1.
The Role of the Librarian In Developing Children’s Libraries Philippine Board on Books for Young People PBBY Workshop Series

2.
Outline <ul><li>I. Tradition vs. Innovation </li></ul><ul><li>Roles to Play </li></ul><ul><li>II. Developing a Library for Kids </li></ul><ul><li>Needs of the Learning Child </li></ul><ul><li>Reading Skills </li></ul><ul><li>Stages of Reading Development </li></ul><ul><li>Stages of Information Processing </li></ul><ul><li>III. The Children’s Library </li></ul><ul><li>Sugar! Spice! And everything nice at the library! </li></ul><ul><li>IV. Resources for Librarians </li></ul>

4.
Tradition vs. Innovation

5.
<ul><li>The school library provides information and ideas that are fundamental to functioning successfully in today's information and knowledge-based society. The school library equips students with life-long learning skills and develops the imagination , enabling them to live as responsible citizens. </li></ul><ul><li> - UNESCO School Library Manifesto – </li></ul><ul><li>http://www.ifla.org/VII/s11/pubs/manifest.htm </li></ul>

6.
Roles to Play <ul><li>Teacher - one who designs instruction; one who collaborates with teachers in the planning and implementation of lessons; </li></ul><ul><li>Consultant – one who has a grasp of the curriculum able to match and fill the needs of clients; </li></ul><ul><li>Instructional Technologist – a provider of different technology for teaching and learning processes; </li></ul>

7.
<ul><li>Manager of computing services – a creator of databases and knowledge resources; </li></ul><ul><li>Manager of learning resources collection – content managers of information systems that facilitate the efficient and effective storage, retrieval, use and communication of learning resources and instructional media. </li></ul><ul><li>(Christophers, 2004) </li></ul>

8.
<ul><li>The librarian is teacher, advisor, consultant and information provider; </li></ul><ul><li>The librarian is an identifier of relevant resources and; </li></ul><ul><li>(In the academe) Librarians can assist with research products and the evaluation of its results. </li></ul><ul><li>( Thomas, 1999) </li></ul>

9.
<ul><li>The school librarian is the professionally qualified staff member responsible for planning and managing the school library, supported by as adequate staffing as possible, working together with all members of the school community, and liaising with the public library and others. </li></ul><ul><li>In an increasingly networked environment, school librarians must be competent in planning and teaching different information-handling skills to both teachers and students . </li></ul><ul><li>- UNESCO School Library Manifesto - </li></ul>

10.
<ul><li>LIBRARIAN’S ROLE </li></ul>TEACHER’S ROLE

11.
A Library for Children <ul><li>Needs of the Learning Child </li></ul><ul><li>Need to love & be loved </li></ul><ul><li>Need for beauty and order </li></ul><ul><li>Need to play </li></ul><ul><li>Need to achieve </li></ul><ul><li>Need to belong </li></ul><ul><li>Need to know </li></ul><ul><li>Material needs </li></ul>

12.
Stages of Reading Development <ul><li>Pre-Reading Stage </li></ul><ul><li>Initial Reading </li></ul><ul><li>Conformation & Fluency </li></ul><ul><li>Reading & Learning the New </li></ul><ul><li>Multiple Viewpoints </li></ul><ul><li>Construction & Reconstruction </li></ul><ul><li>- Jean Chall, 1983 </li></ul>

13.
Stages of Information Processing <ul><li>Infancy: Birth to 2 Years - Information needs can be met by primary caregivers in the child’s immediate environment </li></ul><ul><li>Early Childhood: 3 to 5 Years - Finds it difficult to distinguish between fantasy and reality; introduction to children’s books </li></ul><ul><li>Early Childhood: 5 to 9 Years - Decision-making skills on the Internet- as in many areas of life-are not yet well developed; emerging information needs; requires concept books and references for school projects and homework </li></ul>

14.
<ul><li>Preadolescence: 10-12 Years - much better able to distinguish between fantasy and reality ; information needs are expanding; decision-making skills are developing in more abstract ways </li></ul><ul><li>Early Adolescence 13-15 Years - Information needs are broader and relate to the world at large, so the availability of some external information source is important </li></ul><ul><li>Late Adolescence: 16-18 Years - Information needs are extensive in scope and depth and often require access to wide range of resources beyond the immediate environment. </li></ul>

15.
Resources <ul><li> School Librarian In Action </li></ul><ul><li>http://lovealibrarian.blogspot.com/ </li></ul><ul><li>KUTING – Kwentista ng Mga Tskiting </li></ul><ul><li>http://lagalagnakuting.blogspot.com/ </li></ul><ul><li>PBBY – Philippine Board On Books for the Young </li></ul><ul><li>http://www.liza.ph/pbby/index.html </li></ul><ul><li> Alitaptap Storytellers Philippines </li></ul><ul><li>http://www.storytellersphilippines.com/ </li></ul><ul><li> Ang INK </li></ul><ul><li>http://.ink.org.ph/angink/angink.html </li></ul><ul><li>Pinoy Teachers Network </li></ul><ul><li>http://pinoyteachersnetwork.blog-city.com </li></ul>

16.
Sugar! Spice! And everything nice @ the library  <ul><li>Physical Facilities </li></ul><ul><li>Bulletin Boards & Displays </li></ul><ul><li>Programs & Services </li></ul><ul><li>Regular Storytelling Program </li></ul><ul><li>Author & Illustrator Visits </li></ul><ul><li>Puppet Shows </li></ul><ul><li>Literary Trivia </li></ul><ul><li>Book Talks </li></ul><ul><li>Film Viewing </li></ul><ul><li>Library Reviews by students, parents, teachers and members of the community </li></ul><ul><li>Use of resource people (integration with other content disciplines) </li></ul><ul><li>Online Activities </li></ul>

17.
<ul><li> Zarah Gagatiga  </li></ul><ul><li>School Librarian </li></ul><ul><li>Xavier School </li></ul><ul><li>723.0481 loc 225 </li></ul><ul><li>628. 2620 </li></ul><ul><li>[email_address] </li></ul><ul><li>http://lovealibrarian.blogspot.com </li></ul><ul><li>09208099214 / 09182293587 / 09209602884 </li></ul>