21st Century learning in International School Libraries

Taaleem Schools, Dubai, half day institute for International School Librariansat Greenfield Community School,

Dubai, UAE 8th Dec 2010

Facilitated by Ingrid SkirrowCert Ed., M.A., MScEconILS

Ingrid SkirrowMy background in International Education and School Libraries:-

1. Coordinator Primary Library Services,

2. PYP coordinator3. Primary Class Teacher

2. IB PYP Workshop Leader role

3. IB OCC Faculty Member role

4. IASL Regional Director: International Schools Region

Welcome and introductions

Who we are………..

Welcome and introductions

......and what we hope to achieve during this afternoon sessions……….

Share – it! …………Post – it!

Afternoon timetable:Session 1: 13:00 –

14:15

Session 3: School Tour 14:15 – 14:30

Afternoon break: 14:30– 14:45

Session 3: 14:45 – 16:00

Getting started Developing understandings of:-

What 21st century learning is.The technologies we are using for library

professional development.Focus on practical strategies and resources

PLUS addressing your “burning questions”

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Focus key words/phrases21st Century Learning

Life-long learnersGlobal citizens

Knowledge SocietyInformation overloadInformation Literacy

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Creating life-long learnersReflecting on an interesting little You Tube video clip

A Vision of K-12 Students Today

Discuss, record and share: How information literate is YOUR school

community?“ A school community that places a high priority ( policy,

benchmarking, funding, and evaluation) on the pursuit of teacher and student mastery of the processes of becoming informed can be regarded as an information literate school community”

Ref : James Henri (2000, 2005) in “Leadership issues in the Information Literate School Community” ed. By Henri & Asselin

pub. Libraries Unlimited

Background information about the

International Baccalaureate

International BaccalaureateDiploma Programme

IB or DPEstablished

1969

Model of the IB Diploma Programme

The Library and the DPExtended Essay - research processTheory of KnowledgeAcademic Honesty (IB document)Ethical practice (IB Poster)CAS (Community, action, service)Subject based courses of study

MYPEstablished

1994

International BaccalaureateMiddle Years Programme

Model of the IB Middle Years Programme

The Library and the MYP

Personal project - “engages the student in independent inquiry and reflection” MYP “ encourages staff collaboration” and use of a joint planning document. Areas of interaction - includes information literacy, collaboration, organisation skills and attitudes, communication Emphasis on Community and Service

International BaccalaureatePrimary Years Programme

PYPEstablished

1997

Model of the IB Primary Years Programme

The Library and the PYP

PYP is an framework for learning through structured inquiry and developing concept questions. PYP Exhibition -for authentic performance assessment. PYP Transdisciplinary skills are comparable with the MYP areas of interaction. PYP Transdisciplinary themes called the Programme of Inquiry mainly replaces subject teaching. PYP planning supports collaboration.

IB documentation central to the concept of a continuum

between the programmes are:1. IBO Mission statement2. IBO Learner Profile booklet (2006)3. IB Programme standards and practices (2005)4. Towards a continuum of International Education

( 2002, 2008)

IBO Mission StatementThe International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

IBO Mission StatementThe International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

The IBO Learner Profile

IBO Learner Profile Booklet “The IB learner profile is the IBO

mission statement translated into a set of learning outcomes for the 21st century.” (p.1)

“The learner profile is a profile of the whole person

as a lifelong learner.” (p.1)

Sample of a ‘Library’ Learner ProfileInquirer Students develop information literacy skills that will

encourage them to become ‘life long learners’. They conduct purposeful, constructive research.

Thinker Resource-based learning encourages students to become critical thinkers and creative problem solvers. Students are independent, confident and discerning information users.

CommunicatorIn the library students are exposed to a range of visual, written (literary and factual) and oral skills and formats. Students are encouraged to be curious, express their own ideas and interpret the ideas of others.

Risk taker Students are prepared to take risks and show enthusiasm in learning new information skills and technologies within the library.

KnowledgeableStudents are exposed to a wide range of information sources, including print (literary and factual), electronic and audiovisual technologies. In the library students develop the capacity to recognise a need for information, to know how and where to find it from these sources, and how to select, organise and communicate it to others.

Principled In the library students are encouraged to respect the rights of other community members in the sharing of facilities and resources. Students show integrity by the use of academic honesty in their studies.

Caring Students empathise with the experiences of others who are different from themselves in their reading of literature and research. The library seeks to develop a lifelong love of reading among our students.

Open-minded In the library students are exposed to a wide range of literary and factual texts reflecting different cultures, perspectives and languages. These texts extend the students cultural understandings.

Balanced Students are provided with a variety of literature and technologies within the library that contribute to their personal, social and educational growth.

Reflective In the library students are encouraged to reflect on the

importance of literature as a way of understanding one’s self and others.

Ref: Yvonne Barret 2004 AISS

Available on the IBO’s OCC (password needed)

Handout available

“...A school’s curriculum includes all those student activities, academic andnon-academic, for which the school takes responsibility, since they all have an impact on student learning....”

Discussion point: what opportunities are there for librarians to make a difference for the students considering academic and non-academic aspects?

IBO Learner Profile Booklet March 2006, p.2

Relating the IB programme

Standards and Practices to the school library

Standard B1 Heading: Organisation

“The school demonstrates ongoing commitment to, and provides support for, the programme through appropriate administrative structures and systems, staffing and resources” (p.4)

“The school recognises and promotes the role of the library /media centre in the implementation of the programme” (p.5)

Standard B1: Organisation Point 18:

Role of library Appropriate administrative structures & systems Staffing Resources Recognition Promotion Implementation

Questions raised by Point 18:How will the ’school’ demonstrate ongoing commitment and support?What is the role of the school library [and the school librarian] going to be?Who will manage the school library ;what qualifications will they require?What are ‘appropriate’ administrative structures?What are the ‘appropriate’ systems to put in place?What should the staffing be to ensure efficient use of the school library?What resources will be needed? How will these be provided? From where?What recognition of the importance of the resources, library, librarian, will need to be made? By whom?How can this all be promoted? Who will promote? When? Where?What is the school specific programme of inquiry / studies and how will the library [librarian(s)] help implement the programme?How will inquiry learning take place in the library?What library specific teaching will need to be incorporated into the developing school programme of studies, and what will need to be ‘stand alone’? [conti..]How will the librarian [or the other teachers] ensure the integrity of a well-structured library programme? Will it be necessary?How will information literacy and reader development become more of a whole school focus? What will the school librarian’s role be in this?

Other IB standards and practices to consider?

Programme Standards and Practices Section C

Standard C1: A comprehensive,

coherent, written curriculum, based on the requirements of the programme and developed by the school, is available to all sections of the school community.

Point 17: The programme of

inquiry and corresponding unit planners are the product of sustained collaborative work involving all the appropriate staff.

And … Standard C2: The school has

implemented a system through which all teachers plan and reflect in collaborative teams.

Point 2: Planning at the

school takes place collaboratively.

Collaboration:what does it look like?

1. Collaboration with class/subject teachers2. Collaboration with programme co-

ordinator(s)3. Collaboration with school administrators4. Collaboration with ICT5. Collaboration with other specialists (e.g.

language teachers, ESL/LOTE, PE, music, art)

6. Collaboration with other Librarians – in school and out.

1. Collaboration with Class Teachers Participate in planning [Units of Inquiry] with grade level teams Know your school’s curriculum documents Support curriculum development with new resources Include Library teaching activities within the PYP/MYP planners Plan for shared teaching responsibilities which encourages

whole class, group or independent student inquiry Create resource bibliographies and publicise either through

display, email to staff or webpage. Use the resource forum on the OCC

Read up on grade level/department minutes of meetings (if you cannot attend)

Know what is happening outside the library! Go into the classrooms

2. Collaboration with the IB programme Coordinator

Be included when planning units and whole school curriculum and policy documents

Keep lines of communication openAsk for help and support!Schedule a regular meeting time to catch up on informationAttend all in-house programme specific

workshops - you are also part of the school!

3. Collaboration with School Administrators

Develop and share annual library action plan/goals and budget plan with others

Demonstrate ‘creative professionalism’ - willingness to explore and share ideas and practices

Work with administrators to educate parentsBe a visible presence in the school newsletter,

library online newsletters and school websiteKeep up to date with library statisticsPromote your successes!

4. Collaboration with ICT

E-learning E-resources Use ICT to update your own skills Be part of the ICT strategic planning Be aware of budgeting deadlines Team teach don’t duplicate Update library internet and intranet web pagesRead this today: Re-imagine, Rejuvenate, Renew:

Beyond Library Media Specialist 2.0 http://eduscapes.com/sessions/reimagine/

5. Collaboration with Specialists

Suggest specialist scheduled meeting timesNetwork with other ‘single subject’ teachers - they’re

on their own too!Support collection development in their areasDevelop host country and mother tongue resources

Teacherlibrarianwikihttp://teacherlibrarianwiki.pbwiki.com/

                                Online curriculum centrehttp://occ.ibo.org/ibis/occ/guest/home.cfm

Library Success: A Best Practices Wiki

http://www.libsuccess.org/index.php?title=Main_Page

ECIS iSKOODLE: http://moodle.ecis.org/

http://www.school-libraries.net/

6. Collaboration with other Librarians

IASL (International Association of School Libraries) School Libraries Online http://www.iasl-online.org/

What may this mean for me?

Will it mean changes in practice?

Handout available

Regroup into mixed programme groups of 5’s on 6 tables!

Carousel activity to address burning issues/questions from today

• How to inspire children and the library space• Policy and procedures – what is needed?• What technologies does your school use?• Resourcing the library – what?where?who?• Strategies for reading in the library: Reading , for research.This is a timed brainstorming activity where the prepared

sheets rotate around the tables for you to come up with the answers. Write big, bold and brave ready to share!

burning issues/questions from past workshops

-Developing a community of IB librarians-Connecting library and IT in IB schools-Library Management systems-Marketing and promoting the school library ( advocacy)-Collection Management-Policy writing for the library

This is a timed brainstorming activity where the prepared sheets rotate around the tables for you to come up with the answers. Write big, bold and brave ready to share!

Carousel follow-upAfter posting on wall for display, it is time for reflection!

Talk a walk around the room reading the KP’s produced already considering the following:-

“What does the IB/school library look like and, what is the role of the IB/school librarian?”

Discuss in your small mixed carousel groups ready to feedback to whole group ( be creative when planning your feedback!)

Emerging common understandings from workshops

1. What we believe2. How we define our roles

3. Issues we struggle with

1. What we believe Library is important to students.

We connect with the whole school and parent community.

We support teachers and programmes.We connect emotionally with kids, books

and reading.We introduce information literacy as part of

lifelong learning agendas.We select multi-modal, multicultural and

multi-lingual resources when developing our library collections.

We support learning beyond the school.AND...We are great at organising PR

events!

2. How we define our roles1. As partners in teaching and learning, working

collaboratively with other teachers and parents to improve reading and information literacy through inquiry.

2. As organisers and managers of library spaces through collection development, scheduling, maintenance of the library space and resources.

3. As contributers to lifelong learning through developing and supporting real and virtual learning environments.

3. Issues we struggle with (share)

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Information Literacy

[IL] background

1974 - USANational Commission on Libraries

and Information Science reportPaul Zurkowitz proposes “ the achievement

of a universal information literacy goal by 1984”

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Information literacy : from UNESCO’s ‘Prague Declaration’,

2003“.........Information Literacy encompasses knowledge of one’s information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address issues or problems at hand.It is a prerequisite for participating effectively in the Information Society, and is part of the basic human right of life long learning........”

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Information literacy : from UNESCO’s ‘Prague Declaration’,

2003“.........Information Literacy encompasses knowledge of one’s information concerns and needs, and the ability to identify, locate, evaluate, organize and effectively create, use and communicate information to address issues or problems at hand.It is a prerequisite for participating effectively in the Information Society, and is part of the basic human right of life long learning........”

2005 CILIP definition of IL“Information literacy is knowing

when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner”.

[Chartered Institute of Library and Information Professionals, UK]

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Focus on Inquiry: Wilson & Jan 2007 p. 14

“The effective use of suitable resources ( material and human) enables inquiry to become an information-rich learning process……In an era of ever increasing and rapidly changing information provision and presentation, it is important that students are taught how to critically select and use resources best suited to their information needs.”

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Towards Information Literacy Indicators: Catts & Lau(2008) for UNESCO

“IL skills are necessary for people to be effective lifelong learners and to contribute in knowledge societies”

p 9, quoted from the Alexandria Proclamation of 2005

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Towards Information Literacy Indicators: Catts & Lau(2008) for UNESCO

The IL skills applicable across all domains of human development are:-

a. Recognise information needsb. Locate and evaluate the quality of informationc. Store and retrieve informationd. Make effective and ethical use of informatione. Apply information to create and communicate

knowledge

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Information behaviour of the researcher of the future.

11 January 2008, British Library and the Joint Information Systems Committee.

“Research into how children and young people become competent in using the internet and other research tools is patchy but some consistent themes are beginning to emerge:

Information literacy of young people, has not improved with the widening access to technology…………

Little time is spent in evaluating information, either for relevance, accuracy or authority…………..

Young people have a poor understanding of their information needs and thus find it difficult to develop effective search strategies.”

Academic Honesty Cross programme collaboration• Developing a school librarian ‘community of learners’. • Interpreting the IB Standards and Practices for the school

library• The role of the school librarian• The IB learner profile in the library• Information literacy• Reader Development • Web 2.0 in the library• Academic Honesty

Academic Honesty activityAH across the three programmes:-

Move into age level groups: share experiences, discuss, brainstorm, record your views on the subject.

Use the previous workshop products to plan for a simple continuum of AH for your programme age groups.

Be ready to share this.Each group share findings to others. Display3r’s: read, reflect, ‘rite – using a post-it, add any

comments you may have about the continuum created.

Information Literacy, Inquiry and the IB programmes

Guiding learning in the library

Ref: Kuhlthau et al ( 2007) “Guided Inquiry: Learning in the 21st century”

What guided inquiry is NOT and ISGuided inquiry is NOT Guided Inquiry IS

Preparation solely for the test Preparation for lifelong learning

An add-on subject Integrated into content areas

Isolated information skills Transferrable information concepts

Relying on one textbook Using a variety of sources

Finding answers to a prescribed question

Involving students in every stage of the learning, from planning to the final product

Curriculum without meaning to students

Curriculum connected to the students’ world

Individual students working exclusively on solitary tasks

A community of learners working together

Solely teacher directed Students and teachers collaborating

Overemphasis on the end product Emphasis on the process and product

1. Connecting Information Literacy [IL] skills to Transdisciplinary Skills [TS]

Big6SkillsModel

Pathways to Knowledge Model: Papas & Tepe

Follett

AASL/AECT

California

Colorado

WLMA-Washington

INFOhio

2. Connecting IL to TS

3. Connecting IL to TS

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Professional Development for the school librarian

Teacherlibrarianwikihttp://teacherlibrarianwiki.pbwiki.com/

                               Online curriculum centrehttp://occ.ibo.org/ibis/occ/guest/home.cfm

Library Success: A Best Practices Wiki

http://www.libsuccess.org/index.php?title=Main_Page

http://librarianscontinuum.wikispaces.com

ECIS iSKOODLE: http://moodle.ecis.org/

http://www.school-libraries.net/

Will it mean joining a community of

IB Librarian learners?

IASL (International Association of School Libraries) School Libraries Online http://www.iasl-online.org/AND http://iaslonline.ning.com

NINGS for librarians

PYPThreads: http://pypthreads.ning.com/?xg_source=msg_mes_network

Flatclassrooms: http://flatclassrooms.ning.com/group/pyp

IASL:International Region :http://iaslonline.ning.com/group/regioninternationalschools

Wikispaces for librarians My wiki collection:- http://www.wikispaces.com/user/my/skirrow

ISTE: http://sigms.iste.wikispaces.net/bookwebinar

Children’s literature for the LP

Learner Profile Books on www.Librarything.com

and library displays

Book lists for librariansLibrary Thing:

http://www.librarything.com/profile/PYPWSL

Shelfari: Edushelf: - http://www.shelfari.com/edushelf/shelf?ec=7DA6171EB3E8T2S18204

Book info.sign-upAustralEd: http://www.australed.iinet.net.au/

Other social networks for librariansOCC ( password protected)

ECIS iskoodle Librarians maillist (sign-up)

Famous Librarian websites and feeds

Joyce Valenza: http://www.sdst.org/shs/library/jvweb.html

Doug Johnson ( Blue Skunk): http://www.doug-johnson.com/

David Warlick: (IT) : http://davidwarlick.com/wordpress/?page_id=2

Stephen Heppell: ( IT) : http://rubble.heppell.net/heppell/biog.html

Debbie Abilock: http://www.noodletools.com/debbie/bio/

Literacy & Learning in the 21st Century

www.slideshare.netThese are the slides for a keynote address delivered by David Warlick/The Landmark Project

Librarian’s Conferences

Does your library have web presence?

Open discussion and sharing:-

Samples of Web 2.0 applications in the library

Conclusion“ There is no perfect model. There is only the recognition

that something must be done to ensure that information literacy is effectively incorporated into a school’s curriculum. What works for one library media specialist will not necessarily work for another. It is not a straightforward, linear process. However, a collaborative effort, led by the library media specialist, to develop a process for including information literacy skills into all levels of the curriculum will ensure that the library media center is the center of ‘information power’ in the school.”

Byerly and Brodie ( 1999) in Learning and libraries in an Information age ed. Barbara K. Stripling

Exit Card What has ‘clicked’ today for you! What are you going to take and use! Write it down!

………………Any questions?

Certificates

The end

Spare slides

It is break time!Enjoy!