pride presentation of cook islands school libraries
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School Library Development and Information Literacy:
The Cook Islands ExperienceElizabeth Jones and Kathy George
Pacific Knowledge Societies:Developing Equitable Access to Quality Resources
and Information Literacy 9th PRIDE Regional Workshop, September 2008
Overview of Presentation
• Background
• Aim and Goals
• Development and Support Model
• Programme Framework: Phase 1 – Phase 4
• Core Training Content
• Development Support
• Impact of programme
• Where to from here? – Challenges & Opportunities
Background of Project
• Cook Islands Ministry of Education (CIMOE) identified the school library as a specialist learning area to promote student learning including information literacy
• CIMOE wanted to see the school library extended to the wider community as community learning centres
• Applied for Pacific Regional Initiatives for the Delivery of basic Education (PRIDE) funding
Background Information on School Libraries
• Current state of Cook Islands school libraries was assessed by a detailed survey conducted by CIMOE
• Information was collected by CIMOE assisted by the PRIDE project
Mangaia School Library, Cook Islands
Establishment of Cook Islands Project• PRIDE & CIMOE approached National Library of New
Zealand to help establish and organize an interactive and capacity building training programme focusing on information literacy and library learning environments. The training programme included funding for resources, shelving and library software
Mangaia School Library, Cook Islands
Educational Objectives of the Project
• Training literacy lead teachers in school library management and information literacy
• Training literacy lead teachers how to connect the library across the curriculum programmes
• Building capacity of lead teachers to provide ongoing training and support to other schools
• Assisting an audit staff member in developing school library indicators for Cook Island schools
Development Model• Phased development: Building knowledge and skills of participants and
practical library developments in incremental phases
• Programme style: Interactive, and clearly structured
• Mix of training: professional development – building knowledge and awareness, practical support, hands on learning experiences and reflections
• Build on existing strengths: Directed at those with influence in the school sector, to further build leadership and capability
• Development of supportive professional learning community: Focusing on
group learning and support (include online mentoring)
• Relevance to and respect for the Cook Islands environment
• Set in the broader educational context of effective learning and literacy
The PeopleCook Islands Participants• Anna Katoa, CIMOE Audit Officer
• Kathy George, CIMOE Literacy Adviser
• Liz Kapi, Literacy Lead Teacher
• Peo Potini, Literacy Lead Teacher
• Takau Daniel, Literacy Lead Teacher
National Library Advisory Team • Lisa Alcott
• Rob Finlay
• Alice Heather
• Dyane Hosler
• Fiona Mackie
• Pauline McCowan
• Rosemary Tisdall
Programme Framework
Programme Developed in Four Phases
• Phase 1 – 2 weeks professional development and support in Auckland, NZ (May 2008)
• Phase 2 – Action planning and beginning implementation in the Cook Islands, supported via blog, updated by NLNZ remotely (June – Sept 2008)
• Phase 3 – Return visit from two National Library Advisers to the Cook Islands to support ongoing implementation and offer professional development (October 2008)
• Phase 4 – Wider implementation in the Cook Islands including training and workshops for all schools (2009)
Programme Framework
• Coverage of core content and knowledge
• Visits to a range of school libraries and youth libraries
• Practical development support– Purchase of library resources– Demonstrations of automated school
library systems
• Development of audit/evaluation framework for school libraries
• Reflections and action planning
Phase 1 : Two Week Programme in Auckland
Coverage of Core Content & Knowledge
• Role of the school library and its link to literacy and classroom learning
• Overview of NZ kura kaupapa Maori schools and differences to NZ mainstream schools
• Electronic resources to support student learning
• Place/environment of the school library
• Literacy, Learning and the role of the library
• Introduction to information literacy
• Evidence based practice
• The role of library staff, teachers, student librarians and helpers including community and public libraries
• An overview of library resource cycle
Example of a daily schedule
Morning:Overview of the day prior including the school visit and thoughts from overnight
Workshop 1: The role of library staff, student librarians and helpers including the community
Workshop 2: Overview of the library resource cycle
Afternoon: Visits to school libraries
Reflection using action sheets
INFORMATION RESOURCES
ACCESS
INFORMATION LITERACY and
READING
PLACE
SERVICE
The School Library and Learning in the Information Landscape:
Guidelines for New Zealand Schools
Guiding Principles
• Information Literacy: The school library is a learning environment central to the development of an information-literate school community
• Service: The school library is managed centre of professional expertise and support for the school community.
• Reading: The school library is a foundation for the school’s literacy programmes and a catalyst for the development of lifelong readers
• Access: The school library is a hub and interface with organised systems for accessing and managing information and resources.
• Information resources: The school library is a provider of information resources selected to meet the curriculum and information needs of the school.
• Place: The school library is a student-centred facility designed to play a key role in the intellectual, educational and cultural life of the school.
Information Literacy
The school library is a learning environment central to the development of an information-literate school community
Point View School, Auckland
Reading
Papatoetoe High School , Auckland
The school library is a foundation for the school’s literacy programmes and a catalyst for the development of lifelong readers
Service
aThe school library is a managed centre of professional expertise and support for the school community
Information Resources
Glamorgan School, Auckland
The school library is a provider of information resources selected to meet the curriculum and information needs of the school
Access
The school library is a hub and interface with organised systems for accessing and managing information and resources
Onepoto School, Auckland
Place
.
Glen Innes School, Auckland
Diocesan Senior School,Auckland
New Lynn PrimaryOpaheke Primary
The school library is a student-centred facility designed to play a key role in the intellectual, educational and cultural life of the school
Phase 1- Reflection and Action Planning
Workshop Title:
The key messages for me were…
Implications for my teaching and learning What I will do with what I learned
Other eg questions I have, resources I need:
Workshop Title: The role of the school library and its link to literacy and classroom learning
The key messages for me were… The importance of using the library as a learning centre rather than for reading alone To use the library as a learning space, a classroom Implications for my teaching and learning Establish and promote children’s work or written stories, poems etc in the library What I will do with what I learned Assist teachers in using the library effectively Collect more efficient ideas from all the staff and share out ideas to my people and maintain, - keep it going Share learning and assistance with others Evaluate the stage of the school library and see what can be improved Share it with other staff members of the school
Other eg questions I have, resources I need:
Phase 1
Development Support
• Practical Support– Purchase of library resources
• $30 000 budgeted to buy books and shelving for 2 schools• Library Systems: money budgeted for school library automation of 2
school libraries• Shelving: money budgeted for face out steel shelving for 2 school
libraries
• Evaluation & Development Support– Development of audit/evaluation framework with Anna Katoa,
CIMOE Audit Officer– Tools & Guides for use
Practical SupportPurchase of Library Resources
$30 000 – books and shelving for two schoolsBook purchasing – based on needs assessment :
Non-fiction : for eg – Bible stories, Pasifika folklore & Curriculum topics (insects, solar system, science concepts, celebrations etc.)
Reference : Encyclopaedias, Dictionaries
Fiction :Picture Books – From pre-school concepts to sophisticated picture booksBooks for emerging readers and reluctant readersContemporary fiction for older readers
Library Management System: allows the school to add catalogue records and and to monitor the issuing and returning of library items. It also provides detailed reports on how many items are borrowed for example from year groups, most popular items etc
Cataloguing Records:(Schools Catalogue Information Service - SCIS) An Australian company which provides a cataloguing service for Australian, New Zealand and international schools. Schools access the catalogue records over the Internet and load them directly into their school library management system such as Musac. SCIS saves time over manual cataloguing methods, creates consistency and alleviates the need for an expert cataloguer in each school
Practical Support - Library Systems – Providing Effective Access to & Management of
Resources
Development Support : Audit Checklist for Cook Islands School
Libraries
COOK ISLANDS
MINISTRY OF EDUCATION
AUDIT CHECKLIST FOR
SCHOOL LIBRARIES
Development Support : Audit Checklist for Cook Islands School
Libraries
Programme FrameworkPhase 2
• Action planning back in the Cook Islands
• Support and communication maintained through the blog
• Library resources arriving
• Library shelving arriving
• Library systems progress
Phase 2 – ongoing support
Phase 2 : Progress and Activity
Programme – Phase 3• Return visit from National Library advisers to the Cook
Islands for implementation support and ongoing professional development. Dates : 29 September – 15 October, 2008
Alice HeatherDyane Hosler
Programme – Phase 3National Library advisors working with the lead training group in the
Cook Island for ongoing professional development and implementation support
Two week programme will include:
• Help resolve issues around arrival and processing of the new resources
• Workshops with teachers on information literacy, the library resource cycle, library services, access and reading for students
• Training in use of Blog as a communication tool
• Joint planning and confirmation with the Literacy Adviser and Lead Teachers of objectives for the Library and Information Literacy Workshop planned for April 2009
• 3 day workshop on the six guiding principles of school libraries with all teachers in charge of Library Management from all Rarotonga schools.
Programme – Phase 4
• Continuing implementation of school library development in the Cook Islands
• Workshop for all teachers in April 2009
Impact of ProgrammeSummary of Results to Date
Impact of Programme
Avarua LibraryMONTH PLAN PEOPLE INVOLVED Completed
date
M
AY
PD with Principal
Principal
Lead teacher
4th Jun
JU
NE
Organize a library committee consisting of teachers and student librarians Extension of cable lines to allow network into the library computer
Purchase local reading materials
Sky Riders Fiction Novels purchased for the library
Put bar codes on every reading material within the library
Lead teacher/Staff members/Senior students
Principal/PTA
Lead teacher
Principal/AP/Lead teacher
Lead teacher/senior students
9th
18th
JU
LY
Install MUSAC automation programme
Identifying and cataloguing borrowers into the MUSAC programme
Lead teacher
Lead teacher/student librarians
3rd
7th
A
UG
UST
Catalogue library readers into MUSAC programme Setting up of Library computers provided by MOE
Lead teacher/committee/library students
Lead teacher
SE
PTEM
BER
Catalogue library readers into MUSAC programme
Implementation of MUSAC programme as main automation programme for Avarua School
Train library committees and student librarians how to implement the MUSAC
programme in terms of ‘Issue’ and ‘Returns’
Lead teacher/committee/library students
O
CTO
BER
Plan a class display timetable for school where each class is given a week or two to
display what they have done at the end of a unit study Upgrade library building (doors & windows)
Lead teacher/staff/
The FutureChallenges and Opportunities
• Sustainability and resources
• Continuing professional development and learning
• Long-term planning and implementation
• Develop exemplars and models
• Integration with the curriculum and assessment
• Involve Champions and decision makers
• Create ownership of the vision – government, teachers, community, students
• Collaboration
Farewell photo of group with NLNZ staff in Auckland
Sustainability and Working Together
Kaua e rangiruatia te hä o te hoe; e kore tö tätou waka e ü
ki uta.‘Do not lift the paddle out of
unison or our canoe will never reach the shore.’
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