This document summarizes a presentation given by Dr. Ross Todd on effective school libraries. Some key points:
- School libraries help students learn by supporting curriculum, developing literacy skills, and providing instruction on information literacy and technology.
- Research shows student achievement increases when libraries are staffed by qualified teacher-librarians who collaborate with teachers.
- Effective school libraries have sufficient resources and technology, and view their role as developing student knowledge rather than just providing information. They focus on learning outcomes over other metrics.
- Evidence-based practice is important for school libraries to demonstrate how they specifically contribute to student learning. This helps justify resources and focus efforts on effective strategies.
We offer “free” usage to qualified teachers and schools. The IB Library is built by certified IB professionals. We are NOT an IB school or endorsed by IB. We love the IB educational foundation and concepts and we believe that this type of learning should be available to children everywhere.
The Re-education of Administration: Why every school administrator should be ...rhinocerology
Library media programs can sometime be undervalued by administration because they don’t understand the many roles librarians fill or the importance of information literacy in academic success and in the role of being a lifelong learner who uses information wisely. Using SUU’s LM Program curriculum as a framework a review of each course will highlight the roles that librarians fill that administrators need to know about, and appreciate in order for the library to be properly staffed, the space used effectively, and for information literacy to be a part of the regular school curriculum as well as a lifelong skill. Courses include: collection development, cataloging, technology, reference, literature, management and instruction, and practical experience. This presentation will help librarians develop strategies to advocate for their programs and their classroom space with in-house administration and can be applied to district administrators or even city and state level for library support as well as collaboratively when working with other teachers.
7 Tips for an ESSENTIAL School Library Program: How to Remain Indispensable in Tough Budget Times
Use these tips and other leadership strategies to help you develop an effective library program that impacts student achievement and makes you an indispensable school librarian.
This keynote address will provide an overview of the societal and economic pressures that are driving change in post industrial economies and their schools, review the characteristics of selected societies such as Australia, USA and Hong Kong, summarize the current trends in information and communication technologies and their impacts on learning and schooling, review the impacts of generational differences on schooling, and provide focused advice on the features of a school and its library that fully incorporate digital technologies.
We offer “free” usage to qualified teachers and schools. The IB Library is built by certified IB professionals. We are NOT an IB school or endorsed by IB. We love the IB educational foundation and concepts and we believe that this type of learning should be available to children everywhere.
The Re-education of Administration: Why every school administrator should be ...rhinocerology
Library media programs can sometime be undervalued by administration because they don’t understand the many roles librarians fill or the importance of information literacy in academic success and in the role of being a lifelong learner who uses information wisely. Using SUU’s LM Program curriculum as a framework a review of each course will highlight the roles that librarians fill that administrators need to know about, and appreciate in order for the library to be properly staffed, the space used effectively, and for information literacy to be a part of the regular school curriculum as well as a lifelong skill. Courses include: collection development, cataloging, technology, reference, literature, management and instruction, and practical experience. This presentation will help librarians develop strategies to advocate for their programs and their classroom space with in-house administration and can be applied to district administrators or even city and state level for library support as well as collaboratively when working with other teachers.
7 Tips for an ESSENTIAL School Library Program: How to Remain Indispensable in Tough Budget Times
Use these tips and other leadership strategies to help you develop an effective library program that impacts student achievement and makes you an indispensable school librarian.
This keynote address will provide an overview of the societal and economic pressures that are driving change in post industrial economies and their schools, review the characteristics of selected societies such as Australia, USA and Hong Kong, summarize the current trends in information and communication technologies and their impacts on learning and schooling, review the impacts of generational differences on schooling, and provide focused advice on the features of a school and its library that fully incorporate digital technologies.
Information literacy, the Finnish core curriculum and the role of school libr...Empatic Project
Presentation by Anu Ojaranta
Researcher/PhD student
Åbo Akademi University
Department of Information Studies
Venue: Empatic International Workshop - Schools Sector in Krakow, Poland
Date: 8 June 2011
Presentation by Sheila Webber
Information School, University of Sheffield
United Kingdom
Venue: Empatic International Workshop - Schools Sector in Krakow, Poland
Date: 8 June 2011
"Expanding Literacies Through School Libraries," Elizabeth Friese, Kristin Fontichiaro, Wendy Stephens, and Laura Warren-Gross. National Council of Teachers of English. November 20, 2010.
Trends and Challenges to Future Libraries: Exploring Research ApproachesSheila Webber
Invited presentation given at the 8th International Conference on Qualitative and Quantitative Methods in Libraries by Sheila Webber on 26 May 2016, at Senate House, London, UK
What are School Libraries and School Librarians?Johan Koren
Looks at definitions and roles of the school library and the school librarian and follows the development of standards and guidelines for school libraries from 1845-2009. Considers also the radical new definition set out by R. David Lankes.
Mod 1 the role of the teacher librarian and the schooltlspecial
UBC LLED 469: Role of the TL and the School Library Program
Module 1 presentation introduces students to the capacity of the teacher-librarian to support classroom teachers designing resource-based inquiry learning.
From School library to learning centre to… What are the challenges in the fut...Slamit
From School library to learning centre to… What are the challenges in the future? Associate professor Dr. Ross Todd, Rutgers University, New Jersey - presentation held in Porto, Portugal for Slamit6 course
SPARC Webcast: Libraries Leading the Way on Open Educational ResourcesNicole Allen
This webcast features three librarians who have been leading OER projects on their campuses. Each will provide an overview of the project, discuss the impact achieved for students, and provide practical tips and advice for other campuses exploring OER initiatives.
Marilyn Billings, Scholarly Communication & Special Initiatives Librarian, University of Massachusetts Amherst Libraries. Marilyn coordinates the Open Education Initiative, which has saved students more than $750,000 since 2011 by working with faculty to identify low-cost and free alternatives to expensive textbooks.
Kristi Jensen, Program Development Lead, eLearning Support Initiative, University of Minnesota Libraries. The University of Minnesota has emerged as a national leader through its Open Textbook Library, which is a searchable catalog of more than 100 open textbooks. The Libraries also partnered with other entities on campus for their Digital Course Pack project, which has helped streamline the course pack process and make materials more affordable for students.
Shan Sutton, Associate University Librarian for Research and Scholarly Communication, Oregon State University Libraries. The OSU libraries are partnering with the OSU Press for a pilot program to develop open access textbooks by OSU faculty members. The program issued an RFP in the fall, and recently announced four winning proposals that will be published in 2014-2015.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
Wa School Libraries a Class Act
1. School Library Conference (WA)
School Libraries:
Making them a Class Act
DR ROSS J TODD
Associate Professor
Department of Library and
Information science
Rutgers, The State University
of New Jersey
rtodd@scils.rutgers.edu
scils.rutgers.edu/~rtodd
3. [sízz'l] (noun) ¹Center for International Scholarship in School
Libraries where leading researchers and professionals work together
to create school libraries that spark learning in information age
schools around the world. ²Global hot spot for school library action,
where the synergies of school libraries, inquiry learning, literacies,
and information technology spark ideas, research, innovation and
scholarship.
9. The Hole Truth
Consider the Drill
People don't buy a drill bit because
they want a drill bit, they buy a drill
bit because they want to create a
hole.
10. The Hole Truth
Consider the school Library:
School administrators, teachers and
parents aren't interested in a good library
because they want good libraries or good
teacher-librarians.
They're interested in libraries because
they want students to read better, to
research effectively, to discover new
ideas, learn more, and to improve
achievement.
11. Learning in the
Information Age School
The active search for meaning and
understanding by the learner.
As a cumulative process of becoming
informed through study, instruction
and experience, its outcome is the
gain of new knowledge, skills,
attitudes and values, and the
transforming of prior knowledge.
12. In an Information Age School
Library, the challenge is to …
“celebrate the
understood, not the
found”
16. What is a good School Library?
• Research tells us:
• It has a qualified teacher-librarian: both a leading
teacher and a credentialed librarian: Learning Activist
not a Classroom Escapee
• It supports the mission and continuous improvement
plan of the school: explicit and tangible library policy
focusing on learning outcomes
• It actively supports the curriculum: provision of up-to-
date adequate resources, provision of curriculum-
based school library activities and instruction in
collaboration with classroom teachers
• It provides individual and group instruction in
information and critical literacies (teachers and
students)
17. What is a good School Library?
• Research tells us:
• It has a vibrant literature / reading program for
academic achievement and personal enjoyment
and enrichment
• It collaborates with other libraries: public,
government, community resources
• It provides an integrated and rich information
technology environment to support teaching and
learning (the library is not a refuge for reject
technology)
• It provides leadership to students and staff in the
use of electronic resources and integrating
information technology into learning
18. School Libraries:
3 Core Beliefs
• Information makes a difference to people.
• Making a difference does not happen by
chance: Teaching-learning role is the
central dimension of the professional role
of teacher-librarians
• Learning outcomes matter: belief that all
students can learn, and develop new
understandings through the school
library, and demonstrate outcomes
20. SHIFTING THE FOCUS OF
SCHOOL LIBRARIES
“Celebrate the
understood, not
the found”
(anon)
21. THE SCHOOL LIBRARY OF THE
FUTURE
INFORMATION
PLACE
• Collections
• Technology
Access
• Staffing
• Locating and finding
information
THESE ARE IMPORTANT
KNOWLEDGE
SPACE
• Building knowledge
through engagement
with information
• Information Literacy
• Learning outcomes
• Making a difference
THESE ARE LIBRARY
GOALS
22. Empowerment, connectivity,
engagement, and understanding
define the actions and practices
of the school library.
Their outcome is the development
of new knowledge: new
meanings, new understandings,
new perspectives, new skills,
new attitudes
24. SCHOOL LIBRARIES DO MAKE
A DIFFERENCE TO STUDENT
LEARNING
THE RESEARCH EVIDENCE
25. SCHOOL LIBRARIES DO MAKE A
DIFFERENCE:
THE RESEARCH EVIDENCE
Keith Lance: 12 State-Wide Studies in USA
State test scores increase as teacher-
librarians specifically spend more time:
• planning cooperatively with teachers
• identifying materials for teachers
• teaching information literacy skills to students
• providing in-service training to teachers
• managing a computer network through which
library’s learning program reaches beyond its own
walls to classrooms, labs and offices
• qualified teacher-librarians
26. Overall Recommendations
• Funding of school library programs sufficiently to allow
for adequate professional and support staff,
information resources, and information technology
• Institution policies and practices that encourage
teacher-librarians to assume positions of leadership in
their school
• Network technology to make school library resources
available throughout the school
• Flexible scheduling to allow maximum student access
to libraries
• Collaborative approaches to learning and teaching
• Identifying relationships of library to learning outcomes
27. SCHOOL LIBRARIES DO MAKE A
DIFFERENCE: THE EVIDENCE
• School Libraries help students with finding and
locating information
• School Libraries help students with
understanding and using information
• School Libraries help students build new
understandings: knowledge outcomes
• School Libraries help students improve their
technology skills
• School Libraries help students with their learning
out of school
• School Libraries help students with their reading
28. SCHOOL LIBRARIES DO MAKE A
DIFFERENCE: THE EVIDENCE
School Libraries help students with finding and
locating information
• Know the different stages in doing research
• Develop the key questions to investigate a
research topic
• Find different sources for research topics
• Find different viewpoints and ideas about topics
• Be more confident with doing research
29. SCHOOL LIBRARIES DO MAKE A
DIFFERENCE: THE EVIDENCE
School Libraries help students with understanding and
using information
• Know how to use different sources and formats of
information
• Identify the main ideas in information
• Become more skilled at information analysis and
synthesis
• Write ideas in own words
• Learn from successes and failures with researching
topics
• Understand that research takes time, effort and
practice
• More interested and motivated in learning
30. SCHOOL LIBRARIES DO MAKE A
DIFFERENCE: THE EVIDENCE
School Libraries help students build new
understandings: knowledge outcomes
• Remember content of classes
• Build background and specific detail of topics
• Sort out confusions about ideas
• Clarify things not understood
• Work out if ideas are right or wrong
• Work out own opinions, positions on issues
• Make connections between ideas
• More actively discuss viewpoints in class
discussions: being informed, able to contribute
31. SCHOOL LIBRARIES DO MAKE A
DIFFERENCE: THE EVIDENCE
School Libraries help students improve their
technology skills
• Do school work better through technology
• Have greater interest in information technology
• Locate information inside and away from library
• Search the Internet better
• Think more carefully about information on the
Internet
• Use technology tools better to produce
assignments
• Are more confident with using computers to do
research
32. SCHOOL LIBRARIES DO MAKE A
DIFFERENCE: THE EVIDENCE
School Libraries help students with their
learning out of school
• Learn about interesting topics other than school
work
• Study more effectively at home
• More organized with study and homework
• Become a better problem solver
• Help with personal problems
• Understand the importance of getting accurate
information in making decisions
33. SCHOOL LIBRARIES DO MAKE A
DIFFERENCE: THE EVIDENCE
School Libraries help students with their
reading
• Read more
• Find authors they like to read about
• Become a better reader
• Enjoy reading more
• Discover new interests
• Become a better writer
• Show improved comprehension, vocabulary
development and language skills
34.
35. The reality
Survey of Principals, USA June 2002
• 80% of principals believe that the school library and
teacher-librarian play a key role in the school
• 99% of principals believe that despite the growth of the
Internet, school libraries will remain important in the
school
• 97% of principals believe that the school library plays a
positive role in the overall value of the school
• 94% of principals believe that there is a direct
correlation between the strength and effectiveness of
the school library and an increase in student
achievement
36. The reality
• 76% of principals identified that their teacher-librarian
worked with classroom teachers as needed;
• 50% of principals saw their teacher-librarians working
in the classroom
• 50% of principals saw the role of the teacher-librarian
to be that of “caretaker” of the library
• 33% of principals said that the teacher-librarian made
them familiar with current research of library programs
and student achievement
• 35% of principals were made familiar with current
research on library programs and reading development
37. Teachers’ perspectives of collaboratively
working with the Teacher-Librarian
Research shows
• Time saved in preparation and delivery
• Facilitates handling large groups while allowing
students to work at own level of ability, and being
responsive to individual needs
• More effective sequencing of subject content
• Move away from “spoon feeding” approach
• Energizing, making them “feel good” as a teacher
• More meaningful assessment criteria and feedback,
based on learning process as well as content outcomes
• Seeing students engaged in learning was highly
motivational
38. SCHOOL LIBRARIES DO MAKE A
DIFFERENCE: THIS DOES NOT
HAPPEN BY CHANCE
• Teacher-Librarian as Educator
• Teacher-Librarian as Information
Specialist
• Teacher-Librarian as Team Collaborator
• Focus on student learning outcomes
• Information literacy instruction for
knowledge building: knowledge, not
information
• Focus on reading enrichment
• Adequate resources and technology
40. WWW Research tells us
• High levels of insecurity and uncertainty in searching
• High levels of information overload
• Inability to manage and reduce large volumes of
information
• Formulating ineffective search queries
• Lack of in-depth examination of sites
• Simplistic searches based on guesswork
• High expectation of technology to make up for
weaknesses
• Searching is haphazard, not planned
• Absence of critical and evaluative skills: not
questioning the accuracy or authority of information
• Inappropriately favouring visual cues
• Information management difficulties
41. “If we always see as we've always seen,
We'll always be as we've always been,
We’ll always do as we've always done,
We’ll always have what we’ve always had
And we’ll always get what we’ve always got”
(Author unknown)
42. Building the Preferred Future
CONNECTIONS: Intellectual / information
scaffolds for learning:
information literacy and
information technology
OUTCOMES: Making a real difference to
student learning
EVIDENCE: Charting the outcomes;
demonstrating the role and
power of the school library
43. INFORMATION LITERACY
The intellectual scaffolds for
effective engagement and
utilisation of information in all its
forms (electronic, print, popular
culture) and for constructing
sense, understanding and new
knowledge”
44. How do students develop
intellectual scaffolds?
• Mysteriously: someone else has taught them
• Vicariously: by sitting at a computer terminal
• Serendipitously: by just doing assignments
through haphazard information seeking
• Slavery: getting someone else eg parents
• Systematically and explicitly: embedding
learning scaffolds into teaching process
46. Preferred Future:
Evidence-Based Practice
1. School libraries and teacher-librarians focus
on learning outcomes
2. Gather meaningful and systematic evidence
on dimensions of teaching and learning that
matter to the school and its support
community
SHOW THAT SCHOOL LIBRARIES MAKE A
DIFFERENCE TO STUDENT LEARNING
47. Evidence-Based Practice for School
Librarians
Gathering evidence in YOUR local school
“What differences do my school library
and its learning initiatives make to
student learning outcomes?
“What are the differences, the tangible
learning outcomes and learning benefits
of my school library”?
49. Celebrating the Found
• Number of classes in the library
• Number of library items borrowed
• Number of students using the library at
lunch times
• Number of items purchased annually
• Number of web searches
• Number of books lost
• Students suffering from PFS and LHC
50. Celebrating the Understood
Understanding how school libraries help
students learn: Learning outcomes in terms
of
– Information processes
– Information technology
– Reading
– Knowledge outcomes – mastery of content
– Independent learning
– Attitudes and values of information, learning
– Self concept and personal agency
51. Benefits of EBP
• Provides evidence at local school level that library
program makes a difference to learning outcomes
• Basis for targeting time, energies and scarce resources
• Helps you not to do things that do not work or that do
not matter
• Reflective, iterative process of informing instructional
process: it informs, not misleads or detracts from day-
to-day practice
• Job satisfaction and confidence in the central role that
library plays in the school
• Moves beyond anecdotal, guess work, hunches, and
advocacy
52. Alternatives to Evidence
• Beating around the bush
• Jumping to conclusions
• Throwing my weight
around
• Dragging my heals
• Pushing my luck
• Making mountains out
of molehills
• Bending over
backwards
• Jumping on the
bandwagon
• Running around in
circles
• Mouthing on
• Pulling out the stops
• Adding fuel to the fire
• Going over the edge
• Picking up the pieces
53. Creating a preferred future:
Need to focus on:
• Engagement with information for human
understanding and the growth of personal
knowledge
• Conceptualising library: Information
place knowledge space
• Action and evidence-based, learning-
centered practice
• From finding / locating to meaning making
54. Your School Library?
How can your school library show that it:
– Is a knowledge space?
– Is a center for learning activism?
– Actively contributes to the school as a
thinking community?
– Shows that it makes a difference to
student learning?
56. BREAKING THE CYCLE
– Moving from a VICTIM mindset: No one is
going to rescue you, but you!
– SEEING is BELIEVING: what does your school
see you doing? Educator? Manager? Curator?
Book Stamper? Dragon at the Door?
Shusher?
– From LIABILITY to LIBERATION: Making
issues more invisible (censorship, copyright,
plagiarism, rules, regulations, resourcing,
technology, staffing needs) and learning
outcomes more visible
57. Moving Forward
INFLUENCE IS DERIVED FROM THE
PERCEPTIONS OF OTHERS
KEY IS SHAPING THE PERCEPTIONS OF
OTHER PEOPLE
• Think differently
• Power and Influence help define self esteem
(action, evidence, outcomes)
• Think outside the box to change inside the box
• Understand the school as a bureaucracy of inter-
locking dependencies
• Map your relationships, identify dependents,
demonstrate mutual support
• Work with what you can change
• Work smarter, not harder
• Get to love your Principal’s secretary
PersonalPersonal
ProfessionalProfessional
InfluenceInfluence
58. Revolting Librarians
• Rascal attitude: creative, collaborative naughtiness
to show library learning is fun, and motivate others to
be part of it
• Library as a center for learning activism
• Dance the knowledge waltz not the information two-
step
• Inquiry-based learning, not information literacy or
information skills, is the educative platform
• Empowerment Model rather than a Deficiency Model
of Information Literacy
• What language do you speak? Deweydecilibrobabble
or a cross-curricular learning dialect? (Voices)
• Is your library an open invitation for mystery, intrigue,
discovery – where accidental discovery, as well as
planned discovery, is highly likely?
59. Björk “New Worlds” in
“Selmasongs” album
“If living is seeing
I’m holding my breath
In wonder – I wonder
What happens next?
A new world, a new
day to see”