed), Citizenship Education: Europe and the World, CiCe, pp 175-186. Available in PDF format at URL: http://learning.londonmet.ac.uk/cice/docs/2006-175.pdf  Marquardt L. (2008), The Leopard’s Spots on the Move. School Libraries in Europe, 18.08.2008. Available in PDF format at URL http://eprints.rclis.org/17928/  Rychen, D.S. (2004), Lessons from an interdisciplinary and policy-oriented approach, in Descy, P. – Tessaring, M. (eds), The foundations of evaluation and impact research (…). Luxembourg : Office for Official Publications of European Communities. (Cedefop Reference Series, 58) 43
  44. 44. Many thanks for your attention and …let’s keep in touch! luisa.marquardt@gmail.com marquardt@uniroma3.it 44