Ifla2010 ross todd_final


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Powerpoint from IFLA2010 pre-event at Burgaarden about the future of the Schoollibries

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Ifla2010 ross todd_final

  1. 1. Putting the Pieces Together: Creating a Sustainable Future for School Libraries Dr Ross J Todd Director, Center for International Scholarship in School Libraries Professor, School of Communication & Information Rutgers, The State University of New Jersey rtodd@rutgers.edu www.cissl.rutgers.edu www.twitter.com/RossJTodd www.facebook.com/RossJTodd
  2. 2. • Antoine Comte de Guiche: Windmills, remember, if you fight with them... ...may swing round their huge arms and cast you down into the mire! • Cyrano de Bergerac: Or up, among the stars!
  3. 3. Central Ideas • The future starts now: we construct the path by walking it • Define the school library concept: vision and action • Evidence: national, regional, local – take matters into our own hands: we are either part of the steamroller or part of the road • Access to libraries does not imply that students will learn: integrated part of the pedagogy of the school • Systematic and explicit interventions to maximize the information environment for learning • It’s about knowledge development, not information – redefining capabilities • Intellectual engagement and intellectual agency • Pedagogical teams • Conviction, courage, community, content, confirmation
  4. 4. The Essential Pieces
  5. 5. Dhinawan: Learning as a Beautiful Thing • Never neglect our children • Our country is the children that we work with • Recognize their footprints – intervene early • Help them become the strong tree that can sway in the wind • Listen to the beat of their drums; tap into the rhythm of their lives Vision, Intervention, Engagement, Sustainability
  6. 6. Foundations of the Vision • the complexity and diversity of student learning in an increasingly globalised and technological world and the importance of responding innovatively to the needs of learners • intellectual quality as a key learning outcome, underpinned by authentic and powerful pedagogy • the development and integration of disciplinary knowledge and skills that enable critical thinking, problem-solving, communication, collaboration, creativity and innovation • the development of social, cultural and personal agency of our young people • the importance of connected, collaborative learning • the centrality of a dynamic technology and media-suffused environment • the importance of digital agency • quality teachers and quality teaching as the most important influence on student learning
  7. 7. Do we really need a library? • Availability of information “blatantly obvious … technology that libraries will • Access to vast quantities of information on the Internet continue into the 21st, 22nd, 23rd, etc • Costly infrastructure; increasing cost of print centuries” material • Cost of personnel • Students using libraries less since they first began using internet research tools • Search engines are primary starting point for information searching
  8. 8. Information to Knowledge • Privilege only digital information - denies the reality of the information landscape • Using, not just accessing quality information is the foundation of deep learning: school libraries must go beyond being linked to quality information in all formats • Instruction in the transformation of information to knowledge remains a key challenge of education worldwide, and central to the vision of school libraries
  9. 9. Do we need a school library? “With the school library literally the heart of the educational program, the students of the school have their best chance to become capable and enthusiastic readers, informed about the world around them, and alive to the limitless possibilities of tomorrow.” Mary Gaver, M. Every child needs a school library. Chicago, ALA, 1958 Gaver, 1958 Gaver, M. Effectiveness of Centralized Library Service in Elementary Schools. Rutgers University, 1963 50 years of evidence
  10. 10. THE SCHOOL LIBRARY …. What is a School Library? the school’s physical and virtual information- to-knowledge commons where reading, literacy, inquiry, thinking, imagination, discovery, and creativity are central to students’ learning and knowledge development in all curriculums, and learning for work and life in a global, increasingly digital world FOSTERING INQUIRY AND BUILDING KNOWLEDGE Library defined by outcomes, not input or processes or facility
  11. 11. Todd 1 and Todd 2
  12. 12. Singapore Airlines A380
  13. 13. Panama Canal
  14. 14. Iguazu Falls, Argentina
  15. 15. What was Nicolae Ceaușescu thinking?
  16. 16. Vatnajokull Icecap, Iceland
  17. 17. “We set sail on this sea because there is knowledge to be gained” (J. F. Kennedy)
  18. 18. Library as Information Place
  19. 19. Library as Intellectual Agency
  20. 20. School Libraries 21C • School Libraries Futures Project • Commissioned by the Director, Curriculum K–12, NSW Department of Education and Training (DET NSW (Australia) in June 2009. • Gather diverse range of viewpoints and perspectives on status and future of school libraries with a view to identifying directions, challenges, and support for the continuous improvement of the information landscape in NSW government schools. • The online discussion took place from June 1 to August 5, 2009. 225 sustained responses • Blog discussion was guided by Lyn Hay at Charles Sturt University, NSW and Dr Ross Todd at Rutgers University
  21. 21. VISION, ENGAGEMENT, EVIDENCE 1. The future of school libraries (1a) Do we need a school library in 21st century schools? (1b) How, if at all, do current school libraries impact on student learning? 2. The school library of the future (2a) What would a school library of the future look like? (2b) What would be its primary responsibilities and functions to meet the learning goals of schools? (2c) What would be the essential work of the teacher librarian? (2d) What would be its key impacts on student learning? 3. What will it take to get there? (3a) Identify strategies / initiatives / support at the practitioner level (3b) Identify strategies / initiatives / support at the school level (3c) Identify strategies / initiatives / support at the NSW Department of Education level
  22. 22. Get over it and move on • Don't waste any of your precious energy beating yourself, or anyone else, up. Your power to change your life is in the present, regardless of your past. • Dr. Christiane Northrup • http://www.drnorthrup.com
  23. 23. The Future of School Library The school library is an important part of school life • A common information grounds for supporting learning across the school: direct connection to curriculum • school library as a knowledge commons or a learning commons – a common place, „a shared space for all students and the community‟ • Knowledge-centered outcomes: the provision of accessible resources, inquiry-based instruction, instructional teams. • Emphasis of library as intellectual agency, rather than that of information collection and skills of finding information
  24. 24. Learning Commons • Common place across the school for investigating and experimenting with information and IT, examining multiple perspectives and developing deep knowledge • Opportunity for teams engaging in pedagogical experimentation to access and use information and web tools to empower learning through creativity, discovery, inquiry, cooperation, and collaboration • Environment - students are guided by professionals to effectively utilize information and the most appropriate technology tools to support knowledge development - values and ethics
  25. 25. Learning Commons • SL as a zone of intervention and socialization for learning how to function effectively in the complex informational and technological world beyond school. • Balance and equity are essential dynamics: providing for a common, equitable and stable information access to all, regardless of socio-economic status, and regardless of access to information technologies out of school • Central, safe place in school that removes barriers and constraints to learning with information technology, system, network, and time barriers, as well as local constraints such as scheduling barriers.
  26. 26. Dynamic Learning Space • School library as a flexible and dynamic learning space: the learning intersection between digital and print information in and beyond school • Development of expertise of learning with and through information and IT tools to create knowledge • 24/7 environment: support the knowledge building process out of school – central portal for knowledge development: tools, techniques, processes, help • Center for inquiry, discovery, creativity, innovation • Instruction: the primary action of the school library
  27. 27. Turning on the Lights • Educational Leadership (March 2008, Vol 65, No. 6) • Marc Prensky “Turning on the Lights” P. 40 - 45 • Powering down in school – not just devices, but brains • “It’s their after-school education, not their school education, that’s preparing our kids for their 21st century lives – and they know it” (p. 41) • “When kids come to school, they leave behind the intellectual light of their everyday lives and walk into the darkness of the old fashioned classroom” (p. 42)
  28. 28. Re-Imagine School Libraries: Example • Data/Info Commons - the reference collection, building background knowledge, both physical and virtual reference • Knowledge Commons – in-depth resources targeted to deep learning across the curriculum (flexible collection) • Leisure Commons – diverse free-choice reading, listening stations, iPod zone, e-zines and e-books • Networking Commons – collaborative spaces students to discuss, create, share, compare, display • Tech Commons – for small and large group instruction, information searching • Production Commons – for creating and representing new knowledge • Collective Commons – flexible discussion group spaces • Café Commons eg Chelmsford HS Friday Java
  29. 29. The Evidence Our claim School libraries are an integral part of education reform and leaning. The reality? “Occupational Invisibility” (Hartzell) Others often do not see depth, breadth and importance of what School Librarians contribute to learning in schools
  30. 30. Teaching Role of the School Library Meta-analyses of educational research shows that the most significant impacts on achievement are: - the role of teacher and quality of instruction; - developing a supportive learning environment; - engaging students in discovery, inquiry, thinking and knowledge building SL research suggests that instructional collaborations between school librarians and classroom teachers is low
  31. 31. What did you do at school today? Willms, J. D., Friesen, S. & Milton, P. (2009). What did you do in school today? Transforming classrooms through social, academic, and intellectual engagement. (First National Report) Toronto: Canadian Education Association. © Canadian Education Association 2009
  32. 32. Dimensions of Engagement
  33. 33. Engagement?
  34. 34. Intellectual Engagement STUDENTS • Primary focus school library is on building capacity for critical engagement – giving emphasis to thinking creatively, critically and reflectively with information and using tools in the process of building knowledge and understanding. • Primary instructional role: moving from “finding information” to “doing something with the found information” inquiry to knowledge creation FACULTY • A centre of learning innovation where teachers and school librarians are involved in creatively designing learning experiences by way of testing, trialling, and experimenting with information and tools to bring about the best knowledge outcomes for students.
  35. 35. Knowledge Outcomes
  36. 36. The Matter of Evidence
  37. 37. Outcomes Of Quality Teaching Evidences of these learning outcomes are how we talk about the school library • Intellectual Agency • Personal Agency • Social and Cultural Agency
  38. 38. Invisible Evidence Syndrome • Problem of specifying evidence • Implied evidence: outcomes supposedly implied because “This is what I do” “A school librarian can make a great difference to student learning, especially if they develop relevant online resources to support students based on the specific needs and abilities of their own community of students • Evidence / advocacy focus when jobs are on the line
  39. 39. OUTCOMES Intellectual Quality Personal Agency Intellectual Agency Self Confidence Deep knowledge Willingness to take risks Deep understanding Trying new ideas and practices Problematic knowledge Independence Higher order thinking Autonomy Meta-language Substantive communication Social and Cultural Agency Respect for different values, cultural knowledges and viewpoints Team building, collaboration, negotiation and decision making: inclusivity Knowledge integration: conceptual coherence and integration Connect with current and future lives Social and ethical values
  40. 40. Core capabilities to be developed • Resource-based capabilities: These are abilities and dispositions related to seeking, accessing and evaluating resources in a variety of formats, including people and cultural artefacts as sources. They also include using information technology tools to seek out, access and evaluate these sources, and the development of digital and print-based literacies. • Thinking-based capabilities: These are abilities and dispositions that focus on substantive engagement with data and information, the processes of higher order thinking and critical analysis that lead to the creation of representations/products that demonstrate deep knowledge and deep understanding. • Knowledge-based capabilities: These are the abilities and dispositions that focus on the creation, construction and sharing the products of knowledge that demonstrate deep knowledge and understanding.
  41. 41. Core capabilities to be developed • Reading to learn capabilities: These are the abilities and dispositions related to the transformation, communication and dissemination of text in its multiple forms and modes to enable the development of meaning and understanding. • Personal and interpersonal capabilities: These are the abilities and dispositions related to the social and personal aspects of leaning about self as a learner, and the social and cultural participation in inquiry learning. • Learning management capabilities: These are the abilities and dispositions that enable students to prepare for, plan and successfully undertake a curriculum-based inquiry unit.
  42. 42. Examples of claims • Following an inquiry-based unit of work, 70% students showed improved ability in formulating essential questions that directed their inquiry as compared to their previous research task • As a result of instructional interventions focusing on the development of arguments, students showed stronger ability to identify claims, provide supporting evidence and to identify rebuttals • Students’ final products showed improved ability to analyze and synthesize information • Students’ research reports showed improved ability to draw conclusions and state implications of their findings • Students’ presentations showed ability to present different viewpoints and to provide a strong and supported case for their own position • 83 % of the class show improved ability in thoughtfully analyzing and evaluating major alternative points of view
  43. 43. Example of Claims • 93% of the students showed mastery of strategies for evaluating websites for misinformation and bias • Following instructional interventions that focused on establishing the quality of websites, 100% of the students’ bibliographies showed use of high quality websites • Based on a pre-test of initial and final knowledge of the Grade 8 science curriculum topic, students knowledge of their topics changed form descriptive and random listing of facts to statements that showed explanations, conflicting knowledge and making predictions • The analysis of the final bibliographies submitted by the students compared to the initial research plans of the students showed a change from generalist background information to specialist, detailed, information sources • Students; products showed increasing complexity of language used to describe their knowledge, and the ordering of this knowledge into conceptually coherent units
  44. 44. Shared Learning Teams • Take advantage of varied experiences and expertises that exist in a school community • “Occupational Invisibility” (Hartzell) Do not see depth, breadth and importance of what school librarians contribute  flexible team approach; alliances for shared learning - Alliances within / outside school - Instructional expertise - Subject expertise - Technical expertise - Reading / Literacy expertise - Student expertise - Community expertise
  45. 45. Creating a Sustainable Future • Re-imagining school • Without 21C vision, you walk libraries in darkness • From Information to • Without focus on developing knowledge knowledge, there is no reason for school libraries • Evidence-based • Without evidence, it is just practice another opinion • Building teams and • Without teams, there is limited partnerships capacity for change • Engaging Web 2.0 • Without Web 2.0, missed tools to develop opportunity for situating deep inquiry learning in the real world of kids
  46. 46. Björk “New Worlds” “If living is seeing I‟m holding my breath In wonder – I wonder What happens next? A new world, a new day to see” “New Worlds” in “Selmasongs” album
  47. 47. “It is hard to set in motion what is still, or to stop what is in motion” Cobham Brewer 1810–1897 Dictionary of Phrase and