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Gen Next : From School
Li brari es t o Learni ng Cent ers
Dr Ross J Todd
Cent er f or Int ernat i onal Schol arshi p i n School
Li brari es ( CISSL)
School of Communi cat i on & Inf ormat i on
Rut gers, The St at e Uni versi t y of New Jersey
rt odd@rut gers. edu www. ci ssl . rut gers. edu
www. t wi t t er. com/RossJTodd
www. f acebook. com/RossJTodd
YouTube Channel : Ci SSL Tal ks
Todd 1 and Todd 2
Si ngapore Ai rl i nes A380
Panama Canal , Panama
MACHU PICCHU, PERU
ICELAND: Vat naj ökul l
Icecap
Rapanui , Isl a de Pascua
Enni s, Irel and 2012
The Maki ng of Dreams: What ’ s
Trendi ng?
• Educat i onal preparedness of young peopl e f or
l i vi ng and worki ng?
• Transf ormat i on of i nf ormat i on provi si on & access:
di gi t al devi ces / mobi l e t echnol ogy
• Changi ng cul t ure of readi ng / l i t eracy i n di gi t al
envi ronment s
• New t echnol ogy f ront i ers f or l earni ng: vi rt ual
l earni ng worl ds, onl i ne school i ng, vi rt ual gami ng
• Creat i ve pedagogi es cent eri ng on i nf ormat i on-
based i nqui ry & devel opment of i nt el l ect ual
engagement and i nt el l ect ual ri gor i n l earni ng
• The ongoi ng cl osure of school l i brari es:
quest i ons of f ut ure, f unct i on, f ormat ,
f aci l i t i es, f undi ng
• Changi ng arena of cont ent publ i shi ng / del i very:
apps- dri ven cont ent del i very; quest i ons cent eri ng
Is t hi s t he School Li brary of t he
Fut ure?
J. F. Kennedy’ s Dream
“The probl ems of t he worl d
cannot possi bl y be sol ved
by skept i cs or cyni cs
whose hori zons are l i mi t ed
by t he obvi ous real i t i es.
We need men ( and women! )
who can dream of t hi ngs
t hat never were”.
Fundament al Quest i ons …
Digital Youth. Information Worlds. School Library Future
Creative Technologies. Inquiry Learning. School Futures
Gen Next:
An Information and Learning Future That is
Better Than Today
New Jersey
New Jersey
x
A New
Jerse
y
St ory
From School Libraries to Learning Centres
CiSSL Talks
19
“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,
1958
Gaver, M. Every child needs a
school library. Chicago, ALA,
1958
Gaver, M. Effectiveness of
Centralized Library Service in
Elementary Schools. Rutgers
University, 1963
Mary Gaver: 50 Years of Research
“The l i brary i s not a
sarcophagus of dead t hought s
but a l i vi ng sci ence”
Raul Proença
One Common Goal : St udent Learni ng
New Jersey Research St udy
300 pages 180 pages
One Common Goal : St udent Learni ng
New Jersey Research St udy
• The overal l research agenda ( Phases 1 and 2)
seeks:
• ( a) t o const ruct a pi ct ure of t he st at us of
New Jersey’ s school l i brari es i n t he
educat i onal l andscape of New Jersey;
Inf ormat i onal , Transf ormat i onal , Format i onal
• ( b) t o underst and t he cont ri but i on of qual i t y
school l i brari es t o educat i on i n New Jersey;
• ( c) t o underst and t he cont ext ual and
prof essi onal dynami cs t hat enabl e school
l i brari es t o cont ri but e si gni f i cant l y t o
educat i on i n New Jersey, and
• ( d) t o make recommendat i ons t o NJ
st akehol ders t o devel op a sust ai ned and l ong
t erm program of capaci t y bui l di ng and
Sampl e: Phase 1
• 765 respondent s
• 30% of publ i c school
l i brari es of NJ
( based on NJ DOE
school di rect ory)
• Publ i c 739 ( 97%) ;
Pri vat e 26 ( 3%) ;
Chart er 0 ( 0%)
• 728 ( 95%) were
prof essi onal
l i brari ans
• Vol unt ary onl i ne
survey, 103 quest i ons
Key Charact eri st i cs
• 84. 5% st at e cert i f i ed school
l i brari ans
• 52. 5% have some l evel of
support st af f , more l i kel y i n
hi gh school s
• 70. 9% responsi bi l i t y f or
t echni cal hardware support ,
not j ust i n school l i brary
• Hi gh l evel s of cooperat i ons,
coordi nat i ons and
i nst ruct i onal col l aborat i ons
- 19, 320 cooperat i ons ( av
27)
- 11, 179 coordi nat i ons ( av
15)
Key Fi ndi ngs: Phase 1
• Hi gh l evel s of
i nst ruct i onal
col l aborat i ons
• Ri ch cont ri but i on t o t he
i nt el l ect ual l i f e of t he
school
• From i nf ormat i on
l i t eracy t o a
t ransl i t eracy f ramework
( engagement wi t h medi a
f or knowl edge
product i on)
• Focus on devel opment of
i nt el l ect ual agency
• Prof essi onal devel opment
of t eachers
NJ Research St udy: Phase 2
• Exami ned 12 school s whose l i brari ans report ed
hi gh l evel s of col l aborat i on wi t h t eachers i n
Phase 1 survey of t he st udy.
• Focus groups i n t he school s were compri sed of
t he school pri nci pal , t he school l i brari an, and
cl assroom t eachers, i ncl udi ng speci al i st s such
as speci al needs and l i t eracy t eachers. The
f ocus groups addressed t he f ol l owi ng t hemes:
• Theme 1: In what ways does t he school support
l earni ng t hrough t he school l i brary?
• Theme 2: In what ways, i f any, does t he school
l i brary cont ri but e t o l earni ng?
• Theme 3: What do st udent s l earn t hrough t hei r
i nt eract i on and engagement wi t h t he school
l i brary?
• Theme 4: How do you envi si on t he f ut ure of
Common Educat i onal Bel i ef s
• A powerf ul and pervasi ve bel i ef t hat school
l i brari es are “part of t he way we do t hi ngs here”
• Whol e school val ues l earni ng and worki ng
col l aborat i vel y
• Focus on qual i t y t eachers and ef f ect i ve t eachers
• Val ue compl ex i nf ormat i on capabi l i t i es and expert
use of medi a and t echnol ogy t o bui l d cont ent
knowl edge
• Val ue compet enci es t hat enabl e cri t i cal t hi nki ng
and probl em sol vi ng, communi cat i on and
col l aborat i on, and creat i vi t y and i nnovat i on
• Vi si on and l eadershi p of school pri nci pal s who
see t he uni que l earni ng opport uni t i es provi ded
t hough t he school l i brary, despi t e t he cost , and
have t he courage t o make a f i nanci al commi t ment
t o t he school l i brary
• Pri nci pal s acknowl edged t hat t hei r school
l i brari ans had an i mpact on t eachi ng and l earni ng
School Li brary as a Learni ng cent er
• 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 ”)
• For f acul t y, 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; i nt egrat i on of
mul t i pl e medi a
• 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
• Teachers recogni ze t he i nst ruct i onal
expert i se of school l i brari ans and act i vel y
seek out t hi s expert i se, and consi st ent l y
School Li brari es, School Cul t ure and
Learni ng
• The l i brary serves as a l earni ng t ool t o
support every avenue of educat i on rat her t han
… a mi croscope j ust support i ng bi ol ogy or a
chal kboard j ust support i ng not e t aki ng. So
t he l i brary becomes more al l - encompassi ng as
a t ool t hat support s l earni ng. ( Language Art s
Supervi sor)
• I see l earni ng cul t ure i s made here and of t en
unmade i n t he cl assrooms bel ow! ( School
Pri nci pal )
• I act ual l y see (t he school l i brary) as a
t ransf ormat i ve pl ace. When ki ds come i nt o
t hi s l i brary t hey underst and t hat i t i s a
pl ace where you respect l earni ng. ( Soci al
St udi es Teacher)
• A school t hat val ues i t s l i brari es, val ues
educat i on ( Teacher)
The Pedagogy of t he School
Li brary
• Inqui ry- based i nst ruct i on i mpl ement ed t hrough
i nst ruct i onal t eams
• Mut ual i t y of worki ng t owards one common goal –
enabl i ng core curri cul um cont ent st andards
• Gi ves emphasi s t o i nt el l ect ual agency f or devel opi ng
deep knowl edge and underst andi ng
• Bui l ds exci t ement , i nt erest and mot i vat i on f or
l earni ng: engagement t hrough i nf ormat i on
• Engages 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
• St aged process of i nqui ry- based l earni ng; st udent s
are not l ef t t o t hei r own devi ces t o undert ake
subst ant i al research proj ect s
• School l i brary port rayed as a common ground across
t he school f or meet i ng i ndi vi dual and speci al needs
• 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
Inqui ry- Based Pedagogy
Prof. Carol Kuhlthau
The Transliteracy Research Group at De
Montfort University, Leicester, UK
“the ability to read, write and interact across a
range of platforms, tools and media from
signing and orality through handwriting, print,
TV, radio and film, to digital social networks”
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
good 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.• Principals recognize the
need to provide
professional
development for SLs that
enables them to be good
teachers / good teachers
of teachers
• 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 t eachers usi ng t he
l i brary and so many ki ds usi ng t he
l i brary. They recogni ze t hat t hi s i s a
pl ace f or l earni ng. ( Sevent h Grade Soci al
St udi es Teacher)
 
• …i n t erms of cont ri but i ng t o t he l earni ng
process, t he l i brary does i t , but on t wo
di f f erent l evel s: … cont ent support but
al so ski l l s support . Somet i mes t hose
ski l l s are … more i mperat i ve t han t he
cont ent because t hey are l i f el ong ski l l s
t hat t eachers are support i ng t hrough t hei r
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 : i nf ormat i on- l earni ng speci al i st
• Pri mari l y t akes pl ace i n i nst ruct i onal
col l aborat i ons
• Pl ays a dynami c rol e i n bui l di ng
col l aborat i ve and col l egi al rel at i onshi ps
among st af f members t hrough shari ng of
i nf ormat i on- l earni ng expert i se, i deas,
probl ems and sol ut i ons
• School l i brari es as part of a “cul t ure of
You Make My Worl d
It’s turned my world
upside down. I’ve
thought as I’ve never
thought before; I’ve
taught as I’ve never
taught before; and I
see kids going places
– in their minds, in
their lives and in their
goals they never
dreamed possible”
(Social Studies Teacher)
Do They Learn anything?
• Resource-based
capabilities
• Knowledge-based
capabilities
Reading-to-learn
capabilities
• Thinking-based
capabilities
• Learning
management
capabilities
• Personal and
interpersonal
capabilities
Where t o now?
• Sel l cont ri but i on t o
devel opment of
i nt el l ect ual qual i t y,
cont ri but i on t o
pedagogy of a school ;
l i brary as ri ch
l earni ng envi ronment
i n t he school
• Approaches t o
document l earni ng
out comes
• Posi t i oni ng school
l i brary as
pedagogi cal cent er
Di gi t al Ci t i zens
DIGITAL YOUTH INFORMATION WORLDS
ETHICAL
CREATORS OF
INFORMATION
Di gi t al Ci t i zenshi p: School
Insi ght s
• 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
• 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
• 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
• Underst andi ng t he dangers i nherent i n t he use
Di gi t al Ci t i zenshi p t hrough Inqui ry
Learni ng
• I t hi nk t here’ s some broad assumpt i on t hat
because we’ re i n t he 21st
cent ury, peopl e
underst and t hey may underst and t hi s. …The
assumpt i on t hat ki ds know because t hey’ re
di gi t al nat i ves i s one you can’ t make.
( Supervi sor of Inst ruct i on)
• St udent s are al so l earni ng how t o be
responsi bl e onl i ne [ i n t he school l i brary]
- t eachi ng st udent s t hey’ re responsi bl e
f or what appears on t hat screen a
( Language Art s Supervi sor)
• Basi cal l y, di gi t al l i t eracy i s not an add-
on here. It ’ s i nf used [ i n i nst ruct i on]
t hrough t he school l i brary where st udent s
can access] each cont ent area of t he
school curri cul um … [ Di gi t al l i t eracy] i s
From School Libraries to Learning Centres
Li t eracy Support
Reading motivation
Reading engagement
Reading fluency
Reading comprehension
Sustained reading
Strategic reading
Reading for pleasure
Reading remediation
Writing process, and
support of for conventions
of citation and writing formal
papers
Communication in spoken
and digital contexts
What Do You Pri vi l ege?
Opport uni t i es f or Engagement
• Di gi t al gami ng
• Thi nki ng di f f erent l y
about what we
pri vi l ege as readi ng
• Li t erat ure- rel at ed
programs f or st udent s
wi t h speci al needs
• Int erpret at i on of
pri nt and di gi t al
i mages; readi ng and
wri t i ng i n di gi t al ,
i mage ri ch cont ext s
Beyond Test Scores
• School l i brari es make l ast i ng
cont ri but i ons rat her t han
t emporal ones
• Devel opment of a range of
capabi l i t i es and di sposi t i ons
t hat can l ast a l i f e t i me and
have sal i ence beyond
school i ng and not merel y
school - based achi evement
- navi gat i ng t he i nf ormat i on
l andscape
- career ski l l s
- di gi t al ci t i zenshi p
- et hi cal behavi ors
- l i f el ong l earni ng
Soci al and Af f ect i ve Learni ng
• Devel opi ng communi cat i on ski l l s
• Part i ci pat i ng i n cooperat i ve t eam work -
st udent s l earn how t o l earn f rom each ot her;
• Bui l di ng sel f - est eem and sel f - ef f i cacy;
• Devel opi ng good behavi or and soci al ski l l s;
• Devel opi ng empat hy f or di verse vi ewpoi nt s;
• Devel opi ng personal management ski l l s;
• Devel opi ng onl i ne soci al processes and
communi cat i on ski l l s.
Qual i t i es of Ef f ect i ve School
Li brari ans
• Havi ng hi gh vi si bi l i t y as
t eachers and works t o
sust ai n t hi s as a pri ori t y
• Act i vel y bui l di ng a prof i l e
of t he school l i brary as an
act i ve l earni ng cent er
• Bei ng non- j udgment al wi t h
st udent s and t eachers
• Bui l di ng an at mosphere of
open communi cat i on
• Bei ng wi l l i ng t o go t he
ext ra mi l e t o be support i ve
of t eachi ng and l earni ng
• Bei ng soci abl e and
accessi bl e, i ncl usi ve and
wel comi ng
Qual i t i es of Ef f ect i ve School
Li brari ans
• Havi ng a st rong “hel p”
ori ent at i on, i . e. t hi s i s about
l earni ng, not t he l i brary!
• Focusi ng not so much on t hei r
l i brari es, but on t hei r commi t ment
t o enabl i ng mul t i pl e l earni ng
needs t o be met
• Bei ng sol ut i on- ori ent ed
• Creat i ng t he et hos of t he l i brary
t hat i s an i nvi t at i on t o
l earni ng. , a pl ace t o be, do and
become
• Havi ng hi gh expect at i ons f or
col l eagues and f or st udent s
• Li ki ng and cari ng about young
peopl e and havi ng f l exi bi l i t y i n
creat i ng a l earni ng envi ronment
t hat appeal s t o t hem;
… by get t i ng [ st udent s] i nvol ved i n t he
changes t o prepare t hem f or t hi s cent ury and
t he di gi t al worl d … So t hat t hey have t he
ski l l set t hat t hey need. It ’ s about process
not product . [ School l i brari ans] j umped
ri ght on t hat , so t hey were wi l l i ng t o gi ve
up t hei r [ t radi t i onal rol e] and l ook at ,
‘ What does our rol e need t o be as we move
f orward t o prepare our ki ds?’ So because
t hey have been i n t hat di scussi on f or at
l east t he l ast t wo years, I t hi nk we’ ve
benef i t ed great l y. Great l y. ( Pri nci pal )
School Li brary as Connect or
• The school librarian is an information broker who
connects people with resources
• Students connect curriculum learning and their
personal interests
• Teachers connect disciplines to provide a richer
interdisciplinary approach to learning
• The school library is multi-disciplinary: It is where the
disciplines meet in a real world setting;
• Teachers connect to each other to provide the best
learning experiences for students
• Students and teachers connect to the wider world of
information
• The connections are perceived to be “easy” because of
a philosophy and practice of “help” provided by the
school librarians.
• The school library connects the school and home
through technology
School l i brary as Surrogat e
Home
• School l i brary provi des equi t abl e access t o
resources, t echnol ogy, and i nf ormat i on /
i nst ruct i onal servi ces t hat are not avai l abl e
i n homes: an i nf ormat i on envi ronment f or al l
• Pl ace where st udent s can expl ore di verse
t opi cs, even cont roversi al t opi cs, i n pri vacy
and wi t hout i nt errupt i on
• Pl ace where st udent s know i nf ormat i on t hey
access i s t rust wort hy
• Pl ace where st udent s can ret reat and work
wi t hout i nt errupt i on and i nt ervent i on by ot her
st udent s wi t hout any ki nd of t hreat
• Pl ace where t hey can obt ai n i ndi vi dual
ment ori ng as needed wi t hout any ki nd of
How do Educat ors Envi si on t hei r Fut ure School
Li brari es
How do Educat ors Envi si on t hei r Fut ure School
Li brari es
• More space: t o devel op i nst ruct i onal
opport uni t i es; t o di f f erent i at e t o meet
di verse st udent needs
• More t echnol ogy: t o support speci f i c
cont ent needs such as: Wri t i ng l abs t o
f aci l i t at e t he wri t i ng process; Language
l abs wi t h i mmedi at e connect i ons t o
resources; More comput er space t o enhance
t ransl i t eracy experi ences
• More i nst ruct i onal col l aborat i ons: t o
meet cont ent st andards and t o provi de
si gni f i cant l i f e l earni ng experi ences f or
st udent s; t o bui l d even more wi despread
curri cul um i nt egrat i on and st rengt hen t he
Gen Next:
An Information and Learning Future That is
Better Than Today
Key Challenges
… by get t i ng [ st udent s] i nvol ved i n t he
changes t o prepare t hem f or t hi s cent ury and
t he di gi t al worl d … So t hat t hey have t he
ski l l set t hat t hey need. It ’ s about process
not product . [ School l i brari ans] j umped
ri ght on t hat , so t hey were wi l l i ng t o gi ve
up t hei r [ t radi t i onal rol e] and l ook at ,
‘ What does our rol e need t o be as we move
f orward t o prepare our ki ds?’ So because
t hey have been i n t hat di scussi on f or at
l east t he l ast t wo years, I t hi nk we’ ve
From School Libraries to Learning Centres
Key Chal l enges
• Evi dence- based
pract i ce
• Bui l di ng
part nershi ps and
t eams
• Engagi ng Web 2. 0
t ool s t o devel op
deep i nqui ry
• Re- i magi ni ng
school l i brari es
Without evidence, it is just
another opinion
Without teams, limited
capacity for change
Without Web 2.0, missed
opportunity for situating
learning in real world of kids
and emerging digital world
Vision for the future: you
create the vision. Without
vision, you walk in darkness
Chal l enge 1
• How does your school l i brary i mpact on
st udent l earni ng?
• How does your school l i brary hel p st udent s
l earn?
• What / how does your school l i brary add t o
personal , soci al , cul t ural and gl obal
devel opment of our st udent s?
• HOWDOES MY SCHOOL LIBRARY CONTRIBUTE TO:
- Learni ng
- Li t eracy
- Li vi ng
Evi dence- Based Pract i ce
• Evi dence FOR Pract i ce: usi ng research t o
i nf orm our day- t o- day pract i ce
- readi ng, t ransl i t eracy, i nf ormat i on
t echnol ogy and l earni ng, i nqui ry- based
pedagogy
• Evi dence IN Pract i ce: gat heri ng dat a f rom
our pract i ce, and usi ng dat a wi t hi n our
school s – di agnosi ng l earni ng needs,
mat chi ng col l ect i on t o curri cul um
• Evi dence OF Pract i ce: i mpact s of our
l i brari es on st udent achi evement ;
gat heri ng l ocal evi dence as wel l as
nat i onal evi dence
Evi dence
Inf ormat i on
o Number of cl asses i n
t he l i brary
o Number of l i brary i t ems
borrowed
o Number of st udent s
usi ng t he l i brary at
l unch t i mes
o Number of i t ems
purchased annual l y
o Number of web searches
o Number of books l ost
Knowl edge
Underst andi ng how school
l i brari es hel p ki ds
l earn: Learni ng out comes
i n t erms of
o Knowl edge out comes –
deep mast ery of
cont ent
o Cri t i cal t hi nki ng
o Knowl edge const ruct i on
o Inf ormat i on- t o-
knowl edge processes
o Inf ormat i on t echnol ogy
o Readi ng comprehensi on
and enri chment
o At t i t udes and val ues
of i nf ormat i on,
l earni ng
o Sel f concept and
personal agency

INSTRUCTIONAL
ROLE
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
Anal ysi s of st udent
bi bl i ographi es
• Di versi t y of choi ce of
sources
• Dept h / l evel s of
knowl edge
• Accuracy of ci t at i ons
• Rel evance t o l earni ng
t ask
• Focus of Inqui ry
• Engagi ng quest i ons
• Use of mul t i pl e f ormat s
• Engagi ng wi t h st at e- of -
t he art knowl edge –
recency / accuracy
• Reasons f or choi ce of
BUILDING PARTNERSHIPS
AND TEAMS
• Advocat ed as a hi gh
pri ori t y f or school
l i brari ans
• Import ant dynami c i n
st udent achi evement
• Low l evel s of
col l aborat i on are
document ed
CHALLENGE 2 3
Inst ruct i onal Col l aborat i on
St udy
• St udy of school l i brari an- t eacher
col l aborat i on, 2004- 2006
• 85 school l i brari ans ( 65%) and 45 t eachers
( 35%)
• To devel op a deeper underst andi ng of
cl assroom t eacher- school l i brari an
i nst ruct i onal col l aborat i ons:
- t hei r dynami cs, processes, enabl ers,
barri ers, i mpact on l earni ng out comes
- t hei r rol e i n cont i nuous i mprovement and
school change
What part i ci pant s hoped t he st udent s woul d gai n
t hrough t he col l aborat i on
Teachers
• st udent s t o devel op
knowl edge of
curri cul um cont ent
• i ncreased
i nf ormat i on
l i t eracy ski l l s;
cri t i cal t hi nki ng;
probl em sol vi ng
• Increased dept h and
bet t er qual i t y of
l earni ng
School Li brari ans
• st udent s t o devel op
a bet t er percept i on
of t he l i brary and
t he l i brari an
• Teachers val ue t he
work of t he school
l i brari an
Common Goals?
KNOWLEDGE
OUTCOMES
From School Libraries to Learning Centres
Shared Learni ng Teams
• “Occupat i onal Invi si bi l i t y” ( Hart zel l ) Do
not see dept h, breadt h and i mport ance of
what TLs cont ri but e t o t eachi ng and l earni ng
 f l exi bl e t eam approach; al l i ances f or
shared l earni ng
- Al l i ances wi t hi n / out si de school
- Inst ruct i onal expert i se
- Subj ect expert i se
- Techni cal expert i se
- Readi ng / Li t eracy expert i se
- St udent expert i se
Teams - “Don’ t Wat er Rocks”
• Pri nci pal ?
• Technol ogy l eader?
• Mat hs t eacher? Ot her t eachers
• Curri cul um coordi nat or?
• School counsel or?
• Li t eracy / readi ng speci al i st
• Speci al needs t eacher?
• Parent organi zat i on?
• Communi t y expert s?
• Publ i c l i brary / museum expert s?
• Teen soci al net workers?
• Educat i on syst em l eaders?
Learni ng Commons: Chel msf ord Hi gh
SchoolGill St Bernards NJ School Library
From School Libraries to Learning Centres
Engagi ng Web 2. 0 t ool s t o devel op
deep i nqui ry
Archi t ect ure of part i ci pat i on and
knowl edge creat i on
Opport uni t i es t o engage wi t h t ool s of
knowl edge bui l di ng: bl ogs and onl i ne
di ari es, wi ki s, podcast s, vi deobl ogs,
cont ent creat i on mechani sms,
syndi cat ed cont ent f eeds,
f ol ksonomi es and user t aggi ng
Di gi t al curat i on
CHALLENGE 3
From School Libraries to Learning Centres
Turni ng on t he Li ght s
• Educat i onal Leadershi p ( March 2008, Vol 65,
No. 6)
• Marc Prensky “Turni ng on t he Li ght s” P. 40
- 45
• Poweri ng down i n school – not j ust devi ces,
but brai ns
• “It ’ s t hei r af t er- school educat i on, not
t hei r school educat i on, t hat ’ s prepari ng our
ki ds f or t hei r 21st
cent ury l i ves – and t hey
know i t ” ( p. 41)
• “When ki ds come t o school , t hey l eave behi nd
t he i nt el l ect ual l i ght of t hei r everyday
l i ves and wal k i nt o t he darkness of t he ol d
Web 2. 0 Tool s
• Bl oggi ng: l ogs / j ournal s/ di ari es on t he
i nt ernet ; chronol ogi cal , si ngl e aut horshi p;
mul t i pl e f orms, wi t h pl ug- i ns ( wi dget s) f or
mi xi ng of cont ent , l i nks
• Wi ki s: col l aborat i ve, edi t abl e wri t i ng
spaces: col l ect i ve knowl edge
• Podcast i ng: di st ri but i ng compressed audi o
across i nt ernet ; screencast i ng, vi deocast i ng
• RSS: Real Si mpl e Syndi cat i on / Ri ch Si t e
Summary: f eed of cont ent col l ect ed and
organi zed t hrough aggregat ors
• Soci al Net worki ng; Soci al Bookmarki ng
SCHOOL LIBRARIES AS SAFE SPACES FOR
EXPERIMENTING WITH IDEAS AND TECHNOLOGY
Di gi t al Curat i on
• Di gi t al cont ent i s
capt ured f or l ong- t erm
use and i t s i nt egri t y
assured
• Researchers can f i nd and
use di gi t al cont ent f or
secondary anal ysi s
• Di gi t al cont ent i s
avai l abl e i n an
appropri at e f orm f or t he
desi gnat ed communi t y
• Di gi t al cont ent i s
secured i n onl i ne, near-
l i ne, and of f l i ne st orage
• Di gi t al cont ent i s st ored
i n preservabl e f ormat s
f or current and f ut ure
RE- IMAGINE SCHOOL LIBRARIES
“The l i brary i s not a sarcophagus
of dead t hought s but a l i vi ng
sci ence”
CHALLENGE 4
Re- i magi ni ng School Li brari es
• Need t o ret hi nk t he school l i brary as t he
school ’ s physi cal and vi rt ual i nf ormat i on-
t o- knowl edge commons where l i t eracy,
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’
l earni ng i n al l curri cul um areas
• Provi de i nt el l ect ual and soci al t ool s
across t hese mul t i pl e envi ronment s and
medi a t o f ost er creat i vi t y, knowl edge
creat i on and product i on, bot h i ndi vi dual
and col l aborat i ve, and t o f ost er t he
i nt el l ect ual , soci al and cul t ural growt h of
our young peopl e
• 24/7 envi ronment vs t he “pl ace” paradi gm
- commons vs hub vs l earni ng cent er vs
Re- Imagi ni ng School Li brari es
• Li brary spaces desi gned f or col l aborat i ve
l earni ng and knowl edge creat i on, i nnovat i on,
shari ng and communi cat i on
• Fl exi bl e workspace cl ust ers:
col l aborat i ons, t eams
• Fl exi bl e col l ect i ons
• Wi rel ess t echnol ogy / surf ace comput i ng /
mul t i pl e HD wi de pl asma screens
• Sel f - hel p graphi c servi ces, col our i magi ng,
audi ovi sual edi t i ng, col l aborat i ve
product i on, knowl edge represent at i on and
present at i on sof t ware
• Physi cal desi gns: f unct i onal i t y,
sophi st i cat i on, creat i vi t y, i nspi rat i on
• 24/7 envi ronment : support t he knowl edge
Re- Imagi ne School Li brari es:
Exampl e
• Dat a/Inf o Commons - t he ref erence col l ect i on,
bui l di ng background knowl edge, bot h physi cal and
vi rt ual ref erence
• Knowl edge Commons – i n- dept h resources t arget ed
t o deep l earni ng across t he curri cul um
( f l exi bl e col l ect i on)
• Lei sure Commons – di verse f ree- choi ce readi ng,
l i st eni ng st at i ons, i Pod zone, e- zi nes and e-
books
• Net worki ng Commons – col l aborat i ve spaces wi t h
wal l s of f l at screen moni t ors f or st udent s t o
creat e, share, compare, di spl ay
• Tech Commons – f or smal l and l arge group
i nst ruct i on, i nf ormat i on searchi ng
• Col l ect i ve Commons – f l exi bl e di scussi on group
spaces
Learni ng Commons: Chel msf ord Hi gh
School
Learni ng Commons: Chel msf ord Hi gh
School
Learni ng Commons: Chel msf ord Hi gh
School
Learni ng Commons: Chel msf ord Hi gh
School
Learning Commons: Chelmsford High School
Learning Commons: Chelmsford High School
Learning Commons: Chelmsford High School
Learning Commons: Chelmsford High School
Learning Commons: Chelmsford High School
From School Libraries to Learning Centres
Li ve Your Dreams
You cannot dream
yoursel f i nt o a
charact er: you must
hammer and f orge
yoursel f i nt o one.
Go conf i dent l y i n
t he di rect i on of
your dreams. Li ve
t he l i f e you have
i magi ned.
Henry Davi d Thoreau

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From School Libraries to Learning Centres

  • 1. Gen Next : From School Li brari es t o Learni ng Cent ers Dr Ross J Todd Cent er f or Int ernat i onal Schol arshi p i n School Li brari es ( CISSL) School of Communi cat i on & Inf ormat i on Rut gers, The St at e Uni versi t y of New Jersey rt odd@rut gers. edu www. ci ssl . rut gers. edu www. t wi t t er. com/RossJTodd www. f acebook. com/RossJTodd YouTube Channel : Ci SSL Tal ks
  • 2. Todd 1 and Todd 2
  • 3. Si ngapore Ai rl i nes A380
  • 4. Panama Canal , Panama
  • 6. ICELAND: Vat naj ökul l Icecap
  • 7. Rapanui , Isl a de Pascua
  • 8. Enni s, Irel and 2012
  • 9. The Maki ng of Dreams: What ’ s Trendi ng? • Educat i onal preparedness of young peopl e f or l i vi ng and worki ng? • Transf ormat i on of i nf ormat i on provi si on & access: di gi t al devi ces / mobi l e t echnol ogy • Changi ng cul t ure of readi ng / l i t eracy i n di gi t al envi ronment s • New t echnol ogy f ront i ers f or l earni ng: vi rt ual l earni ng worl ds, onl i ne school i ng, vi rt ual gami ng • Creat i ve pedagogi es cent eri ng on i nf ormat i on- based i nqui ry & devel opment of i nt el l ect ual engagement and i nt el l ect ual ri gor i n l earni ng • The ongoi ng cl osure of school l i brari es: quest i ons of f ut ure, f unct i on, f ormat , f aci l i t i es, f undi ng • Changi ng arena of cont ent publ i shi ng / del i very: apps- dri ven cont ent del i very; quest i ons cent eri ng
  • 10. Is t hi s t he School Li brary of t he Fut ure?
  • 11. J. F. Kennedy’ s Dream “The probl ems of t he worl d cannot possi bl y be sol ved by skept i cs or cyni cs whose hori zons are l i mi t ed by t he obvi ous real i t i es. We need men ( and women! ) who can dream of t hi ngs t hat never were”.
  • 12. Fundament al Quest i ons … Digital Youth. Information Worlds. School Library Future Creative Technologies. Inquiry Learning. School Futures
  • 13. Gen Next: An Information and Learning Future That is Better Than Today
  • 19. 19 “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, 1958 Gaver, M. Every child needs a school library. Chicago, ALA, 1958 Gaver, M. Effectiveness of Centralized Library Service in Elementary Schools. Rutgers University, 1963 Mary Gaver: 50 Years of Research
  • 20. “The l i brary i s not a sarcophagus of dead t hought s but a l i vi ng sci ence” Raul Proença
  • 21. One Common Goal : St udent Learni ng New Jersey Research St udy 300 pages 180 pages
  • 22. One Common Goal : St udent Learni ng New Jersey Research St udy • The overal l research agenda ( Phases 1 and 2) seeks: • ( a) t o const ruct a pi ct ure of t he st at us of New Jersey’ s school l i brari es i n t he educat i onal l andscape of New Jersey; Inf ormat i onal , Transf ormat i onal , Format i onal • ( b) t o underst and t he cont ri but i on of qual i t y school l i brari es t o educat i on i n New Jersey; • ( c) t o underst and t he cont ext ual and prof essi onal dynami cs t hat enabl e school l i brari es t o cont ri but e si gni f i cant l y t o educat i on i n New Jersey, and • ( d) t o make recommendat i ons t o NJ st akehol ders t o devel op a sust ai ned and l ong t erm program of capaci t y bui l di ng and
  • 23. Sampl e: Phase 1 • 765 respondent s • 30% of publ i c school l i brari es of NJ ( based on NJ DOE school di rect ory) • Publ i c 739 ( 97%) ; Pri vat e 26 ( 3%) ; Chart er 0 ( 0%) • 728 ( 95%) were prof essi onal l i brari ans • Vol unt ary onl i ne survey, 103 quest i ons
  • 24. Key Charact eri st i cs • 84. 5% st at e cert i f i ed school l i brari ans • 52. 5% have some l evel of support st af f , more l i kel y i n hi gh school s • 70. 9% responsi bi l i t y f or t echni cal hardware support , not j ust i n school l i brary • Hi gh l evel s of cooperat i ons, coordi nat i ons and i nst ruct i onal col l aborat i ons - 19, 320 cooperat i ons ( av 27) - 11, 179 coordi nat i ons ( av 15)
  • 25. Key Fi ndi ngs: Phase 1 • Hi gh l evel s of i nst ruct i onal col l aborat i ons • Ri ch cont ri but i on t o t he i nt el l ect ual l i f e of t he school • From i nf ormat i on l i t eracy t o a t ransl i t eracy f ramework ( engagement wi t h medi a f or knowl edge product i on) • Focus on devel opment of i nt el l ect ual agency • Prof essi onal devel opment of t eachers
  • 26. NJ Research St udy: Phase 2 • Exami ned 12 school s whose l i brari ans report ed hi gh l evel s of col l aborat i on wi t h t eachers i n Phase 1 survey of t he st udy. • Focus groups i n t he school s were compri sed of t he school pri nci pal , t he school l i brari an, and cl assroom t eachers, i ncl udi ng speci al i st s such as speci al needs and l i t eracy t eachers. The f ocus groups addressed t he f ol l owi ng t hemes: • Theme 1: In what ways does t he school support l earni ng t hrough t he school l i brary? • Theme 2: In what ways, i f any, does t he school l i brary cont ri but e t o l earni ng? • Theme 3: What do st udent s l earn t hrough t hei r i nt eract i on and engagement wi t h t he school l i brary? • Theme 4: How do you envi si on t he f ut ure of
  • 27. Common Educat i onal Bel i ef s • A powerf ul and pervasi ve bel i ef t hat school l i brari es are “part of t he way we do t hi ngs here” • Whol e school val ues l earni ng and worki ng col l aborat i vel y • Focus on qual i t y t eachers and ef f ect i ve t eachers • Val ue compl ex i nf ormat i on capabi l i t i es and expert use of medi a and t echnol ogy t o bui l d cont ent knowl edge • Val ue compet enci es t hat enabl e cri t i cal t hi nki ng and probl em sol vi ng, communi cat i on and col l aborat i on, and creat i vi t y and i nnovat i on • Vi si on and l eadershi p of school pri nci pal s who see t he uni que l earni ng opport uni t i es provi ded t hough t he school l i brary, despi t e t he cost , and have t he courage t o make a f i nanci al commi t ment t o t he school l i brary • Pri nci pal s acknowl edged t hat t hei r school l i brari ans had an i mpact on t eachi ng and l earni ng
  • 28. School Li brary as a Learni ng cent er • 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 ”) • For f acul t y, 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; i nt egrat i on of mul t i pl e medi a • 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 • Teachers recogni ze t he i nst ruct i onal expert i se of school l i brari ans and act i vel y seek out t hi s expert i se, and consi st ent l y
  • 29. School Li brari es, School Cul t ure and Learni ng • The l i brary serves as a l earni ng t ool t o support every avenue of educat i on rat her t han … a mi croscope j ust support i ng bi ol ogy or a chal kboard j ust support i ng not e t aki ng. So t he l i brary becomes more al l - encompassi ng as a t ool t hat support s l earni ng. ( Language Art s Supervi sor) • I see l earni ng cul t ure i s made here and of t en unmade i n t he cl assrooms bel ow! ( School Pri nci pal ) • I act ual l y see (t he school l i brary) as a t ransf ormat i ve pl ace. When ki ds come i nt o t hi s l i brary t hey underst and t hat i t i s a pl ace where you respect l earni ng. ( Soci al St udi es Teacher) • A school t hat val ues i t s l i brari es, val ues educat i on ( Teacher)
  • 30. The Pedagogy of t he School Li brary • Inqui ry- based i nst ruct i on i mpl ement ed t hrough i nst ruct i onal t eams • Mut ual i t y of worki ng t owards one common goal – enabl i ng core curri cul um cont ent st andards • Gi ves emphasi s t o i nt el l ect ual agency f or devel opi ng deep knowl edge and underst andi ng • Bui l ds exci t ement , i nt erest and mot i vat i on f or l earni ng: engagement t hrough i nf ormat i on • Engages 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 • St aged process of i nqui ry- based l earni ng; st udent s are not l ef t t o t hei r own devi ces t o undert ake subst ant i al research proj ect s • School l i brary port rayed as a common ground across t he school f or meet i ng i ndi vi dual and speci al needs • 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
  • 31. Inqui ry- Based Pedagogy Prof. Carol Kuhlthau
  • 32. The Transliteracy Research Group at De Montfort University, Leicester, UK “the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks”
  • 33. 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 good 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.• Principals recognize the need to provide professional development for SLs that enables them to be good teachers / good teachers of teachers
  • 34. • 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 t eachers usi ng t he l i brary and so many ki ds usi ng t he l i brary. They recogni ze t hat t hi s i s a pl ace f or l earni ng. ( Sevent h Grade Soci al St udi es Teacher)   • …i n t erms of cont ri but i ng t o t he l earni ng process, t he l i brary does i t , but on t wo di f f erent l evel s: … cont ent support but al so ski l l s support . Somet i mes t hose ski l l s are … more i mperat i ve t han t he cont ent because t hey are l i f el ong ski l l s t hat t eachers are support i ng t hrough t hei r
  • 35. 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 : i nf ormat i on- l earni ng speci al i st • Pri mari l y t akes pl ace i n i nst ruct i onal col l aborat i ons • Pl ays a dynami c rol e i n bui l di ng col l aborat i ve and col l egi al rel at i onshi ps among st af f members t hrough shari ng of i nf ormat i on- l earni ng expert i se, i deas, probl ems and sol ut i ons • School l i brari es as part of a “cul t ure of
  • 36. You Make My Worl d It’s turned my world upside down. I’ve thought as I’ve never thought before; I’ve taught as I’ve never taught before; and I see kids going places – in their minds, in their lives and in their goals they never dreamed possible” (Social Studies Teacher)
  • 37. Do They Learn anything? • Resource-based capabilities • Knowledge-based capabilities Reading-to-learn capabilities • Thinking-based capabilities • Learning management capabilities • Personal and interpersonal capabilities
  • 38. Where t o now? • Sel l cont ri but i on t o devel opment of i nt el l ect ual qual i t y, cont ri but i on t o pedagogy of a school ; l i brary as ri ch l earni ng envi ronment i n t he school • Approaches t o document l earni ng out comes • Posi t i oni ng school l i brary as pedagogi cal cent er
  • 39. Di gi t al Ci t i zens DIGITAL YOUTH INFORMATION WORLDS ETHICAL CREATORS OF INFORMATION
  • 40. Di gi t al Ci t i zenshi p: School Insi ght s • 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 • 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 • 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 • Underst andi ng t he dangers i nherent i n t he use
  • 41. Di gi t al Ci t i zenshi p t hrough Inqui ry Learni ng • I t hi nk t here’ s some broad assumpt i on t hat because we’ re i n t he 21st cent ury, peopl e underst and t hey may underst and t hi s. …The assumpt i on t hat ki ds know because t hey’ re di gi t al nat i ves i s one you can’ t make. ( Supervi sor of Inst ruct i on) • St udent s are al so l earni ng how t o be responsi bl e onl i ne [ i n t he school l i brary] - t eachi ng st udent s t hey’ re responsi bl e f or what appears on t hat screen a ( Language Art s Supervi sor) • Basi cal l y, di gi t al l i t eracy i s not an add- on here. It ’ s i nf used [ i n i nst ruct i on] t hrough t he school l i brary where st udent s can access] each cont ent area of t he school curri cul um … [ Di gi t al l i t eracy] i s
  • 43. Li t eracy Support Reading motivation Reading engagement Reading fluency Reading comprehension Sustained reading Strategic reading Reading for pleasure Reading remediation Writing process, and support of for conventions of citation and writing formal papers Communication in spoken and digital contexts
  • 44. What Do You Pri vi l ege?
  • 45. Opport uni t i es f or Engagement • Di gi t al gami ng • Thi nki ng di f f erent l y about what we pri vi l ege as readi ng • Li t erat ure- rel at ed programs f or st udent s wi t h speci al needs • Int erpret at i on of pri nt and di gi t al i mages; readi ng and wri t i ng i n di gi t al , i mage ri ch cont ext s
  • 46. Beyond Test Scores • School l i brari es make l ast i ng cont ri but i ons rat her t han t emporal ones • Devel opment of a range of capabi l i t i es and di sposi t i ons t hat can l ast a l i f e t i me and have sal i ence beyond school i ng and not merel y school - based achi evement - navi gat i ng t he i nf ormat i on l andscape - career ski l l s - di gi t al ci t i zenshi p - et hi cal behavi ors - l i f el ong l earni ng
  • 47. Soci al and Af f ect i ve Learni ng • Devel opi ng communi cat i on ski l l s • Part i ci pat i ng i n cooperat i ve t eam work - st udent s l earn how t o l earn f rom each ot her; • Bui l di ng sel f - est eem and sel f - ef f i cacy; • Devel opi ng good behavi or and soci al ski l l s; • Devel opi ng empat hy f or di verse vi ewpoi nt s; • Devel opi ng personal management ski l l s; • Devel opi ng onl i ne soci al processes and communi cat i on ski l l s.
  • 48. Qual i t i es of Ef f ect i ve School Li brari ans • Havi ng hi gh vi si bi l i t y as t eachers and works t o sust ai n t hi s as a pri ori t y • Act i vel y bui l di ng a prof i l e of t he school l i brary as an act i ve l earni ng cent er • Bei ng non- j udgment al wi t h st udent s and t eachers • Bui l di ng an at mosphere of open communi cat i on • Bei ng wi l l i ng t o go t he ext ra mi l e t o be support i ve of t eachi ng and l earni ng • Bei ng soci abl e and accessi bl e, i ncl usi ve and wel comi ng
  • 49. Qual i t i es of Ef f ect i ve School Li brari ans • Havi ng a st rong “hel p” ori ent at i on, i . e. t hi s i s about l earni ng, not t he l i brary! • Focusi ng not so much on t hei r l i brari es, but on t hei r commi t ment t o enabl i ng mul t i pl e l earni ng needs t o be met • Bei ng sol ut i on- ori ent ed • Creat i ng t he et hos of t he l i brary t hat i s an i nvi t at i on t o l earni ng. , a pl ace t o be, do and become • Havi ng hi gh expect at i ons f or col l eagues and f or st udent s • Li ki ng and cari ng about young peopl e and havi ng f l exi bi l i t y i n creat i ng a l earni ng envi ronment t hat appeal s t o t hem;
  • 50. … by get t i ng [ st udent s] i nvol ved i n t he changes t o prepare t hem f or t hi s cent ury and t he di gi t al worl d … So t hat t hey have t he ski l l set t hat t hey need. It ’ s about process not product . [ School l i brari ans] j umped ri ght on t hat , so t hey were wi l l i ng t o gi ve up t hei r [ t radi t i onal rol e] and l ook at , ‘ What does our rol e need t o be as we move f orward t o prepare our ki ds?’ So because t hey have been i n t hat di scussi on f or at l east t he l ast t wo years, I t hi nk we’ ve benef i t ed great l y. Great l y. ( Pri nci pal )
  • 51. School Li brary as Connect or • The school librarian is an information broker who connects people with resources • Students connect curriculum learning and their personal interests • Teachers connect disciplines to provide a richer interdisciplinary approach to learning • The school library is multi-disciplinary: It is where the disciplines meet in a real world setting; • Teachers connect to each other to provide the best learning experiences for students • Students and teachers connect to the wider world of information • The connections are perceived to be “easy” because of a philosophy and practice of “help” provided by the school librarians. • The school library connects the school and home through technology
  • 52. School l i brary as Surrogat e Home • School l i brary provi des equi t abl e access t o resources, t echnol ogy, and i nf ormat i on / i nst ruct i onal servi ces t hat are not avai l abl e i n homes: an i nf ormat i on envi ronment f or al l • Pl ace where st udent s can expl ore di verse t opi cs, even cont roversi al t opi cs, i n pri vacy and wi t hout i nt errupt i on • Pl ace where st udent s know i nf ormat i on t hey access i s t rust wort hy • Pl ace where st udent s can ret reat and work wi t hout i nt errupt i on and i nt ervent i on by ot her st udent s wi t hout any ki nd of t hreat • Pl ace where t hey can obt ai n i ndi vi dual ment ori ng as needed wi t hout any ki nd of
  • 53. How do Educat ors Envi si on t hei r Fut ure School Li brari es
  • 54. How do Educat ors Envi si on t hei r Fut ure School Li brari es • More space: t o devel op i nst ruct i onal opport uni t i es; t o di f f erent i at e t o meet di verse st udent needs • More t echnol ogy: t o support speci f i c cont ent needs such as: Wri t i ng l abs t o f aci l i t at e t he wri t i ng process; Language l abs wi t h i mmedi at e connect i ons t o resources; More comput er space t o enhance t ransl i t eracy experi ences • More i nst ruct i onal col l aborat i ons: t o meet cont ent st andards and t o provi de si gni f i cant l i f e l earni ng experi ences f or st udent s; t o bui l d even more wi despread curri cul um i nt egrat i on and st rengt hen t he
  • 55. Gen Next: An Information and Learning Future That is Better Than Today Key Challenges
  • 56. … by get t i ng [ st udent s] i nvol ved i n t he changes t o prepare t hem f or t hi s cent ury and t he di gi t al worl d … So t hat t hey have t he ski l l set t hat t hey need. It ’ s about process not product . [ School l i brari ans] j umped ri ght on t hat , so t hey were wi l l i ng t o gi ve up t hei r [ t radi t i onal rol e] and l ook at , ‘ What does our rol e need t o be as we move f orward t o prepare our ki ds?’ So because t hey have been i n t hat di scussi on f or at l east t he l ast t wo years, I t hi nk we’ ve
  • 58. Key Chal l enges • Evi dence- based pract i ce • Bui l di ng part nershi ps and t eams • Engagi ng Web 2. 0 t ool s t o devel op deep i nqui ry • Re- i magi ni ng school l i brari es Without evidence, it is just another opinion Without teams, limited capacity for change Without Web 2.0, missed opportunity for situating learning in real world of kids and emerging digital world Vision for the future: you create the vision. Without vision, you walk in darkness
  • 59. Chal l enge 1 • How does your school l i brary i mpact on st udent l earni ng? • How does your school l i brary hel p st udent s l earn? • What / how does your school l i brary add t o personal , soci al , cul t ural and gl obal devel opment of our st udent s? • HOWDOES MY SCHOOL LIBRARY CONTRIBUTE TO: - Learni ng - Li t eracy - Li vi ng
  • 60. Evi dence- Based Pract i ce • Evi dence FOR Pract i ce: usi ng research t o i nf orm our day- t o- day pract i ce - readi ng, t ransl i t eracy, i nf ormat i on t echnol ogy and l earni ng, i nqui ry- based pedagogy • Evi dence IN Pract i ce: gat heri ng dat a f rom our pract i ce, and usi ng dat a wi t hi n our school s – di agnosi ng l earni ng needs, mat chi ng col l ect i on t o curri cul um • Evi dence OF Pract i ce: i mpact s of our l i brari es on st udent achi evement ; gat heri ng l ocal evi dence as wel l as nat i onal evi dence
  • 61. Evi dence Inf ormat i on o Number of cl asses i n t he l i brary o Number of l i brary i t ems borrowed o Number of st udent s usi ng t he l i brary at l unch t i mes o Number of i t ems purchased annual l y o Number of web searches o Number of books l ost Knowl edge Underst andi ng how school l i brari es hel p ki ds l earn: Learni ng out comes i n t erms of o Knowl edge out comes – deep mast ery of cont ent o Cri t i cal t hi nki ng o Knowl edge const ruct i on o Inf ormat i on- t o- knowl edge processes o Inf ormat i on t echnol ogy o Readi ng comprehensi on and enri chment o At t i t udes and val ues of i nf ormat i on, l earni ng o Sel f concept and personal agency  INSTRUCTIONAL ROLE
  • 62. 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
  • 63. Anal ysi s of st udent bi bl i ographi es • Di versi t y of choi ce of sources • Dept h / l evel s of knowl edge • Accuracy of ci t at i ons • Rel evance t o l earni ng t ask • Focus of Inqui ry • Engagi ng quest i ons • Use of mul t i pl e f ormat s • Engagi ng wi t h st at e- of - t he art knowl edge – recency / accuracy • Reasons f or choi ce of
  • 64. BUILDING PARTNERSHIPS AND TEAMS • Advocat ed as a hi gh pri ori t y f or school l i brari ans • Import ant dynami c i n st udent achi evement • Low l evel s of col l aborat i on are document ed CHALLENGE 2 3
  • 65. Inst ruct i onal Col l aborat i on St udy • St udy of school l i brari an- t eacher col l aborat i on, 2004- 2006 • 85 school l i brari ans ( 65%) and 45 t eachers ( 35%) • To devel op a deeper underst andi ng of cl assroom t eacher- school l i brari an i nst ruct i onal col l aborat i ons: - t hei r dynami cs, processes, enabl ers, barri ers, i mpact on l earni ng out comes - t hei r rol e i n cont i nuous i mprovement and school change
  • 66. What part i ci pant s hoped t he st udent s woul d gai n t hrough t he col l aborat i on Teachers • st udent s t o devel op knowl edge of curri cul um cont ent • i ncreased i nf ormat i on l i t eracy ski l l s; cri t i cal t hi nki ng; probl em sol vi ng • Increased dept h and bet t er qual i t y of l earni ng School Li brari ans • st udent s t o devel op a bet t er percept i on of t he l i brary and t he l i brari an • Teachers val ue t he work of t he school l i brari an Common Goals? KNOWLEDGE OUTCOMES
  • 68. Shared Learni ng Teams • “Occupat i onal Invi si bi l i t y” ( Hart zel l ) Do not see dept h, breadt h and i mport ance of what TLs cont ri but e t o t eachi ng and l earni ng  f l exi bl e t eam approach; al l i ances f or shared l earni ng - Al l i ances wi t hi n / out si de school - Inst ruct i onal expert i se - Subj ect expert i se - Techni cal expert i se - Readi ng / Li t eracy expert i se - St udent expert i se
  • 69. Teams - “Don’ t Wat er Rocks” • Pri nci pal ? • Technol ogy l eader? • Mat hs t eacher? Ot her t eachers • Curri cul um coordi nat or? • School counsel or? • Li t eracy / readi ng speci al i st • Speci al needs t eacher? • Parent organi zat i on? • Communi t y expert s? • Publ i c l i brary / museum expert s? • Teen soci al net workers? • Educat i on syst em l eaders?
  • 70. Learni ng Commons: Chel msf ord Hi gh SchoolGill St Bernards NJ School Library
  • 72. Engagi ng Web 2. 0 t ool s t o devel op deep i nqui ry Archi t ect ure of part i ci pat i on and knowl edge creat i on Opport uni t i es t o engage wi t h t ool s of knowl edge bui l di ng: bl ogs and onl i ne di ari es, wi ki s, podcast s, vi deobl ogs, cont ent creat i on mechani sms, syndi cat ed cont ent f eeds, f ol ksonomi es and user t aggi ng Di gi t al curat i on CHALLENGE 3
  • 74. Turni ng on t he Li ght s • Educat i onal Leadershi p ( March 2008, Vol 65, No. 6) • Marc Prensky “Turni ng on t he Li ght s” P. 40 - 45 • Poweri ng down i n school – not j ust devi ces, but brai ns • “It ’ s t hei r af t er- school educat i on, not t hei r school educat i on, t hat ’ s prepari ng our ki ds f or t hei r 21st cent ury l i ves – and t hey know i t ” ( p. 41) • “When ki ds come t o school , t hey l eave behi nd t he i nt el l ect ual l i ght of t hei r everyday l i ves and wal k i nt o t he darkness of t he ol d
  • 75. Web 2. 0 Tool s • Bl oggi ng: l ogs / j ournal s/ di ari es on t he i nt ernet ; chronol ogi cal , si ngl e aut horshi p; mul t i pl e f orms, wi t h pl ug- i ns ( wi dget s) f or mi xi ng of cont ent , l i nks • Wi ki s: col l aborat i ve, edi t abl e wri t i ng spaces: col l ect i ve knowl edge • Podcast i ng: di st ri but i ng compressed audi o across i nt ernet ; screencast i ng, vi deocast i ng • RSS: Real Si mpl e Syndi cat i on / Ri ch Si t e Summary: f eed of cont ent col l ect ed and organi zed t hrough aggregat ors • Soci al Net worki ng; Soci al Bookmarki ng SCHOOL LIBRARIES AS SAFE SPACES FOR EXPERIMENTING WITH IDEAS AND TECHNOLOGY
  • 76. Di gi t al Curat i on • Di gi t al cont ent i s capt ured f or l ong- t erm use and i t s i nt egri t y assured • Researchers can f i nd and use di gi t al cont ent f or secondary anal ysi s • Di gi t al cont ent i s avai l abl e i n an appropri at e f orm f or t he desi gnat ed communi t y • Di gi t al cont ent i s secured i n onl i ne, near- l i ne, and of f l i ne st orage • Di gi t al cont ent i s st ored i n preservabl e f ormat s f or current and f ut ure
  • 77. RE- IMAGINE SCHOOL LIBRARIES “The l i brary i s not a sarcophagus of dead t hought s but a l i vi ng sci ence” CHALLENGE 4
  • 78. Re- i magi ni ng School Li brari es • Need t o ret hi nk t he school l i brary as t he school ’ s physi cal and vi rt ual i nf ormat i on- t o- knowl edge commons where l i t eracy, 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’ l earni ng i n al l curri cul um areas • Provi de i nt el l ect ual and soci al t ool s across t hese mul t i pl e envi ronment s and medi a t o f ost er creat i vi t y, knowl edge creat i on and product i on, bot h i ndi vi dual and col l aborat i ve, and t o f ost er t he i nt el l ect ual , soci al and cul t ural growt h of our young peopl e • 24/7 envi ronment vs t he “pl ace” paradi gm - commons vs hub vs l earni ng cent er vs
  • 79. Re- Imagi ni ng School Li brari es • Li brary spaces desi gned f or col l aborat i ve l earni ng and knowl edge creat i on, i nnovat i on, shari ng and communi cat i on • Fl exi bl e workspace cl ust ers: col l aborat i ons, t eams • Fl exi bl e col l ect i ons • Wi rel ess t echnol ogy / surf ace comput i ng / mul t i pl e HD wi de pl asma screens • Sel f - hel p graphi c servi ces, col our i magi ng, audi ovi sual edi t i ng, col l aborat i ve product i on, knowl edge represent at i on and present at i on sof t ware • Physi cal desi gns: f unct i onal i t y, sophi st i cat i on, creat i vi t y, i nspi rat i on • 24/7 envi ronment : support t he knowl edge
  • 80. Re- Imagi ne School Li brari es: Exampl e • Dat a/Inf o Commons - t he ref erence col l ect i on, bui l di ng background knowl edge, bot h physi cal and vi rt ual ref erence • Knowl edge Commons – i n- dept h resources t arget ed t o deep l earni ng across t he curri cul um ( f l exi bl e col l ect i on) • Lei sure Commons – di verse f ree- choi ce readi ng, l i st eni ng st at i ons, i Pod zone, e- zi nes and e- books • Net worki ng Commons – col l aborat i ve spaces wi t h wal l s of f l at screen moni t ors f or st udent s t o creat e, share, compare, di spl ay • Tech Commons – f or smal l and l arge group i nst ruct i on, i nf ormat i on searchi ng • Col l ect i ve Commons – f l exi bl e di scussi on group spaces
  • 81. Learni ng Commons: Chel msf ord Hi gh School
  • 82. Learni ng Commons: Chel msf ord Hi gh School
  • 83. Learni ng Commons: Chel msf ord Hi gh School
  • 84. Learni ng Commons: Chel msf ord Hi gh School
  • 91. Li ve Your Dreams You cannot dream yoursel f i nt o a charact er: you must hammer and f orge yoursel f i nt o one. Go conf i dent l y i n t he di rect i on of your dreams. Li ve t he l i f e you have i magi ned. Henry Davi d Thoreau