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to Transform School Libraries
Anita Brooks Kirkland
Consultant, Libraries & Learning
Past-President (2014), Ontario Library Association
www.bythebrooks.ca
@AnitaBK
What library
sector do you
work in?
School
Libraries
School
Post-
Secondary
Special
Public
What do we
all have in
common?
Under this view of a library ecosystem, all types of libraries work
together to deliver learning opportunities for people of all ages.
We all deserve the right to libraries and must understand that, when
one part of the ecosystem is under threat, we all pay the price.
Barbara K. Stripling, ALA President 2014. Our Library Ecosystem is Under Threat
Huffington Post, April 16, 2014
Libraries
School
Post-
Secondary
Special
Public
Libraries
School
Post-
Secondary
Special
Public
Leading Learning to Transform School Libraries, abqla2015
What do we mean by
Library Learning Commons?
Ontario School Library Association (2010)
There is a growing consensus among
educators that students need to learn
transferable skills in order to work
efficiently and successfully in our
future world.
 Critical consumers of information
 Effective problem-solvers
 Capable decision-makers
 Innovative communicators
Leading Learning to Transform School Libraries, abqla2015
Leading Learning to Transform School Libraries, abqla2015
Leading Learning to Transform School Libraries, abqla2015
What is a Library Learning Commons?
A learning commons is a whole school approach to building a
participatory learning community. The library learning commons is the
physical and virtual collaborative learning hub of the school. It is designed
to engineer and drive future-oriented learning and teaching throughout
the entire school. Inquiry, project/problem-based learning experiences
are designed as catalysts for intellectual engagement with information,
ideas, thinking, and dialogue. Reading thrives, learning literacies and
technology competencies evolve, and critical thinking, creativity,
innovation and playing to learn are nourished. Everyone is a learner;
everyone is a teacher working collaboratively toward excellence.
Leading Learning: Standards of Practice for School Library Learning Commons in Canada (2014)
What is a Library Learning Commons?
 Whole school approach
 Participatory learning community
 Physical and virtual collaborative learning
 Drives future-oriented learning & teaching
 Inquiry, project/problem-based learning:
 Reading
 Learning literacies
 Technology competencies
 Critical thinking
 Creativity
 Innovation
 Playing to learn
 Everyone is a learner, everyone is a teacher
 Working collaboratively toward excellence
Learners have a right to expect good school
libraries in every school in Canada. Our school
libraries should reflect our common values of
equity, diversity, and cultural identity as well as
best approaches in the educational and library
professions. They should be contextually
relevant to student need and success, and
built, cared for, measured, renewed and
sustained on an ongoing basis by their learning
communities. We should position school
libraries to lead learning for the future.
Leading Learning to Transform School Libraries, abqla2015
Vision Document Framework for Growth
How did the journey begin?
A Model of Participatory Knowledge Building
CLA School Library Advisory Committee
CLA Voices for Schools Libraries Network
Project Steering Committees
Project Focus Group
Provincial/Territorial Committees –
formed January 2013
• British Columbia Teacher-Librarian Association (BCTLA)
• Alberta School Library Association (ASLC)
• Saskatchewan School Library Association (SSLA)
• Manitoba School Library Association (MSLA)
• Ontario School Library Association (OSLA)
• Quebec Association pour la promotion des services
documentaires scolaires (APSDS)
• Nova Scotia (Regional Libraries and School Boards)
• New Brunswick (Regional Libraries and School Boards)
• Newfoundland and Labrador Teacher-Librarian Association (NLTLA)
• Prince Edward Island Teacher-Librarian Association (PEITLA)
• Yukon Teacher-Librarians’ Sub-Association (YTLS-A)
• Northwest Territories (Schools)
• Nunavut (Schools)
https://sites.google.com/site/nationalslproject/
Leading Learning to Transform School Libraries, abqla2015
Measuring Impact
on Learning
Canadian Library
Association
(ATSL & CSLA) 2003
Canadian Library Association 2014
Measuring
Outputs
Oberg (2014): Relentlessly Focused on Learning: The Role of Evaluation
https://sites.google.com/site/treasuremountaincanada3/advancing-the-learning-community/oberg
Diane Oberg
Evaluation provides the
data needed to ensure that
the school library program
and, in particular, the
teacher-librarian are indeed
relentlessly focused on
learning.
Introduction
What is the reality in Canada?
Why a Learning Commons now?
What will this document do to help
your school get started?
The time
to reinvest
is now!
LEADING LEARNING FRAMEWORK
Standards, Themes and Growth Indicators for School Library Learning Commons
Leading Learning to Transform School Libraries, abqla2015
Standards
Themes
See page 10
How are standards expressed to be
“relentlessly focused on learning”?
See page 8
NON-HIERARCHICAL!
Growth Indicators
The goal is to get all schools on the path to providing
the very best learning environments and library
programs possible to support students academically
and personally in learning to learn. Every school will
find itself somewhere at a different place on the
continuum for each indicator. The continuum will
assist decision makers to determine what results have
been achieved and also to provide future goals.
See page 8 - 9
Canadian Library Association 2014
The framework of standards comes
to life in growth continuums to
support transformations from
library facilities to vibrant library
learning commons. The standards
represent guideposts along the
journey, and schools will find
themselves at different points with
each standard and theme within
the growth continuums.
See page 6
Theme
Growth
Indicator
Example
(Hyperlinked
in PDF)
See it in Action!
Each Growth Indicator is Illustrated
Live link to
Canadian
example.
Leading Learning to Transform School Libraries, abqla2015
Explore one of the standards.
Anything that:
Surprises?
Resonates?
Affirms?
Over to you!
Vision for Learning
Design for Collaboration
Partners in Collaborative Learning
Student and Community Partnerships
School Administration Partnerships
District Administration and Consultant Partnerships
Themes
Themes
Planning for School Improvement
Principal Collaborative Role
Teacher-Librarian Collaborative Role
Teacher Collaborative Role
Support Staff Collaborative Role
District Administration and Consultant Collaborative Role
Themes
Instructional Leadership
Instructional Partnerships
Engaging with Inquiry Approaches
Differentiated Learning
Technology for Learning
Assessment for, of and as Learning
Evidence-Based Practice
Themes
Literacy Leadership
Engaging Readers
Information Literacy
Critical Literacy
Digital Literacy and Citizenship
Cultural Literacy
Literacy Partners
Themes
Designing for a Collaborative Physical LLC
Designing for a Collaborative Virtual LLC
Designing for Accessibility in the LLC
Designing for Responsive Print and Digital Collections
Designing for Creativity and Imagination
Designing for a Participatory School Culture
Moving Forward
Key Steps for Implementation: Essential
Process and Conditions for Success
How can your school use Leading Learning to
advance school improvement?
Appendix 3
See page 32
Leading Learning to Transform School Libraries, abqla2015
School Libraries in Québec
 Nine English school boards
 School boards have professional librarians who work at the board /
district level
 Some school boards (not all) have library technician working in the schools
 Part-time or full-time
 Inconsistent: some school libraries run by volunteers
 Ministry actively working to improve this situation
APSDS (Association pour la promotion des services documentaires scolaires)
ABQLA (Includes School Libraries section)
QSLiN(Québec School Librarians Network)
Cross-Curricular Competencies
Québec Ministry of Education, Leisure and Sport
http://www.mels.gouv.qc.ca/dossiers-thematiques/lecture-a-lecole/ressources-humaines-en-bibliotheconomie/
Québec Ministry of Education, Leisure and Sport
Action Plan for Reading at School
Le ministère de l'Éducation, de l'Enseignement supérieur et de la Recherche
poursuivra le réinvestissement qui a débuté en 2004-2005 dans les
bibliothèques scolaires, en contribuant financièrement à l'acquisition de
nouvelles ressources, et permettra aux commissions scolaires d'embaucher
une vingtaine de bibliothécaires par année pendant dix ans, soit un total de
200 nouveaux bibliothécaires.
The Minister of Education, Leisure and Sport will continue the reinvestment in
school libraries that began in 2004-2005 by contributing financially to the
acquisition of new resources, and will permit school boards to hire 20
librarians per year for 10 years, to reach a total of 200 new librarians.
“It is encouraging to learn that
after many difficult years
struggling with very few
resources and a true marathon of
report writing, lobbying activities
and mobilization, school libraries
in Québec now benefit from a
ten-year program for their
development.”
The Future Now: Canada’s Libraries, Archives and Public Memory
Royal Society of Canada Expert Panel Report (2014).
School board librarians working
directly with Ministry consultants!
Leading Learning to Transform School Libraries, abqla2015
Teacher-librarians have the specialized skills,
knowledge and training to implement needed
change. Volumes of research point to the
positive influence excellent teacher-librarians
have on teaching and learning. Each school
and district should work creatively to ensure
that all students have the benefit of teacher-
librarian expertise in information literacy and
technology in learning as well as in supporting
independent reading and evolving literacies.
- Leading Learning, p. 21
Remember: Leading Learning provides a framework for growth!
All schools can find their place and decide on strategies for improvement.
No matter the library
staffing structure, there must
be some kind of teacher
leadership to keep the library
learning commons program
focused on learning and
relevant to the school’s
learning goals.
Think about how that can be
accomplished in your school
or district.
Are there any take-
aways from Leading
Learning that have
relevance for other
library sectors?
Libraries
School
Post-
Secondar
y
Special
Public
What can other
members of the “library
ecosystem” do to
increase awareness of
Leading Learning and
advance the role of
school libraries?
Anita Brooks Kirkland
Consultant, Libraries & Learning
Past-President (2014), Ontario Library Association
You can find my presentation and related links on my website:
www.bythebrooks.ca
Presentations  Presentations Archive  ABQLA May 2015
www.bythebrooks.ca
@AnitaBK

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Leading Learning to Transform School Libraries, abqla2015

  • 1. to Transform School Libraries Anita Brooks Kirkland Consultant, Libraries & Learning Past-President (2014), Ontario Library Association www.bythebrooks.ca @AnitaBK
  • 2. What library sector do you work in? School Libraries School Post- Secondary Special Public What do we all have in common?
  • 3. Under this view of a library ecosystem, all types of libraries work together to deliver learning opportunities for people of all ages. We all deserve the right to libraries and must understand that, when one part of the ecosystem is under threat, we all pay the price. Barbara K. Stripling, ALA President 2014. Our Library Ecosystem is Under Threat Huffington Post, April 16, 2014 Libraries School Post- Secondary Special Public
  • 6. What do we mean by Library Learning Commons?
  • 7. Ontario School Library Association (2010) There is a growing consensus among educators that students need to learn transferable skills in order to work efficiently and successfully in our future world.  Critical consumers of information  Effective problem-solvers  Capable decision-makers  Innovative communicators
  • 11. What is a Library Learning Commons? A learning commons is a whole school approach to building a participatory learning community. The library learning commons is the physical and virtual collaborative learning hub of the school. It is designed to engineer and drive future-oriented learning and teaching throughout the entire school. Inquiry, project/problem-based learning experiences are designed as catalysts for intellectual engagement with information, ideas, thinking, and dialogue. Reading thrives, learning literacies and technology competencies evolve, and critical thinking, creativity, innovation and playing to learn are nourished. Everyone is a learner; everyone is a teacher working collaboratively toward excellence. Leading Learning: Standards of Practice for School Library Learning Commons in Canada (2014)
  • 12. What is a Library Learning Commons?  Whole school approach  Participatory learning community  Physical and virtual collaborative learning  Drives future-oriented learning & teaching  Inquiry, project/problem-based learning:  Reading  Learning literacies  Technology competencies  Critical thinking  Creativity  Innovation  Playing to learn  Everyone is a learner, everyone is a teacher  Working collaboratively toward excellence
  • 13. Learners have a right to expect good school libraries in every school in Canada. Our school libraries should reflect our common values of equity, diversity, and cultural identity as well as best approaches in the educational and library professions. They should be contextually relevant to student need and success, and built, cared for, measured, renewed and sustained on an ongoing basis by their learning communities. We should position school libraries to lead learning for the future.
  • 16. How did the journey begin?
  • 17. A Model of Participatory Knowledge Building CLA School Library Advisory Committee CLA Voices for Schools Libraries Network Project Steering Committees Project Focus Group
  • 18. Provincial/Territorial Committees – formed January 2013 • British Columbia Teacher-Librarian Association (BCTLA) • Alberta School Library Association (ASLC) • Saskatchewan School Library Association (SSLA) • Manitoba School Library Association (MSLA) • Ontario School Library Association (OSLA) • Quebec Association pour la promotion des services documentaires scolaires (APSDS) • Nova Scotia (Regional Libraries and School Boards) • New Brunswick (Regional Libraries and School Boards) • Newfoundland and Labrador Teacher-Librarian Association (NLTLA) • Prince Edward Island Teacher-Librarian Association (PEITLA) • Yukon Teacher-Librarians’ Sub-Association (YTLS-A) • Northwest Territories (Schools) • Nunavut (Schools)
  • 21. Measuring Impact on Learning Canadian Library Association (ATSL & CSLA) 2003 Canadian Library Association 2014 Measuring Outputs
  • 22. Oberg (2014): Relentlessly Focused on Learning: The Role of Evaluation https://sites.google.com/site/treasuremountaincanada3/advancing-the-learning-community/oberg Diane Oberg Evaluation provides the data needed to ensure that the school library program and, in particular, the teacher-librarian are indeed relentlessly focused on learning.
  • 23. Introduction What is the reality in Canada? Why a Learning Commons now? What will this document do to help your school get started? The time to reinvest is now!
  • 24. LEADING LEARNING FRAMEWORK Standards, Themes and Growth Indicators for School Library Learning Commons
  • 27. How are standards expressed to be “relentlessly focused on learning”? See page 8
  • 29. Growth Indicators The goal is to get all schools on the path to providing the very best learning environments and library programs possible to support students academically and personally in learning to learn. Every school will find itself somewhere at a different place on the continuum for each indicator. The continuum will assist decision makers to determine what results have been achieved and also to provide future goals. See page 8 - 9
  • 30. Canadian Library Association 2014 The framework of standards comes to life in growth continuums to support transformations from library facilities to vibrant library learning commons. The standards represent guideposts along the journey, and schools will find themselves at different points with each standard and theme within the growth continuums. See page 6
  • 32. See it in Action! Each Growth Indicator is Illustrated Live link to Canadian example.
  • 34. Explore one of the standards. Anything that: Surprises? Resonates? Affirms? Over to you!
  • 35. Vision for Learning Design for Collaboration Partners in Collaborative Learning Student and Community Partnerships School Administration Partnerships District Administration and Consultant Partnerships Themes
  • 36. Themes Planning for School Improvement Principal Collaborative Role Teacher-Librarian Collaborative Role Teacher Collaborative Role Support Staff Collaborative Role District Administration and Consultant Collaborative Role
  • 37. Themes Instructional Leadership Instructional Partnerships Engaging with Inquiry Approaches Differentiated Learning Technology for Learning Assessment for, of and as Learning Evidence-Based Practice
  • 38. Themes Literacy Leadership Engaging Readers Information Literacy Critical Literacy Digital Literacy and Citizenship Cultural Literacy Literacy Partners
  • 39. Themes Designing for a Collaborative Physical LLC Designing for a Collaborative Virtual LLC Designing for Accessibility in the LLC Designing for Responsive Print and Digital Collections Designing for Creativity and Imagination Designing for a Participatory School Culture
  • 40. Moving Forward Key Steps for Implementation: Essential Process and Conditions for Success
  • 41. How can your school use Leading Learning to advance school improvement? Appendix 3 See page 32
  • 43. School Libraries in Québec  Nine English school boards  School boards have professional librarians who work at the board / district level  Some school boards (not all) have library technician working in the schools  Part-time or full-time  Inconsistent: some school libraries run by volunteers  Ministry actively working to improve this situation APSDS (Association pour la promotion des services documentaires scolaires) ABQLA (Includes School Libraries section) QSLiN(Québec School Librarians Network)
  • 45. Québec Ministry of Education, Leisure and Sport
  • 46. http://www.mels.gouv.qc.ca/dossiers-thematiques/lecture-a-lecole/ressources-humaines-en-bibliotheconomie/ Québec Ministry of Education, Leisure and Sport Action Plan for Reading at School Le ministère de l'Éducation, de l'Enseignement supérieur et de la Recherche poursuivra le réinvestissement qui a débuté en 2004-2005 dans les bibliothèques scolaires, en contribuant financièrement à l'acquisition de nouvelles ressources, et permettra aux commissions scolaires d'embaucher une vingtaine de bibliothécaires par année pendant dix ans, soit un total de 200 nouveaux bibliothécaires. The Minister of Education, Leisure and Sport will continue the reinvestment in school libraries that began in 2004-2005 by contributing financially to the acquisition of new resources, and will permit school boards to hire 20 librarians per year for 10 years, to reach a total of 200 new librarians.
  • 47. “It is encouraging to learn that after many difficult years struggling with very few resources and a true marathon of report writing, lobbying activities and mobilization, school libraries in Québec now benefit from a ten-year program for their development.” The Future Now: Canada’s Libraries, Archives and Public Memory Royal Society of Canada Expert Panel Report (2014).
  • 48. School board librarians working directly with Ministry consultants!
  • 50. Teacher-librarians have the specialized skills, knowledge and training to implement needed change. Volumes of research point to the positive influence excellent teacher-librarians have on teaching and learning. Each school and district should work creatively to ensure that all students have the benefit of teacher- librarian expertise in information literacy and technology in learning as well as in supporting independent reading and evolving literacies. - Leading Learning, p. 21
  • 51. Remember: Leading Learning provides a framework for growth! All schools can find their place and decide on strategies for improvement. No matter the library staffing structure, there must be some kind of teacher leadership to keep the library learning commons program focused on learning and relevant to the school’s learning goals. Think about how that can be accomplished in your school or district.
  • 52. Are there any take- aways from Leading Learning that have relevance for other library sectors? Libraries School Post- Secondar y Special Public What can other members of the “library ecosystem” do to increase awareness of Leading Learning and advance the role of school libraries?
  • 53. Anita Brooks Kirkland Consultant, Libraries & Learning Past-President (2014), Ontario Library Association You can find my presentation and related links on my website: www.bythebrooks.ca Presentations  Presentations Archive  ABQLA May 2015 www.bythebrooks.ca @AnitaBK