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Trends, competences, needs and
demands
Lourense Das 1SLAMIT4, 29-09-2009
Lourense Das SLAMIT4, 29-09-2009 2
The school Library of the 21st century: The 3 P’s
pupils, power, paradise
I want it all I want it all I want it all and I want it now
I want it all I want it all I want it all and I want it now
Queen
SLAMIT4, 29-09-2009 3
Source:
www.emimusic.nl/page/artist/11002
Lourense Das
 Friendships - Communities (FaceBook, MySpace,
LinkedIn, Plaxo)
 Shopping (E-bay, Amazon)
 Publishing (blog)
 Creating (YouTube, Flickr)
 Sharing (Delicious, Wiki, Ning)
 Laboratory (Voicethread, Jing)
4SLAMIT4, 29-09-2009Lourense Das
http://dehaagsemarkt.nl/images/pics/overzict/dhmtotaal.jpg
SLAMIT4, 29-09-2009 5Lourense Das
reading, studying,
relaxing,
communicating,
working, discussing,
watching, doing,
listening, playing,
recording … etc.
-> LEARNING
6SLAMIT4, 29-09-2009Lourense Das
SLAMIT4, 29-09-2009 7
Inspiration ->
Stimulation ->
Inventive
Lourense Das
http://www.manchestereveningnews.co.uk/news/technology/s/1023136_boy_invents_robo_rucksack
SLAMIT4, 29-09-2009 8
‘Homo Zappiens’
sophisticated, digitally focused, multitasking
Lourense Das
Oslo (2005)
Taipei (2007)
 Do we understand our PUPILS?
 What is their new social & cultural environment?
 What kind of Facilities, Services and Teaching?
 Improvement of Student Outcomes
 Preparing for Life-Long-Learning
 >> POWER
SLAMIT4, 29-09-2009 9Lourense Das
Lourense Das SLAMIT4, 29-09-2009 10
 Learning anywhere and everywhere
 24/7
 Building knowledge
 Multiple literacies
SLAMIT4, 29-09-2009 11
Curriculum 2.0
“If it were possible to define generally the mission of education, it could be said that its
fundamental purpose is to ensure that all students benefit from learning in ways that
allow them to participate fully in public, community, [Creative] and economic life.”
— New London Group (2000, p. 9)
Lourense Das
 Hybrid Library
 Content : ‘all and quick’
 Spaces
 Professionalism
 Collaboration
SLAMIT4, 29-09-2009 12
Learning
environment!
Lourense Das
 Leadership
 Learning
 Empowerment
 Knowledge-building
 Quality
 Collaboration
 Attractiveness
 Surplus Value
 Community
 Creativity
 Perception
 Experience
 Inspiration
 Stimulation
 Student outcomes
 Cooperation
 Competition
SLAMIT4, 29-09-2009 13Lourense Das
SLAMIT4, 29-09-2009 14
• Participation gap
• Transparency problem
• Ethics challenge
Lourense Das
Information management &
Information literacy
SELLING POINTS:
 The school library is a learning environment
 School Libraries boost student achievement
 Technological developments -> creative use of media and tools
 ‘digital natives’ using web 2.0 tools daily
 School librarian - > School library team
 Need for new competencies (skills and knowledge)
 Need for an integrated concept ->
 to learn effectively, efficiently, pleasure
SLAMIT4, 29-09-2009 15
“In never teach my pupils; I only attempt to provide the conditions in which they
can learn” (Albert Einstein)
Lourense Das
SLAMIT4, 29-09-2009 16
Source:
http://mharrison.wordpress.com/2006/04/18/eslite/
Lourense Das
 Facilities
 Resources
 Working places
 Social spaces
 Services
 Reading lounges
Guidance & Content
Gateway to
Information, inspiration,
pleasure, knowing and doing….
KNOWLEDGE
SLAMIT4, 29-09-2009 17Lourense Das
Lourense Das SLAMIT4, 29-09-2009 18
Lourense Das SLAMIT4, 29-09-2009 19
• communication
• knowing the subject(s) / topics
• collaboration
Lourense Das SLAMIT4, 29-09-2009 20
Collection
Staff
Collaboration
 IASL
 IFLA
Lourense Das 21SLAMIT4, 29-09-2009
 Largest website with resources and information
http://www.iasl-slo.org
 International conferences
 Newsletter
 Research Magazine: School Libraries World Wide
 International School Library Day
 List serv
Lourense Das 22SLAMIT4, 29-09-2009
 Website with Manifesto, Guidelines and Advocacy Kit
 http://www.ifla.org/en/school-libraries-resource-centers
 Newsletter – free downloadable
 WLIC World Library and Information Conference (2010 in Gothenburg)
 List serv
Lourense Das 23SLAMIT4, 29-09-2009
©http://devakhandel.nl/product_info.php?products_id=24040
Lourense Das 24SLAMIT4, 29-09-2009
 Diversity
 No data available
 Research
 Language problems
 Training for school librarians
 Historical context: education
versus libraries
Lourense Das SLAMIT4, 29-09-2009 25
Lourense Das SLAMIT4, 29-09-2009 26
Countries with a ‘Law and/or regulations’,
i.e. a library in the school is compulsory:
Denmark,
France (secondary schools),
Croatia,
Hungary (secondary schools),
Iceland (primary and secondary school),
Portugal,
Serbia,
Slovenia
Source: Ms. Helen Boelens – “The role
played by (secondary) school libraries in
digital Europe". PhD research
 Süd-Tirol (Northern Italy)
 Austria
 Portugal
Lourense Das SLAMIT4, 29-09-2009 27
www.wallpapers.nl/.../image/408/Euro%20biljetten
Multifunctional School premises
Public library premises
Separate building
Lourense Das SLAMIT4, 29-09-2009 28
How are public and school libraries organised,
Are public libraries wide spread all over the country,
Are there many community libraries and school libraries,
What about the rules and regulations for pl & sl
Lourense Das SLAMIT4, 29-09-2009 29
Networks and resource sharing
Cooperation in building collections - sharing collections
Cooperation in providing information services
Cooperation to encourage reading and literacy
Joint memberships
Joint personnel
Lourense Das SLAMIT4, 29-09-2009 30
role in the primary
educational process
role in Life-
Long-Learning
process
Lourense Das SLAMIT4, 29-09-2009 31
 primary educational process
 Integrated in the curriculum
 Role of the school librarian
 Instruction and coaching
 Security and Filtering
 total services for recreation,
personal interests and
personal information
Lourense Das SLAMIT4, 29-09-2009 32
PUBLIC LIBRARIESSCHOOL LIBRARIES
OPPORTUNITIES
 Access to a greater quantity of resources
 Colleagues to work and discuss with
 Extended hours for students
 Efficient use of public money
 Contribution to the community
 Fits seamlessly in the life-long-learning
process
 Meeting place for the community
CHALLENGES
 Different missions and starting points
 Different collection profiles
 Public library membership fees
 Public librarians inadequately trained for dual
role
 Different standards and guidelines
 Geographical distances between the two
organisations
 Insufficient commitment from both sides
 Economic reasons as a starting point
 Organizational differences
 Absence of an independent consultant
Lourense Das SLAMIT4, 29-09-2009 33
‘what do the public
libraries want from us?’
Lourense Das SLAMIT4, 29-09-2009 34
SUCCESS-FACTORS
 Prepare an agreement
 Define budgets
 Agree on the policy
 Define standards that fit both libraries
 Define the activities, user groups etc.
 Look carefully at similarities and differences
 Look for complementary roles - not
duplication
 Make sure there is a surplus value for both
parties
 Commitment and involvement of all partners
 Define responsibilities and record them
 Design an evaluation program
 Focus on improvement not on saving money
 Make sure all user-groups feel comfortable
with the situation
 Negotiate for the best solution and
opportunities
 Provide training for librarians in special
(educational) skills
RECOMMENDATIONS
 Joint-use library in the school
 Research before starting the
process
 Make sure all partners contribute
equally
 Stir the staff
 Recruit a professional school
librarian
 Determine the level of co-operation
 Set a time schedule
 Professional development
 Find enough budget
 Draw an agreement
 Independent consultant
 Develop an evaluation plan
Lourense Das SLAMIT4, 29-09-2009 35
Collaboration aiming at improvement of outcomes
Sharing personnel and resources
Educating and learning from each other
Combining Reading – Information – Media literacy training >
holistic approach
Using the competences of a range of professionals:
educators, librarians, technicians, administrative assistants
Basis for LLL
Public Relations for the Public Library
Co-operation: 1 + 1 = 3
Lourense Das SLAMIT4, 29-09-2009 36
 Professional staff
 School library is a ‘function’ in the school
 Integration School Library into curriculum
 Implementing new tools -> from information to
building knowledge
 Adding value to web-content
 Offering ‘safe’ environments (live and virtual)
 Guidance and support
Lourense Das SLAMIT4, 29-09-2009 37
SLAMIT4, 29-09-2009 38
‘What I hear, I forget
What I see, I remember
What I do, I understand’
Confucius
Lourense Das
Lourense Das
Consultant Meles Meles SMD
Coordinator ENSIL
Lourense Das 39SLAMIT4, 29-09-2009

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School libraries in a European Worldwide context: Trends, competences, needs and demands by Lourense Das

  • 1. Trends, competences, needs and demands Lourense Das 1SLAMIT4, 29-09-2009
  • 2. Lourense Das SLAMIT4, 29-09-2009 2 The school Library of the 21st century: The 3 P’s pupils, power, paradise
  • 3. I want it all I want it all I want it all and I want it now I want it all I want it all I want it all and I want it now Queen SLAMIT4, 29-09-2009 3 Source: www.emimusic.nl/page/artist/11002 Lourense Das
  • 4.  Friendships - Communities (FaceBook, MySpace, LinkedIn, Plaxo)  Shopping (E-bay, Amazon)  Publishing (blog)  Creating (YouTube, Flickr)  Sharing (Delicious, Wiki, Ning)  Laboratory (Voicethread, Jing) 4SLAMIT4, 29-09-2009Lourense Das http://dehaagsemarkt.nl/images/pics/overzict/dhmtotaal.jpg
  • 6. reading, studying, relaxing, communicating, working, discussing, watching, doing, listening, playing, recording … etc. -> LEARNING 6SLAMIT4, 29-09-2009Lourense Das
  • 7. SLAMIT4, 29-09-2009 7 Inspiration -> Stimulation -> Inventive Lourense Das http://www.manchestereveningnews.co.uk/news/technology/s/1023136_boy_invents_robo_rucksack
  • 8. SLAMIT4, 29-09-2009 8 ‘Homo Zappiens’ sophisticated, digitally focused, multitasking Lourense Das Oslo (2005) Taipei (2007)
  • 9.  Do we understand our PUPILS?  What is their new social & cultural environment?  What kind of Facilities, Services and Teaching?  Improvement of Student Outcomes  Preparing for Life-Long-Learning  >> POWER SLAMIT4, 29-09-2009 9Lourense Das
  • 10. Lourense Das SLAMIT4, 29-09-2009 10
  • 11.  Learning anywhere and everywhere  24/7  Building knowledge  Multiple literacies SLAMIT4, 29-09-2009 11 Curriculum 2.0 “If it were possible to define generally the mission of education, it could be said that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, [Creative] and economic life.” — New London Group (2000, p. 9) Lourense Das
  • 12.  Hybrid Library  Content : ‘all and quick’  Spaces  Professionalism  Collaboration SLAMIT4, 29-09-2009 12 Learning environment! Lourense Das
  • 13.  Leadership  Learning  Empowerment  Knowledge-building  Quality  Collaboration  Attractiveness  Surplus Value  Community  Creativity  Perception  Experience  Inspiration  Stimulation  Student outcomes  Cooperation  Competition SLAMIT4, 29-09-2009 13Lourense Das
  • 14. SLAMIT4, 29-09-2009 14 • Participation gap • Transparency problem • Ethics challenge Lourense Das Information management & Information literacy
  • 15. SELLING POINTS:  The school library is a learning environment  School Libraries boost student achievement  Technological developments -> creative use of media and tools  ‘digital natives’ using web 2.0 tools daily  School librarian - > School library team  Need for new competencies (skills and knowledge)  Need for an integrated concept ->  to learn effectively, efficiently, pleasure SLAMIT4, 29-09-2009 15 “In never teach my pupils; I only attempt to provide the conditions in which they can learn” (Albert Einstein) Lourense Das
  • 17.  Facilities  Resources  Working places  Social spaces  Services  Reading lounges Guidance & Content Gateway to Information, inspiration, pleasure, knowing and doing…. KNOWLEDGE SLAMIT4, 29-09-2009 17Lourense Das
  • 18. Lourense Das SLAMIT4, 29-09-2009 18
  • 19. Lourense Das SLAMIT4, 29-09-2009 19
  • 20. • communication • knowing the subject(s) / topics • collaboration Lourense Das SLAMIT4, 29-09-2009 20 Collection Staff Collaboration
  • 21.  IASL  IFLA Lourense Das 21SLAMIT4, 29-09-2009
  • 22.  Largest website with resources and information http://www.iasl-slo.org  International conferences  Newsletter  Research Magazine: School Libraries World Wide  International School Library Day  List serv Lourense Das 22SLAMIT4, 29-09-2009
  • 23.  Website with Manifesto, Guidelines and Advocacy Kit  http://www.ifla.org/en/school-libraries-resource-centers  Newsletter – free downloadable  WLIC World Library and Information Conference (2010 in Gothenburg)  List serv Lourense Das 23SLAMIT4, 29-09-2009
  • 25.  Diversity  No data available  Research  Language problems  Training for school librarians  Historical context: education versus libraries Lourense Das SLAMIT4, 29-09-2009 25
  • 26. Lourense Das SLAMIT4, 29-09-2009 26 Countries with a ‘Law and/or regulations’, i.e. a library in the school is compulsory: Denmark, France (secondary schools), Croatia, Hungary (secondary schools), Iceland (primary and secondary school), Portugal, Serbia, Slovenia Source: Ms. Helen Boelens – “The role played by (secondary) school libraries in digital Europe". PhD research  Süd-Tirol (Northern Italy)  Austria  Portugal
  • 27. Lourense Das SLAMIT4, 29-09-2009 27 www.wallpapers.nl/.../image/408/Euro%20biljetten
  • 28. Multifunctional School premises Public library premises Separate building Lourense Das SLAMIT4, 29-09-2009 28
  • 29. How are public and school libraries organised, Are public libraries wide spread all over the country, Are there many community libraries and school libraries, What about the rules and regulations for pl & sl Lourense Das SLAMIT4, 29-09-2009 29
  • 30. Networks and resource sharing Cooperation in building collections - sharing collections Cooperation in providing information services Cooperation to encourage reading and literacy Joint memberships Joint personnel Lourense Das SLAMIT4, 29-09-2009 30
  • 31. role in the primary educational process role in Life- Long-Learning process Lourense Das SLAMIT4, 29-09-2009 31
  • 32.  primary educational process  Integrated in the curriculum  Role of the school librarian  Instruction and coaching  Security and Filtering  total services for recreation, personal interests and personal information Lourense Das SLAMIT4, 29-09-2009 32 PUBLIC LIBRARIESSCHOOL LIBRARIES
  • 33. OPPORTUNITIES  Access to a greater quantity of resources  Colleagues to work and discuss with  Extended hours for students  Efficient use of public money  Contribution to the community  Fits seamlessly in the life-long-learning process  Meeting place for the community CHALLENGES  Different missions and starting points  Different collection profiles  Public library membership fees  Public librarians inadequately trained for dual role  Different standards and guidelines  Geographical distances between the two organisations  Insufficient commitment from both sides  Economic reasons as a starting point  Organizational differences  Absence of an independent consultant Lourense Das SLAMIT4, 29-09-2009 33
  • 34. ‘what do the public libraries want from us?’ Lourense Das SLAMIT4, 29-09-2009 34
  • 35. SUCCESS-FACTORS  Prepare an agreement  Define budgets  Agree on the policy  Define standards that fit both libraries  Define the activities, user groups etc.  Look carefully at similarities and differences  Look for complementary roles - not duplication  Make sure there is a surplus value for both parties  Commitment and involvement of all partners  Define responsibilities and record them  Design an evaluation program  Focus on improvement not on saving money  Make sure all user-groups feel comfortable with the situation  Negotiate for the best solution and opportunities  Provide training for librarians in special (educational) skills RECOMMENDATIONS  Joint-use library in the school  Research before starting the process  Make sure all partners contribute equally  Stir the staff  Recruit a professional school librarian  Determine the level of co-operation  Set a time schedule  Professional development  Find enough budget  Draw an agreement  Independent consultant  Develop an evaluation plan Lourense Das SLAMIT4, 29-09-2009 35
  • 36. Collaboration aiming at improvement of outcomes Sharing personnel and resources Educating and learning from each other Combining Reading – Information – Media literacy training > holistic approach Using the competences of a range of professionals: educators, librarians, technicians, administrative assistants Basis for LLL Public Relations for the Public Library Co-operation: 1 + 1 = 3 Lourense Das SLAMIT4, 29-09-2009 36
  • 37.  Professional staff  School library is a ‘function’ in the school  Integration School Library into curriculum  Implementing new tools -> from information to building knowledge  Adding value to web-content  Offering ‘safe’ environments (live and virtual)  Guidance and support Lourense Das SLAMIT4, 29-09-2009 37
  • 38. SLAMIT4, 29-09-2009 38 ‘What I hear, I forget What I see, I remember What I do, I understand’ Confucius Lourense Das
  • 39. Lourense Das Consultant Meles Meles SMD Coordinator ENSIL Lourense Das 39SLAMIT4, 29-09-2009