How can I create a school library environment thatpreserves the best of past and present practice andembraces the future?How can my role as teacher-librarian reflect thisamalgamation of past, present and future?
#1Traditionalschool libraries Until recently, most information has been stored in books.housed mostly Libraries held row upon row ofbooks. fiction and non-fiction books. Sometimes, a library would house non-book forms of information, like videos or artifacts, but often this was a secondary consideration.
Until about 10 years ago, there were few places astudent could go for information. Libraries wereessential as repositories of information. Schoollibrarians and teachers taught traditional ways ofchoosing, evaluating and using information.
The school library was a quiet place. Studentsworked silently on projects by themselves or tooktheir materials elsewhere.
#4 Cataloguing rules have longTraditional dictated the layout of the school library. There was aschool place for everything andlibraries have everything was in its place.been logically If you understood thelaid out. rules, you were able to navigate the library. Librarians were responsible for maintaining immense card catalogues and were on hand to assist those who needed help finding items.
Caring, helpful, hard-working, organized andloved by students – the school librarian has longbeen a central figure in our schools.
Information sources have rapidly increased in number and type Technology is everywhere and is changing how we obtain, evaluate and use information Students will need to master skills that weren‟t demanded in the past (Richardson & Mancabelli, 2011, p.10) Removal of barriers to authorship make critical thinking an essential skill for students
The school library has the responsibility to providematerials for pleasure and for informationpurposes.
Traditional books can still make up part of thelibrary‟s collection, however, the collection needsto also include “ebooks, audiobooks, open sourcesoftware, streaming media, flash drives, digital videocameras, laptops, tripods, RSS feeds, and muchmore!” (Harada, 2010, para. 40)
Novels Picture books Graphic novels And more!This fiction might be available in printform or in digital forms, including bookson computer, Kindle, IPad or IPhone. Textswill also be available in audio formats(podcasts) or video formats.
The school library needs to provide non-fictionresources that answer a variety of informationneeds. These needs may be personal or curriculumrelated. Achieving Information Literacy, aCanadian guide for school libraries, states that anelementary school with up to 300 students shouldhave approximately 3500 non-fiction books(Asselin, Branch & Oberg, 2003, p. 28). Inaddition, the school library needs to provide accessto non-fiction in a variety of non-book forms.Luckily, this is easier than ever with access todigital sources!
Teacher-librarians can‟t afford to ignore the othermeans students use to find informationquickly, namely –THE INTERNET AND GOOGLE SEARCHENGINESInstead, teacher-librarians should make internetconnections available in the library.
In addition to internet access, teacher-librariansshould consider adding: Specific websites Blog entries Online picture and video content Data basesor other pre-screened sites to their librarycatalogue.
Increased options for content delivery will helpmake the school library more inclusive byeliminating hurdles to content accessibility. (Bull &Sites, 2009, p. 12)But this doesn‟t mean we have to eliminate books.Maintaining traditional bound books mayhelp to preserve quiet, deliberativereading habits (Carr, 2011).
Teacher-librarians recognize that society hasundergone an information explosion. Studentscan have access to the information they requirevirtually anywhere, anytime.
How can students:Decide what they want to learn?Locate information that answers their questions?Judge the usefulness and accuracy of the information they find?Learn how to synthesize information into a powerful product?Learn ethical ways of using other people‟s information?Decide the best ways to share their final products? (Alberta Learning, 2004; ABCCLIO Live, 2010).
Teacher-librarians know that no matter how tech-savvy their students seem, leaving them tonavigate the internet on their own is like throwingthem into the ocean.Information literacy skills such as the ability toefficiently locate pertinent information, criticallyevaluate that information and synthesize theinformation without copying are essential to allstudents. By teaching these skills we arethrowing a virtual life preserver to our students! (Coombs, 2009; Ladbrook, 2010)
How can students:Decide what information is safe to give out over the internet?Determine what to do if uncomfortable when approached bysomeone on the internet?Deal with disturbing material they encounter on the internet?Decide what information is ethical to use and when?Learn how to get involved when they feel their privacy rights arein jeopardy or when they care about something in the world? (Young, 2012; Tapscott, 2009, p. 65-70, 229-237; Calgary Board of Education, 2011)
Libraries need to be the home of Informationliteracy and digital citizenship learning! Teacher-librarians need to take an active role in teaching it!
Students need to feel comfortable working in theschool library. Libraries need to provide access totechnology needed for synthesizing informationand creating products such ascomputers, scanners, videocameras, microphones, and more (Valenza, 2010;Perez, 2011). “(teacher-librarians) understand that library is not just a place to get stuff, it is a place to make stuff, collaborate on and share stuff. Not a grocery store, but a kitchen!” (Valenza, 2010)
Gone are the card catalogues of old!21st century libraries are organizedusing digital, online catalogues. Thesecatalogues organize resources in traditional waysbut can be searched using author, title andkeyword functions that mirror searching on theinternet. Most library catalogues are now onlineand can be searched from anywhere there isinternet access.
Library catalogues are often linked to the schoollibrary‟s website, so that parents and students cansearch for materials from home. Some cataloguesare linked to district and outside sources toprovide access to increased materials.Catalogues may also include access to onlinedatabases, ebooks and other sources.
The teacher-librarian‟s main concern is ease of use. The use of digital forms of information make room so that materials can be spread out. Popular materials are grouped in places where they will be found easily. For example, novels that are part of a series might be grouped in baskets with clearly visible signs instead of placed on shelves. Computers, e-readers and audio-visual equipment are set up to facilitate use right in the library. Work stations exist for individual users as well as for groups. The library is accessible, not physically limiting. (Harada, 2010; Perez, 2011; Asselin, Branch & Oberg, 2003, p. 39)
The teacher-librarian makes use of school talentwhen maintaining the school library. Students can be enlisted to do everything from shelving books to demonstrating the use of new technology acquired by the library. Students can be a source of information when deciding what new technology to buy and can be responsible for its upkeep. (Fingal, 2012)
The school librarian is a teacher-librarian. He orshe is responsible for teaching curriculum, often inconjunction with other teachers. Resourceacquisition and management is only one aspect ofthe job.
The teacher-librarian is responsible for fostering collaboration within the school. As time goes on, higher levels of collaboration should be seen between the teacher-librarian and teachers, principals and other stakeholders (Branch & DeGroot, 2011, p. 290; Overall & Jones, 2011; Johnston, 2012). As in the past, the teacher-librarian is responsible for the resources. This includes learning about curriculum covered in the school and other learning needs. The teacher-librarian should have “extensive knowledge” of the collection and take a proactive approach to connecting teachers and students to materials (Kimmel, 2012, p. 91-92).
The teacher-librarian should be comfortable with using technology to support educational goals. He or she: ensures his or her reasoning behind using technology is well thought out and articulated to educational stakeholders (Branch & DeGroot, 2011) employs a sound information literacy model to support the use of technology in the library and classroom continues to explore new technologies (Branch & DeGroot, 2011) and use established technologies with students uses social media and participates in personal learning networks (PLNs) to further her or his own professional development and to connect students to larger audiences for learning and sharing (Richardson & Mancabelli)
The teacher-librarian values inquiry learning and promotes information literacy The teacher-librarian embraces his or her leadership role in the school. The teacher- librarian may advocating for large changes, for example, pursuing a carefully thought out plan for implementing technology (Richardson & Mancabelli, 2011). Other times the teacher- librarian may employ take a „servant leadership‟ role, using persuasion and community building to enact changes (Heaphey, 2006).
As a teacher-librarian, I envision myself being responsiblefor: creating an aesthetically pleasing library that houses fiction and non-fiction resources in an abundance of forms, as well as technology tools that allow for students to use the library as a workplace knowing how to use all the technology tools in the library and facilitating student learning of these tools teaching inquiry, information literacy and digital literacy promoting and modeling true collaboration with colleagues taking a leadership role within the school and helping students and staff do the same
Please take some time to look through this libraryblog. It was created to serve as a useful tool foraccessing a school library (when I finally get towork in one) as well as a representation of myvision of teacher-librarianship. Some of the pagesexpand on topics covered in this presentation.Others contain useful links.Thank you!
ABCCLIO Live. (2010). Mike Eisenberg Vodcast #1- What is information literacy? Retrievedfrom http://www.youtube.com/watch?v=l9UXEDNP1lcAlberta Learning. (2004). Focus on inquiry: A teacher‟s guide to implementing inquiry-basedlearning. Retrieved fromhttp://www.education.alberta.ca/media/313361/focusoninquiry.pdfAsselin, M., Branch, J. M., & Oberg, D. (Eds). (2003). Achieving information literacy: Standardsfor school library programs in canada. Ottawa, Ontario: Canadian School Library Association.Bull, G., & Sites, M. (2009). Digital libraries shifting the landscape. Learning and Leading withTechnology, 37(1), 12-13. Retrieved from:http://ehis.ebscohost.com.login.ezproxy.library.ualberta.ca/ehost/pdfviewer/pdfviewer?vid=4&hid=124&sid=29dd5532-af15-4117-956d-874ae9b14058%40sessionmgr104Calgary board of Education. (2011). Why digital citizenship. Retrieved from:http://www.innovativelearning.ca/sec-learntech/webaware-index.asp
Coombs, B. (2009). Digital natives or digital refugees? Why we have failed gen y?InternationalAssociation of School Librarianship. Selected Papers from the Annual Conference. 1-12.Retrieved fromhttp://search.proquest.com.login.ezproxy.library.ualberta.ca/education/docview/236051593/137B850E55D7C026831/1?accountid=14474de Groot, J., & Branch, J.L. (2011). Looking toward the future: Competencies for 21 st-century teacher-librarians. Alberta Journal of Educational Research, 57(3), 288-297.Retrieved from:http://ehis.ebscohost.com.login.ezproxy.library.ualberta.ca/ehost/pdfviewer/pdfviewer?vid=3&hid=6&sid=0711f8ed-a8b8-4b79-b658-87e6bc7a81b0%40sessionmgr13Fingal, D. (Ed). (2012) Wanna know how to fix the schools? Ask a student! Learning andLeading with Technology, 39(7), 46. Retrieved from:http://ehis.ebscohost.com.login.ezproxy.library.ualberta.ca/ehost/pdfviewer/pdfviewer?vid=6&hid=124&sid=6e83bc9f-7522-4586-87e3-137d20834593%40sessionmgr104Heaphey, J. (2006). Servant leadership in public libraries. Indiana Libraries, 25(3), 22-25.Retrieved from:http://ehis.ebscohost.com.login.ezproxy.library.ualberta.ca/ehost/detail?sid=c6479564-1936-4850-5d943014418003%40sessionmgr15&vid=4&hid=5&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=llf&AN=502969289
Johnston, M. P. (2012). Connecting teacher librarians for technology integrationleadership. School Libraries Worldwide, 18(1), 18-33. Retrieved from:http://search.proquest.com.login.ezproxy.library.ualberta.ca/education/docview/921332140/fulltextPDF/1382004052B42094808/1?accountid=14474Kimmel, S. (2012). Seeing the clouds: Teacher librarian as broker in collaborativeplanning with teachers. School Libraries Worldwide, 18(1), 87-96. Retrieved from:http://search.proquest.com.login.ezproxy.library.ualberta.ca/education/docview/921332128/fulltextPDF/1381FF172A6191DDCE3/1?accountid=14474Ladbrook, J. (2010). Research note: Our emerging net generation: Are they informationliterate?New Zealand Journal of Educational Studies, 45 (1), 67-75. Retrieved fromhttp://search.proquest.com.login.ezproxy.library.ualberta.ca/docview/761436519Montiel-Overall, P. & Jones, P. (2011). Teacher and School librarian collaboration: Apreliminary report of teacher‟s perceptions about frequency and importance to studentlearning. The Canadian journal of Information and Library Science, 35(1), 49-76. Retrievedfrom:http://ehis.ebscohost.com.login.ezproxy.library.ualberta.ca/ehost/pdfviewer/pdfviewer?vid=10&hid=124&sid=fb9b0dac-9e45-4427-9107-8f5c550f5987%40sessionmgr115
Perez, L. (2011). Not your grandmother‟s library! Learning and Leading withTechnology, 38(6), 16-19. Retrieved from:http://ehis.ebscohost.com.login.ezproxy.library.ualberta.ca/ehost/pdfviewer/pdfviewer?vid=4&hid=6&sid=bd5c16a0-bb20-4e5c-a9f0-eaeca6405755%40sessionmgr14Richardson, W. & Mancabelli, R. (2011). Personal learning networks: Using the powerof connections to transform education. Bloomington, IN: Solution Tree Press.Tapscott, D. (2009). Grown up digital. New York, NY: McGraw-Hill.Valenza, J. (2010, December 3). A revised manifesto [Web log post]. Retrieved from:http://blog.schoollibraryjournal.com/neverendingsearch/2010/12/03/a-revised-manifestoYoung, N. (2012). The virtual self: How are digital lives are altering the world around us.Toronto, Canada: McClelland & Stewart.