Hay, L. (2010). Building vision & capacity for school libraries. [Keynote Address] ‘Envisioning a preferred future for your school library’ Seminar, Pre-Conference Session, Catholic Education Services, Cairns, 12 March.

1. Building vision & capacity for school libraries Lyn HaySchool of Information StudiesCharles Sturt University ‘Envisioning a preferred future for your school library’ Seminar, Cairns 12 March 2010

2. How does this compare withyour school libraryin 2010? Photo: ‘School Library, circa 1978’, April 10, 2007. Permission by Johnjron1 http://www.flickr.com/photos/johnron1/453419769/

3. What do you want your school libraryto look like? What do you want your school library to do?

5. Building a vision based on research and best practice Student Learning through Australian School Libraries

6. Photo: ‘Take a Detour’ May 17, 2009http://www.flickr.com/photos/playfullibrarian/ / CC BY 2.0 http://www.flickr.com/photos/playfullibrarian/3538080693/

8. Use ‘student voice’ approach – replication of Ohio Study methodology (Todd, Kuhlthau & OELMA, 2003)

9. For future comparative research opportunities

11. state-based selection panels with ‘local knowledge’ were used to select schools for sample inclusion – 46 in total

12. Years 5 & 6 in VicDET primary and Years 5, 6 & 7 in Qld primary schools (45% of sample)

14. Small Rural Centre (pop 10,000-24,999)

18. students from Years 7, 8 & 9 provided the highest number of responses (54.8%), Year 7 being the largest group (21.1%)

19. Years 11 & 12 provided the lowest number of responses (9%)

20. 78.6% of the student sample consisted of 11-15 years age range, students 16+ (13.1%), students aged 9-10 (7.8%)

23. 51.5% of students claimed to use their public library, with 45.8% not using the PL

26. The school library plays a strong role in helping students get the first facts for their topics (Q33) – 92.2% students were in agreement that the school library had helped them

28. Kids acknowledge critical skills With my Ancient History assignments, it makes it alot easier for me to find the information that i really need and not rubbish irrelevant information Year 12 student When i used to do projects i never used to know what to write or where to get it from. Then our library teacher taught us the big 6 skills and now i know what to do. Also our library teacher taught us how to use a video camera and digital camera.Year 5 student When i needed to do my work on Issues the librarians helped me and they showed me what to look for and the points to cover. They were really helpful. Now i have realised i can always rely on the librarians to help me. They have done a really good job at teaching. Year 10 student

30. Almost half of the students (49.3%) rated the school library highly in helping them be more careful with finding information on the Internet (Q45)

34. Kids appreciate intervention with my books at home, i would read them over and over without daring to read any new material. the library has helped me to find new books in which i have thoroughly enjoyed and discover different types of texts that i have also enjoyed.Year 9 student When we went to the zoo they library helped find information and other things we didn't know. They also supplied books, papers, magazines etc for our assignments and work sheets. The library has let us use the computers when we need them. When we look for books they would always help us by saying what book would be recommended for our level of reading and understanding. They also help us to understand things more easily. Year 8 student

36. 33.3% out of the top 12 from Block 2 (Using info)

37. With 25% from Blocks 3 (Knowledge) & Block 4 (Computing)

38. Top 12 levels of help rated by Australian students match those of Ohio’s student sample

41. Help with defining project topics

42. Help with finding/locating resources & information – print, non-print, digital

43. Help with exam preparation & study

44. Help with learning/improving reading skills & selecting reading material

45. Help in getting a good grade or better marks for schoolwork

46. Comments on access to & availability of library facilities, opening times etcTypes of school library help

47. “Flexible access to computers, printers, internet and other resources, including teaching expertise, before school and at non class times is valued highly by students, and they link their academic success to such support.” (Hay 2006) Photo: ‘RFID loan station’, March 11, 2010. Permission by heyjudegalleryhttp://www.flickr.com/photos/heyjude/4423931008/

49. Helping students organize themselves & time to complete assignments/project work

50. Help with learning ‘things’, greater understanding, knowledge construction

51. Affective support, eg. motivational help, feeling comfortable & confident

52. Student comments about the library as a positive learning environment

53. Reference to library providing students with social experiencesTypes of school library help

54. “Loved this learning space. There are two or three elementary classes in the rounded area of the library at the Hong Kong International School. Students are seated on tiers together with their teachers, listening to an expert speaker teach them using a mobile interactive white board. The rounded area is surrounded by computer desktops for student use. ” Photo: ‘Classes in the library learning space’, September 30, 2009 by annemirtschinhttp://www.flickr.com/photos/annemirtschin/3968922684

56. Support in webpage creation

57. Help in finding websites for research

58. School library website as a form of help

59. Access to suite of software programs

60. Support in creating/editing PPT presentations

61. Access to and use of printing facilities

62. Access to and use of email

63. Help in using search engines for research

65. LIBRARY as PLACE defining, locating & selecting flexible building relationships skillsinstruction empowering dynamic quality information & diverse resources student achievement ICT access, use & support creative responsive LIBRARY as PEOPLE using,presenting & reflecting knowledgeconstruction learning together constructive recreational instructional

67. where students feel comfortable to pursue own information, ICT & recreational interests

68. SL as students’ preferred place to complete project & assignment work

69. an understanding of what the school library can offer - access to resources, technologies, expertise - was shaped by previous experiences

70. SL seen by many students as helping make the research process more manageable & achievable

72. Access to school library facilities

74. <50% of comments relating to ICTs referred to importance of having access to computers in the school library to complete a broad range of information seeking, information selection, transfer and storage, knowledge creation & production tasks

75. preferred place to go for exam preparation & study time

76. provision of extended hours an issue

77. opportunity to access PCs, printers, Internet & other resources in the morning before school

79. School library support across broad curriculum areas

81. majority of students identified library as the main provider of resources to support their learning

82. comments showed students value access to a diverse range of resource formats

83. students acknowledged TL’s knowledge & expertise as a resource specialist

84. >1/3 of ICT statements commented on helping students find “quality information on the Internet”

87. creation of web-based tutorials, guides on selection & use of search engines

88. subject- and topic-based gateways to pre-selected web resources

89. recalled lessons given on note-taking & how to select appropriate information

90. how to write ideas in your own words, how to correctly acknowledge sources & compile bibliographies

91. what constitutes plagiarism

93. Photo: ‘Project in the library’, February 2, 2009.Permission by PegBeckshttp://www.flickr.com/photos/8509162@N05/3245404595/

94. School library as production facility

96. assistance in designing/constructing webpages

97. access to a range of presentation software to complete projects

98. demonstrated significant involvement of TL (in this study) in the Organising & Presenting phases of the information process

99. students without Internet access@home find access to printer facilities essential

100. value the school library’s ‘just-in-time’ help

102. Instructional intervention builds relationships Students develop a level of trust in the abilities & willingness of the TL to assist them at the point-of-need for future projects: When we were doing our work on current affairs Mrs. [TL] helped me gather information on my topic and because of the help i got from Mrs. [TL] i was able to receive a good mark from Mr. [Teacher] for my work and i thank Mrs. [TL] for her time. So for next time i know that she will always be here to help anyone. Yr 10

103. School library builds student confidence

105. ‘More comfortable’, ‘confident’, ‘incentive’ (to learn), ‘motivated’ – used to describe impact

106. notion of ‘feeling comfortable’ & ‘feeling safe’ in the library as a place & with library staff was fundamental in supporting students’ emotional & psychological needs

107. felt the school library was “dependable”, felt assured they'd get help

110. access to the collection for all students is flexible and timely

111. a broad range of quality resources including print, multimedia, online are offered to meet curriculum needs, reading and developmental needs, and recreational needs and interests

112. new resources are added throughout the year to keep collections dynamic (Roscello & Webster, 2002)

114. Vision and capacity for a school library can be informed by the experience and practice of other schools… Create connection where possible with your users … Engage their interests, value their ideas and harness their energy … Let your users know that they are important people and their needs are central to all the decisions made about delivery of library services … Take risks, embrace change and deliver an exciting and relevant program to your users. (Suzette Boyd, The connected library, 2006, p. 91)

115. Photo: ‘A colourful and vibrant library’, October 13, 2008by KYD Adviser,http://www.flickr.com/photos/30198568@N02/2936592708/

118. Photo: ‘Hardwried desktop computers, on March 11, 2010. Permission by heyjudegalleryhttp://www.flickr.com/photos/heyjude/4423947038/sizes/l/

120. Teacher-TL collaboration on student blogging project

121. Wiki as school library website + Google doc, Prezi plug ins

122. Prezi as library research pathfinder, Delicious topic pools

123. Facebook and Twitter for library announcements/news

124. Flickr for resourcing, ideas and projects:

125. Library of Congress, NLA’s Picture Australia, Getty Images, do this search

126. Library Spaces 2.0, Library Signage, Read Posters

127. Art galleries http://www.flickr.com/groups/glasgow-museums/, http://www.flickr.com/groups/worldarchitecture/

129. The Principal and TL are essential elements of an Effective school library program

131. informing new teaching staff about the importance of collaborating with the teacher librarian

132. encouraging teacher debate about information policy issues

133. encouraging teaching staff to employ a wide range of resources in their teaching programs

134. seeking feedback from staff about their impressions of the quality of the school library’s programs and servicesHenri, Hay & Oberg (2002, p. 37)

135. Principal vision Skills for managing in the information society require the capacity to define, locate, select, present, organise, and assess from a range of sources, using a range of tools and media. These processes sit at the core of each primary syllabus and the school library is the logical resource to use in this quest. The library team has been deeply involved in … conversations about integrating ‘Quality Teaching’ dimensions, essential questions, assessment tasks and rubrics. This has exemplified the strong and overt link between library and classroom … It is exciting to see the degree to which students are able to seamlessly use ICT and other resources to demonstrate their learning. Ian Chambers, Primary School Principal (2006)

136. Photo: ‘Read Across America Rocks!’, March 7, 2010by Flickr - C.VanHookhttp://www.flickr.com/photos/librariesrock/ / CC BY-NC-SA 2.0

137. In building a vision and capacity for your school library... Photo: ‘Struble Elementary School Snapshot PA’, November 2, 2009, by SnapSh http://www.flickr.com/photos/snapshot_pa/4064951193/in/set-72157622711005474

138. “Don’t look back” YouTube - Mick Jagger & Peter Tosh – ‘Don't look back’ http://www.youtube.com/watch?v=SOevVdiiBeU#t=2m52s

139. Challenges to inform our vision While using the Web has changed the world and the workplace of the 21st century, nowhere has it had a greater effect than on the lives of young people ... Having digital technology at their fingertips all the time means that students think, work, and play differently from previous generations. Gwen Solomon, Chair, Consortium for School Networking (CoSN);Board Member, International Society for Technology in Education (Solomon & Schrum, 2007)

141. How do we cope with an information landscape containing a growing e-book industry, publishing-on-demand and other electronic publishing initiatives that use mobile and Web2.0 tools

142. How do we harness the development of library systems that are more user-friendly, integrated and seamless in their delivery as information and resource portals (blended digital collections, federated searching)

143. How do we manage the effect of the diversification of access platforms on remote and digital information service provision

145. How can we ensure the explicit integration of information ethics in curriculum and school practice

146. The increasing popularity of data mashups, transforming the way information is represented, is making it harder to determine the authority and authenticity of information

147. How do we address the demands for education to reflect those features of the global economy that represent the changing nature of the 21st century workplace (interconnectedness, immediacy, interactivity, communications and community)

148. How do we address emerging issues related to the digital divide and resulting inequalities

149. How can we influence of parents’ internet use and expertise on their children’s internet use

151. Start building a vision through conversation with your school community

152. Building vision & capacity foryour school library Let’s get started... ‘Envisioning a preferred future for your school library’ Seminar, Cairns 12 March 2010

153. Pre-session questions http://www.wallwisher.com/wall/12march Session 2 Etherpad ideas http://etherpad.com/egkjsHKSZ6 Session 3 Capacity Building Framework (Hay & Foley, 2009) article http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/Schoollibraries21C.pdf

154. References Hay, L. (2005a). Student learning through Australian school libraries. Part 1: A statistical analysis of student perceptions. [Refereed]. Synergy, 3(2), 17-30. Retrieved from http://www.slav.schools.net.au/synergy/vol3num2/hay.pdf Hay, L. (2005b). Hallmarks of school library programs to support student learning. Connections, Issue No. 55, Term 4, 5-6. Hay, L. (2006a). School libraries as flexible and dynamic learning laboratories… that’s what Aussie kids want. [Refereed]. Scan, 25(2), 18-27. Hay, L. (2006b). Student learning through Australian school libraries. Part 2: What students define and value as school library support. [Refereed]. Synergy, 4(2), 27-38. Retrieved from http://www.slav.schools.net.au/synergy/vol4num2/hay_pt2.pdf Hay, L., & Foley, C. (2009). School libraries building capacity for student learning in 21C. [Refereed]. Scan, 28(2), 17-26. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/Schoollibraries21C.pdf Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: ISTE.