Todd <slamit powerpoint

St ep i nt o t he Fut ure:
School Li brari es as
Learni ng Cent ers
Dr Ross J Todd
Prof essor & Chai r LIS Depart ment
School of Communi cat i on &
Inf ormat i on
Rut gers, The St at e Uni versi t y of
New Jersey
1
(2106)

2
https://www.flickr.com/photos/stephenk1977/2046536210
Li f e = Di srupt i on
Di srupt i on = Li f e
Li f e = No remot e
cont rol
Fi rst TL j ob was at
Dal by Hi gh School :
“Seek t he Trut h”
( Laurie Atkinson)

The Shi f t i ng Inf ormat i on Landscape
• Transformation of information
access: digital devices, haptic
technologies, voice activation
• Changing arena of content
publishing; apps-driven access;
wearable computing
• Changing culture of reading:
visual, linked, interactive
• New technology frontiers for
learning: VR, gaming, robotics
• Creative pedagogies centering
on inquiry
• Questions of future of school
libraries – are they relevant in
schools

Di srupt i on, Dual i sms and
Di rect i ons
6
Donna Haraway: Cyborg Manifesto (1985)
Breakdown of boundaries between human and machine
•Breakdown of dualisms: self/other, male/female,
civilized/primitive, right/wrong, truth/illusion, fact/fake
news, God/human;
•Role of technology in challenging these dualisms:
technological development creates new interpretive &
innovative opportunities.
Mary Chakyo: Superconnected (2016)
•Techno-social life: “digital life is simply real life”
•Terms such as “virtual”, “cyberspace” even “digital” are
misleading in that they imply something almost, but not
quite real.
•Amidst robotics, automation, devices immersion: critical
set of dynamics and realities around human agency.

7
http://www.ditii.com/2010/03/28/new-born-baby-tweets-omg-i-just-got-born/

Thi nk out si de t he box
INQUIRY DISCOVERY CREATIVITY
INNOVATION KNOWLEDGE

“The
l i brary
i s not a
sarcophagus
of dead
t hought s,
but a
l i vi ng
sci ence”
Raul Proença: Writer, Journalist

15
http://www.jantoo.com/cartoon/35534449

Jean Pi aget ( 1896–1980)
The pri nci pal goal of
educat i on i n t he
school s shoul d be
creat i ng men and women
who are capabl e of
doi ng new t hi ngs, not
si mpl y repeat i ng what
ot her generat i ons have
done; men and women who
are creat i ve, i nvent i ve
and di scoverers, who
can be cri t i cal and
veri f y, and not accept ,
everyt hi ng t hey are
of f ered.
ht t p: / / www. accessol a. com/ school _l
i b/
ENGAGEMENT WITH INFORMATION IN ALL ITS FORMS
IS AT THE HEART OF DEEP LEARNING

What i s a School Li brary?
The school l i brary i s t he school ’ s
physi cal and vi rt ual l earni ng commons
where readi ng, i nqui ry, t hi nki ng,
i magi nat i on, di scovery, and creat i vi t y
are cent ral t o st udent s’ i nf ormat i on- t o-
knowl edge j ourney, and t o t hei r personal ,
soci al and cul t ural growt h.


School Li brari es as Verbs
"Libraries are the verbs in the content standards. Wherever verbs
such as read, research, analyze, explore, examine, compare,
contrast, understand, interpret, investigate, and find appear in the
standards, Teacher Librarians and library resources are involved."
(Oxnard Union High School District)
ht t p: / / www. ouhsd. k12. ca. us/ l mc/ ohs/ st r ongl i b/ St r o

Fut ure Ready School
Li brari es
Your reaction to this picture?

Ci SSL: Recent Research St udi es
• New Jersey School Li brary St udy “One Common
Goal : St udent Learni ng”; Ci SSL researchers
i n 2010- 2011( Todd, Gordon & Lu, 2011)
• Phase 1: 765 school l i br ar i ans: st at us of
school l i br ar i es i n NJ and cont r i but i on t o
l ear ni ng
• Phase 2- exami ne t he dynami cs of 12 school
l i br ar i es whi ch wer e consi der ed t o
cont r i but e r i chl y t o t he l ear ni ng agendas
of t hei r school s; 97 par t i ci pant s:
cl assr oom t eacher s; school l i br ar i ans;
school pr i nci pal s; cur r i cul um l eader s
• Col l aborat i ve Inqui ry i n Di gi t al
Envi ronment s;
•

One Common Goal : St udent Learni ng
New Jersey Research St udy

6 Pri nci pl es of t he
Possi bl e

Pri nci pl e 1: Readi ng and l i t eracy
devel opment are t he sol i d f oundat i ons of
school l i brari es

25
http://film-grab.com/2010/07/14/into-the-wild/16-reading-on-rock-2/

Readi ng and Li t eracy support
• Reading motivation;
reading engagement;
reading fluency; reading
comprehension; sustained
reading; strategic reading;
reading for pleasure; and
reading remediation
• Writing process, and
support of for conventions
of citation and writing
formal papers
• Communication in spoken
and digital contexts

Free Vol unt ary Readi ng ( S
Krashen)
27
• FREE VOLUNTARY READING:
t he rock of l i t eracy
devel opment , spel l i ng,
vocabul ary, wri t i ng,
comprehensi on
t he st eppi ng st one
bet ween conversat i onal
and academi c l anguage
• t he bui l di ng bl ock of
sel f , i dent i t y and
careers
t he rock of l i t eracy
devel opment , spel l i ng,
vocabul ary, wri t i ng,
comprehensi on
t he st eppi ng st one
bet ween conversat i onal
and academi c l anguage
• t he bui l di ng bl ock of
sel f , i dent i t y and
careers http://www.123rf.com/photo_21802
851_woman-reading-on-a-
rock.html

Bui l di ng a Readi ng Cul t ure i n your
School
Creative Strategies?

Pri nci pl e 2: The pri mary f unct i on of a school
l i brary i s pedagogi cal , wi t h access t o qual i t y
i nf ormat i on as t he f oundat i on of meani ngf ul
pedagogy

School Li brary as a Learni ng
Commons
• For st udent s, t he pri mary f ocus of SL i s on
bui l di ng capaci t y f or cri t i cal engagement wi t h
i nf ormat i on and produci ng knowl edge ( not
f i ndi ng “st uf f ”) THINKING
• For t eachers, SL i s a cent er of l earni ng
i nnovat i on, experi ment i ng wi t h t echnol ogy and
i nf ormat i on; enhanci ng t eachi ng ski l l s usi ng
i nf ormat i on and t echnol ogy
• The rol e of t he school l i brari an as co- t eacher
i s t he most powerf ul dynami c i n t he
sust ai nabi l i t y of school l i brari es
• Li t eraci es i ncl ude i nf ormat i on l i t eracy,
pri nt and vi sual l i t eracy, medi a l i t eracy,
di gi t al l i t eracy, and t echnol ogi cal
l i t eraci es

School Li brari es, School Cul t ure and
Learni ng
• ( Teacher) A school t hat val ues i t s l i brari es,
val ues educat i on
• ( Pri nci pal ) I t hi nk cal l i ng i t a l i brary i s not
accurat e – t o me i t ’ s become a l earni ng cent er
t hat has resources. When I see st udent s i n here,
t hey’ re doi ng research, maybe t eacher- di rect ed,
but you know, I see a l ot of t hem come i n j ust t o
f i nd out general i nf ormat i on, t o l earn somet hi ng
– maybe not rel at ed t o school , so t o me i t goes
f ar beyond what we t hi nk a l i brary was and t he
pl ace i s al ways hoppi ng.
• ( Soci al St udi es Teacher) It real l y i s t he heart
of t he school because every depart ment , and every
t eacher, every admi ni st rat or, at some t i me, uses
i t f or somet hi ng. It ’ s one of t he f ew areas of
t he school t hat everyone act ual l y ut i l i zes…t hat ’ s
why i t ’ s so i nval uabl e.

What ’ s i n a name?
School Li brary
Medi a Cent er
Learni ng Commons
Knowl edge Commons
Di scovery Cent er
i Cent er
- i nqui ry
- i nvest i gat i on
- i nf ormat i on
- i nnovat i on
IT Cent er = Inf orm- Transf orm Cent er

Pri nci pl e 3: The rol e of t he school l i brari an
i s pri mari l y t hat of t eacher, co- t eachi ng wi t h
cl assroom t eachers t o devel op curri cul um
st andards and l i f e ski l l s

School Li brari ans as Co- Teachers
• ( Pri nci pal ) We’ re st i l l i n a t i me where [ t he
publ i c] doesn’ t bel i eve our i nf ormat i on cent ers
are as powerf ul as our educat ors bel i eve. Our
l i brari an i s a powerf ul educat or. Our
i nf ormat i on cent er i s as good as t he t eachi ng
t hat goes on t here.
• ( Engl i sh Teacher) I real l y t hi nk t hat because
t he l i brari ans are co- t eachers, f or t he most
part , t he ki ds get t o see us worki ng t oget her…
They get t o l earn how t o col l aborat e, how t o be
curi ous and how t o work t hrough probl ems
t oget her.
• ( Sevent h Grade Soci al St udi es Teacher) The
l i brari an i s a part ner i n hel pi ng us get ki ds
t o underst and what t hey are l earni ng … That ’ s
one of t he reasons I bel i eve you see so many

School Li brari ans as Co- t eachers
• Pri nci pal s are wi l l i ng t o support t he
acqui si t i on of resources f or t he school
l i brary wi t h an adequat e budget because
t hey percei ve t he school l i brari an as a
qual i t y t eacher who act i vel y engages i n
curri cul um pl anni ng and i nst ruct i on
• Teachers expressed deep emot i on about how
school l i brari ans hel ped t hem t o be
bet t er t eachers.
• Pri nci pal s recogni ze t he need t o provi de
prof essi onal devel opment f or school
l i brari ans t hat enabl es t hem t o be good
t eachers and good t eachers of t eachers

School Li brari an as Teacher of
Teachers
• Consi derabl e i n- school t rai ni ng of
t eachers, del i veri ng ef f ect i ve
prof essi onal devel opment wi t h ongoi ng
support
- new t echnol ogi es, t ool s, apps
- use of di gi t al resources
- resource- based i nqui ry
- i nf ormat i on l i t eracy
- research met hods
- i nst ruct i onal desi gn around resources
- readi ng engagement
• School l i brari es as part of a “cul t ure of
hel p”

Principle 4: An inquiry-centered pedagogy
defines the instructional role of the school
librarian

The Pedagogy of t he School
Li brary
• Act i vat i ng pri or knowl edge
• Bui l di ng exci t ement , i nt erest and
mot i vat i on f or l earni ng
• Bui l di ng background knowl edge
• Generat i ng meani ngf ul quest i ons t o research
• Devel opi ng research capabi l i t i es
• Li t eraci es i ncl ude vi sual l i t eracy, pri nt
l i t eracy, medi a l i t eracy, di gi t al l i t eracy,
and t echnol ogi cal l i t eraci es –best
descri bed as t ransl i t eraci es
• Engagi ng st udent s as cont ent provi ders who
work on- and of f - l i ne t o produce creat i ve
product s
• Pri mary f ocus i s compl ex ski l l s t o bui l d
knowl edge

Inqui ry- Based Research
Prof. Carol Kuhlthau
Kuhlthau, C, Caspari, A., & Maniotes, L. (2007) Guided Inquiry: Learning in the
21st Century. Santa Barbara, CA: Libraries Unlimited.
Kuhlthau, C.C., Maniotes, L.., & Caspari, A.. (2012). Guided inquiry design: A
framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited.

Information Search Process Carol Kuhlthau

Tasks Initiation Selection Exploration Formulation Collection Presentation Assessment
---------------------------------------------------------------------------------------------------------------------------------------------------------------
Feelings uncertainly optimism confusion clarity sense of satisfaction or
(affective) frustration direction/ disappointment
doubt confidence
Thoughts vague----------------------------------------→focused
(cognitive) ----------------------------------------------→
increased interest
Actions seeking relevant information-------------------------------→seeking pertinent information
(physical) exploring documenting
St ages of doi ng research
Zone of Intervention: the critical point / need for instruction
Open Immerse Explore Identify Gather Create Share Evaluate
framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited.

Ecosyst em f or Inqui ry,
Innovat i on and Creat i on
framework for inquiry in your school. Santa Barbara, CA: Libraries
Unlimited.

Teachi ng St rat egi es f or
Research
Thi s phase engages st udent s, get s t hem
exci t ed about t he t opi c / curri cul um t heme
t hey wi l l be expl ori ng, and encourages
t hem t o begi n t hi nki ng about how t he
i nqui ry uni t connect s t o pre- exi st i ng
knowl edge.
St udent s devel op background knowl edge
about t he research t opi c as a communi t y
wi t hout f ocusi ng on “t oo much det ai l . ”
Get t he BIG pi ct ure
St udent s expl ore t hei r t opi c, f i nd new
i nf ormat i on and consi der di f f erent
perspect i ves, and devel op suf f i ci ent
knowl edge t o move f orward i n t he research

Research
St udent s choose a research quest i on
and f ocus f or t hei r research.
St udent s col l ect det ai l ed i nf ormat i on
f rom a vari et y of sources. They
eval uat e sources and record key i deas
f rom t he sources. They t ake det ai l ed
not es and l earn how t o organi ze,
quot e, and use i nf ormat i on et hi cal l y.
St udent s are encouraged t o go beyond
l i st i ng a col l ect i on of f act s. They
use t echnol ogy t ool s t o creat e a

Research
St udent s have t he opport uni t y
t o present t hei r i deas t o
ot hers. They communi cat e what
t hey have l earned t o ot hers
St udent s, t eachers and school
l i brari ans assess t he
l earni ng out comes and ref l ect
on what needs t o be done

47
HumanisticStudy
http://brainpages.org/can-you-spot-the-ten-faces-in-the-tree/

Humani st i c St udy
• School libraries as the cradle of civilization and a
democratic society
• School libraries as breeding grounds for ideas generation,
disruption and intellectual discontent: diversity of ideas
as foundation for critical thinking, argument, debate and
building knowledge, developing powers of observation
and comprehension, and an aversion to dogmatism.
Ideas / Thinking Networks
• School libraries as opportunities for social, collaborative
and informal learning: unofficial, unscheduled,
impromptu learning: Social Networks
• Learning without borders: removing obstacles, seeding
community formation, encouraging conversation, and
growing student networks. Community Networks

Learners and Humani st i c
St udy
49
http://www.well.com/~ladyhawk/gadhome.html

50
If at first the IDEA is not ABSURD,
then there is no hope for it.
AlbertEinstein

• (School Pri nci pal ) They are l earni ng t o
t hi nk t hrough al l of t he i nf ormat i on around
t hem, devel op t hei r i deas. The mai n busi ness
i n t hi s l i brary i s t hi nki ng.
• (St udent ) When worki ng wi t h ot hers, I get so
many ot her vi ews and i deas t hat I had not
previ ousl y t hought of . Thi s real l y adds dept h
t o t he f i nal product ”
• (St udent ) When we work t oget her we l earn so
much knowl edge. I t gi ves di f f erent
perspect i ves on t he same bi g t opi c
• (St udent ) worki ng i n groups al l ows f or
di f f erent i deas t o come i n t o pl ay creat i ng a

Pri nci pl e 5: School l i brari es
const i t ut e and advance soci al
j ust i ce

53
Shifting mindsets:
Disrupting the IMPOSSIBLE
HUMAN AGENCY
Learning for Social Good

54
SOCIAL JUSTICE
http://kenwytsma.com/tag/social-justice-2/
http://www.campaignforsocialjustice.org

Agenda of Soci al Di versi t y, Incl usi on and
Just i ce
Li brari es as af f i rmat i ve act i on f or bal anci ng
t he ef f ect s of povert y, soci al chal l enges and
di vi de
•Inf ormat i on ecosyst em: f or al l , enabl ed by IT,
regardl ess of soci al and economi c and access
ci rcumst ances.
•Knowl edge ecosyst ems: Opport uni t y t o exami ne
di verse personal i nt erest s, even cont roversi al
t opi cs, i n pri vacy and anonymi t y: i ncl usi on f or
di versi t y.
•Wi sdom ecosyst ems: i ndi vi dual hel p,
ment ori ng, empat hy, i nt eract i ng as needed
wi t hout any ki nd of j udgment .

• Pri nci pl e 6: School l i brari es connect
communi t y and t he worl d t hrough di gi t al
wel l bei ng and di gi t al capabi l i t i es.

Di gi t al Wel l bei ng / Gl obal
Ci t i zens
DIGITAL YOUTH INFORMATION WORLDS
ETHICAL
CREATORS OF
INFORMATION

58
http://makeameme.org/meme/i-saw-it-g7yhz3

Di gi t al Wel l bei ng
• The i nst ruct i onal rol e of SL i s si gni f i cant
mechani sm f or t he devel opment of st udent s as
di gi t al ci t i zens, and t hei r di gi t al wel l bei ng.
• Recogni zi ng qual i t y i nf ormat i on i n mul t i pl e modes
and across mul t i pl e pl at f orms; underst andi ng
nat ure and rol e of evi dence.
• Accessi ng qual i t y i nf ormat i on across di verse
f ormat s and pl at f orms.
• Part i ci pat i ng i n di gi t al communi cat i on i n
col l aborat i ve, et hi cal ways t o share i deas, work
t oget her & produce knowl edge.
• Usi ng sophi st i cat ed i nf ormat i on t echnol ogy t ool s
t o search, access, creat e and demonst rat e new
knowl edge.
• Learni ng appropri at e et hi cal approaches &
behavi ors i n rel at i on t o use of di gi t al
t echnol ogi es.

From Digital Confidence to Digital Competence: An
Evidence-Based Action Plan (Medina & Todd, 2016)

Do They Learn anything?
• Resource-based
capabilities
• Knowledge-based
capabilities
Reading-to-learn
capabilities
• Thinking-based
capabilities
• Learning
management
capabilities
• Personal and
interpersonal
capabilities

How do Educat ors Envi si on t hei r Fut ure School
Li brari es

Makerspaces, hackerspaces, hat chspace,
f abl abs, maker commons, creat i on st at i ons,
l unchbox cl ubs
• Fundament al quest i ons around
space, t i me, opport uni t y,
f ormal vs i nf ormal l earni ng,
and budget t o permi t
creat i vi t y and i nnovat i on t o
f l ouri sh.
• Li mi t ed evi dence around
i mpact : Much rhet ori c /
anecdot es of val ue.
• Aut hent i c desi gn, val ue-
added, i nf ormat i on i mmersi on
f or i nf ormal l earni ng and
i nnovat i on.
• Are we becomi ng myopi c?
Di scourses around 3D /
hydrographi c pri nt ers: ret urn
t o i ndust ri al age f act ory;
65

Di srupt i ve Dynami cs
• New dynami cs around pl agi ari sm.
• What const i t ut es “prot ect ed
obj ect s”: prot ect ed by copyri ght ,
t rademarks, pat ent s.
• Fut ure of 3D pri nt i ng: pri nt ers
wi t h “bl ack l i st s” di gi t al
veri f i cat i on vi a pat ent check.
• Bal ance of i nnovat i on, creat i vi t y,
desi gn, core val ues and et hi cs of
l i brari es; copyri ght and
i nt el l ect ual propert y ri ght s and
l aws: be part of di scussi ons66

67
http://www.clarabridge.com/welcome-to-the-world-of-big-feedback-data/

Li brari es as Dat a Cent ers
• Dat a curat i on:
col l ect i on, access and
management of dat a
reposi t ori es;
aut hent i cat i on,
archi vi ng, preservat i on,
represent at i on, dat a
st andards & pol i cy.
• Dat a dat a- bases / dat a
search engi nes desi gned
t he same way Googl e,
Mi crosof t , Facebook.
• Dat a qual i t y assessment
& et hi cs of handl i ng
dat a. 68
sucked
into a
data
vortex
http://www.computerweekly.com/feature/How
-to-tackle-big-data-from-a-security-point-of-
view

69
http://wikibon.org/blog/
Data Literacy

70Data Literacy
Problem solving with data
Data analytics tools / methods
Data storytelling
Creating and Interpreting
data visualizationsThinking critically about
Evidence of data analysis
Data conversion to rich, ethical,
actionable intelligence
Data use: appropriateness,
purpose, ethics
Data in --- Knowledge out and
the development of Wisdom

72
Dance
https://www.dance.wisc.edu/dance/about/department-overview
• Stamina and strength
• Creativity
• Team work
• Persistence
• Shameless courage with enactment
of vision
• Improvisational skills
• Ability to get out of your own way
• Passion, confidence
• Stubbornness – holding your head
high when all else weighs you down
• Fearless in going against the grain
• Telling a compelling story
Dispositions

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