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STRIVING FOR  EXEMPLARY SCHOOL LIBRARY PROGRAMS   Elizabeth A. Lee Queen’s University Gay Stephenson   People for Education
The Goal of Our Research ,[object Object],[object Object],[object Object],[object Object]
What was Already Known  Prior to our Research ,[object Object],[object Object],[object Object]
HOW SUPPORTIVE IS YOUR PRINCIPAL ?
Principals ,[object Object],[object Object],[object Object],[object Object]
ARE CLASSROOM TEACHERS: PARTNERING AND COLLABORATING WITH YOU ?
Classroom Teachers ,[object Object],[object Object],[object Object],[object Object],[object Object]
IS YOUR POSITION  FULL-TIME OR PART-TIME ?
Teacher Librarians ,[object Object],[object Object],[object Object],[object Object],[object Object]
Exemplary School Library Programs ,[object Object],[object Object],[object Object],[object Object]
A Continuum of School Library Programs ,[object Object],[object Object],[object Object],[object Object]
Facets of the Continuum Program Unconnected Coordinated Integrated Admin-istration Peripheral Not central  Central Pro-active Shared decisions Systemic under-standing of library role Finance Regular Allocation Occasional Additional funding  Structured additional allocations Firm foundation for finances Level 1 Level 2 Level 3 Level 4
Continuum of School Library Programs Level 1 Level 2 Level 3 Level 4 Library’s role in school Operates within school culture Partnerships are building Library is central to learning Ongoing systematic  support Teacher-librarian’s role in school  Peripheral resource  Important resource  Equal partner Instruction Parallel or independent teaching Cooperative teaching  Collaborative teaching
Level 1  School Library Programs ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Agents of Change ,[object Object],[object Object],[object Object],[object Object],[object Object]
Level 2  School Library Programs ,[object Object],[object Object],[object Object],[object Object],[object Object]
Agents of Change ,[object Object],[object Object],[object Object],[object Object],[object Object]
Level 3  School Library Programs ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Agents of Change ,[object Object],[object Object],[object Object],[object Object],[object Object]
Level 4  School Library Programs ,[object Object],[object Object]
The Reality ,[object Object],[object Object],[object Object],[object Object],[object Object]
What do students think ?
What students told us: “ I f  I could change one thing about the library I would keep library period everyday.”
Asking questions… ,[object Object]
Single Best Thing about Our Library… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
One thing I would do to improve our school library would be to …   ,[object Object],[object Object]
You can ask too! ,[object Object],[object Object]
Facing the ongoing challenges ,[object Object],[object Object],[object Object],[object Object],[object Object]
Exemplary School Libraries in Ontario ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Ola Camp Aug 7

  • 1. STRIVING FOR EXEMPLARY SCHOOL LIBRARY PROGRAMS Elizabeth A. Lee Queen’s University Gay Stephenson People for Education
  • 2.
  • 3.
  • 4. HOW SUPPORTIVE IS YOUR PRINCIPAL ?
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  • 6. ARE CLASSROOM TEACHERS: PARTNERING AND COLLABORATING WITH YOU ?
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  • 8. IS YOUR POSITION FULL-TIME OR PART-TIME ?
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  • 12. Facets of the Continuum Program Unconnected Coordinated Integrated Admin-istration Peripheral Not central Central Pro-active Shared decisions Systemic under-standing of library role Finance Regular Allocation Occasional Additional funding Structured additional allocations Firm foundation for finances Level 1 Level 2 Level 3 Level 4
  • 13. Continuum of School Library Programs Level 1 Level 2 Level 3 Level 4 Library’s role in school Operates within school culture Partnerships are building Library is central to learning Ongoing systematic support Teacher-librarian’s role in school Peripheral resource Important resource Equal partner Instruction Parallel or independent teaching Cooperative teaching Collaborative teaching
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  • 22. What do students think ?
  • 23. What students told us: “ I f I could change one thing about the library I would keep library period everyday.”
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  • 29.