ifla2010 louisa marquardt
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ITRANSCRIPT
School Libraries: a Key Role for Key Competences
in Europe
A Contribution by
Luisa Marquardt
(IASL Europe – Univ. “Roma Tre”)
Gothenburg, Aug. 9th, 2010Burgardens Gymnasium - Conference Center
Skolbibliotek
To the Pre - IFLA Conference on
“The Future for School Libraries in a
National & International Perspective”
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Luisa Marquardt: bio
I teach LIS at the
School of Education of the University “Roma Tre”
and I’ve been professionally involved in school libraries,
school librarianship and information literacy since late ’70s.
I take part in work and research groups in Italy and abroad.
I’m a member of several associations (AIB, AIDA, IASL, IFLA, LAG
Schulbibliotheken) and groups (e.g., ENSIL, currently a Foundation). I
publish on library journals. I collaborated with Caspur for many years
(since 2003: initially at the Digital Library Services, then in the
Ministerial Project “Biblioteche nelle Scuole”).
I’m also responsible of a small community library in Roma, the
Biblioteca Statuario.
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Questions
Is there any future for school libraries in
Europe?
What will the future of school libraries be?
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Outline
1. Introduction: key competences according to
the EU framework
2. The future for school libraries
3. The future of school libraries
4. Conclusions
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1. Introduction
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Scenario
We live in transitional, complex, high demanding societies: new skills and literacies are required (e.g., information & media literacy, technological skills, life skills, communication and interpersonal skills, crosscultural and multilanguage skills etc.).
In most EU countries the financial crisis, the recession, the change in migration policies etc. are affecting many aspects of their societies and labour market, but the projections show us the need for medium and high skilled work force.
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New Skills and Competences for New Jobs
“To provide job opportunities for all and create a more competitive and sustainable economy, Europe needs a highly skilled workforce able to meet current and future challenges. To ensure this, it is urgent to invest in the right skills and improve matching of jobs with these skills in the EU, by effectively anticipating future trends”
(http://ec.europa.eu/social/main.jsp?catId=568&langId=en)
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Work force in EU: Projection ’10-’20
16 millions of highly qualified and 4 millions
medium-qualified labour force required
(See: Cedefop 2010, p. 63, http://www.cedefop.europa.eu/EN/Files/3052_en.pdf)
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Key role of education
Education and School instruction play a crucial role in providing learners with key competences in a LLL perspective, as we can learn from studies on the impact of education and training on social and economic development (e.g., IALS, PIRLS, PISA, Cedefop etc.) or from official documentation (e.g., EU Council, Council Conclusions of May 2010 on the social dimension of education and training, “Official Journal of European Union”, 26.05.2010, 2010/C 135/02)
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From competence to “key competences”
Competence: the ability to meet a complex demand
Key competence: competences of prime
importance for a successful life and effective
participation in different fields of life (SFSO, 2001)
See: Rychen 2004 on the OECD Project “DeSeCo” (Definition and
Selection of Competences: Theoretical and Conceptual Foundations)
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Key competences for lifelong learning
“a combination of knowledge, skills and attitudes appropriate to the context. They are particularly necessary for personal fulfilment and development, social inclusion, active citizenship and employment.”
(http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11090_en.htm)
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Key Competences: 3 categories
1. Acting autonomously: mainly relates to
one’s personal identity building and his/her
acquisition of autonomy (as the ability of
making proper decisions, but not isolated
from the context)
See: Rychen 2004 on the OECD Project “DeSeCo” (Definition and Selection of
Competences: Theoretical and Conceptual Foundations)
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Key Competences: 3 categories
2. Using tools interactively: where “tools” are
language, information, knowledge, not only
the physical, material or digital ones. They
are used interactively in order to develop
awareness and make informed decisions.
See: Rychen 2004 on the OECD Project “DeSeCo” (Definition and Selection of
Competences: Theoretical and Conceptual Foundations)
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Key Competences: 3 categories
3. Interacting in socially heterogenous
groups: living in multicultural and
multilinguistic societies - where diversity has
become their feature - implies the ability of
building bridges, interact in a constructive
way.
See: Rychen 2004 on the OECD Project “DeSeCo” (Definition and Selection of
Competences: Theoretical and Conceptual Foundations)
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What about Key Competences in EU?
The European Union (EU) describes 8 key
competences in its framework which are not
too far from the above mentioned three
“DeSeCo” three categories.
We can find many communalities.
Let’s have a closer look at them.
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EU Eight key competences (a)
1. communication in the mother tongue which is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts;
2. communication in foreign languages which involves, in addition to the main skill dimensions of communication in the mother tongue, mediation and intercultural understanding. The level of proficiency depends on several factors and the capacity for listening, speaking, reading and writing;
3. mathematical competence and basic competences in science and technology. Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge. Basic competences in science and technology refer to the mastery, use and application of knowledge and methodologies which explain the natural world. These involve an understanding of the changes caused by human activity and the responsibility of each individual as a citizen;
4. digital competence involves the confident and critical use of information society technology (IST) and thus basic skills in information and communication technology (ICT);
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EU Eight key competences (b)
5. learning to learn is related to learning, the ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities;
6. social and civic competences. Social competence refers to personal, interpersonal and intercultural competence and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in the different environments in which individuals operate is essential. Civic competence, and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation;
7. sense of initiative and entrepreneurship is the ability to turn ideas into action. It involves creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. The individual is aware of the context of their work and is able to seize opportunities which arise. It is the foundation for acquiring more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and promote good governance;
8. cultural awareness and expression which involves appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media (music, performing arts, literature, and the visual arts).
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2. The Future for School Libraries
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Questions
Is there any future for school libraries?
Is there any future for libraries, librarians and
their associations?
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A future for libraries, librarians and their associations?
Libraries and their associations have a future, as we learn from e.g., CILIP “Defining our professional future” Project – and, at professional level, new skills will be required in:
Web 3.0, mobile technologies, e-journals, digital resources, health sector etc.
Visit:
http://www.cilip.org.uk/news-media/Pages/news100729.aspx
Report and PPT (July 2010)
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Q: Is there any future for SLs?
Library Associations and Experts have
developed several useful models, standards and
approaches in the field of information literacy:
the educational role and responsibility of school
and academic libraries is clearly underlined.
They are useful reference tools, not only in terms
of information seeking, retrieving and using, but
also for the creative, social, ethical issues and
dimensions implied in the creation of new
information and knowledge.
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Q: Is there any future for SLs?
AACRL
SCONUL “Seven Pillars”
ANZIIL
ALA/AASL
Guided Inquiry
Etc.
Information Literacy models, standards and approaches
University level
School level
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Q: Is there any future for SLs?
DeSeCo KCs
1. Acting autonomously
2. Using tools interactively
3. Interacting in socially heterogenous groups
EU 8 KCs
1. communication in the mother
tongue
2. communication in foreign
languages
3. mathematical competence
and basic competences in
science and technology
4. digital competence
5. learning to learn
6. social and civic competences
7. sense of initiative and
entrepreneurship
8. cultural awareness and
expression
IL standards and
approaches
AACRL
SCONUL “Seven
Pillars”
ANZIIL
ALA/AASL
Guided Inquiry
Etc.
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We can say: yes, there is especially if we
consider the school library as a special
environment where those key competences
can be effectively acquired.
Q: Is there any future for SLs?
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A special learning environment…
the school library, as a combination of
3 basic elements – qualified staff, well equipped,
functional and welcoming space, rich
collection - in a project and networking
perspective, deeply connected to the school
curriculum and the community.
(IFLA/UNESCO SL Guidelines and Manifesto 1990, 1995, 1999)
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… for raising Informed Citizens
Active participation in the societal and
productive life, e.g., through an effective
education in:
Information literacy
Autonomous learning
Social responsibility
(ALA, AASL)
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3. The Future of School Libraries
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How could this future be?
Educational, Cultural and Social Policies
Proactivity: both at School and Library
Institutions, Organisations and Associations
level and at individual level
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Constraints
Lack of proper national and EU policies
(often driven by the pressure of industry
lobbies, e.g., ICT) and funding ( budget,
provision, staff cuts)
Lack of proactivity among professionals and
their associations
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Associations’ role
Library associations can play a relevant role in
many ways:
developing standards, tools, advocacy etc.
professional development and training: joint
activities addressed both to school librarians
and public librarians in order to stimulate a
more effective cooperation (e.g., Palestine,
Portugal, Italy etc.)
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Associations’ role: a useful example
RUSLA (the Russian School Library Association) is:
participating to both parliamentary commissions on new laws for cultural heritage and education (school instruction)
Developing a new profile: not the “teacher- librarian”, but the “teaching librarian”
Promoting several meetings at different level
Publishing journals targeted to the several “publics” of a library (pupils and students, parents, teachers, librarian) and in different fields (reading promotion; history and cultural heritage)
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School Library
Meeting at the Yeltsin
Presidential Library
St.Petersburg March
2010
(Photo: LM 2010)
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Associations’ role
CILIP endorsed School Libraries as one of its
6 points strategic plan
Joint actions for advocacy:
e.g., “A library in every school”:
ENSIL with CILIP, SLA, IASL and IFLA
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International cooperation
Establishing or strenghtening relationships
between institutions and associations in
different countries in order to share
information, contents, training (e.g., Erasmus
/Comenius Projects etc.), endorse a
campaign (e.g. Equal Education “1 school, 1
library, 1 school librarian”)
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International cooperation
Developing and experiencing new models
(e.g., the “brede school” broad school: the
library at the community crossroads)
“Brede School” in Werden, NL (Photo: LM 2008)
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International cooperation
Collecting data and providing evidence etc. (e.g.,
useful for advocacy and lobbying)
Establishing a joint forum where the above
mentioned issues can be discussed and developed
in “white papers” to be submitted (e.g.) to EU or
other significant bodies.
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What’s on in Italy?
SL/IS job position: not (officially) existing yet. Anyway it is an extension of teachers’ training and professional development (the “teacher-librarian”)
Financial and staff cuts
Lack of education and training in school librarianship both in Teachers’ education and training and Librarian/archivist/information specialist’s education and training
School Library and Reading Projects in a “limbo”, stand-by
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…anyway new neverending efforts!
Palermo 19.04.10
Ostia 27.10.’09
Rome
Nov.’09
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Actions recently taken in Italy
Letters addressed to the Minister for Education and various officers entitled of library, reading and ICT projects by:
1. the AIB CNBS (Italian Library Association – National SL Committee) with proposals about relaunching school libraries and nominating a qualified and certified coordinator for each school library network
2. IASL Europe “A school, a library, a SL/IS” and proposals (e.g., ISLM)
Meetings:
1. AIB CNBS (+ IASL Europe) Ministry for Education (23.07.2010)
2. IASL Europe Presidential Library (29.07.2010)
3. IASL Europe UNESCO - Italian Commission (03.08.2010)
Communication: AIB etc. list-servs, blogs and websites, school and library journals and newsletter
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4. Conclusions
A urgent need for tightening efforts and
joining forces together keeping very clear in
our minds that every child, every pupil
deserves top class library services in his/her
school in order to effectively acquire key
competencies for his/her bright future (and a
bright future for peaceful societies)!
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Further information
ENSIL www.ensil.org
(you can join the list-serv free of charge)
IASL www.iasl-online.org
Join IASL! Visit its meeting place: iasl.ning.com
IFLA www.ifla.org
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Get involved! Get on board because…
Libraries are really important for our children!
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References
Cedefop (2010), Skills Supply and Demand in Europe. Medium-term Forecast up to 2020. Luxembourg : Publication Office of the European Union. Available in PDF format at URL http://www.cedefop.europa.eu/EN/Files/3052_en.pdf
Cidree (2008), A toolkit for the European Citizen. The implementation of key Competences. Challenges and Opportunities. Brussels : Cidree – Consortium of Institutions for Development and Research in Education in Europe. Available in PDF format at URL: http://www.cidree.be/uploads/documentenbank/52d4eddca5f913bbd6696e6f41a07fff.pdf#page=96.
Cilip (2010), Designing Our Professional Future. Report to Cilip Council. July 2010. London : Cilip. Available in PDF format at URL http://www.cilip.org.uk/get-involved/cilipfuture/Documents/Defining%20Our%20Professional%20Future%20-%20Report%20to%20CILIP%20Council%20July%202010.pdf
Cilip (2010), School Libraries in the UK: a worthwhile past, a difficult present – and a transformed future?. Main report on the UK National Survey commissioned by CILIP School Library Group and prepared by David Streatfield, Sue Shaper and Simon Rae-Scott. London : Cilip. Available in PDF format at URL: http://www.cilip.org.uk/get-involved/special-interest-groups/school/Documents/strategic-school-libraries-report.pdf
European Union, http://europa.eu/legislation_summaries/education_training_youth/general_framework/c11086_en.htm
Lastrucci, E. (2006), Pro-social Competencies and Citizenship Education, in Ross, A. (ed), Citizenship Education: Europe and the World, CiCe, pp 175-186. Available in PDF format at URL: http://learning.londonmet.ac.uk/cice/docs/2006-175.pdf
Marquardt L. (2008), The Leopard’s Spots on the Move. School Libraries in Europe, 18.08.2008. Available in PDF format at URL http://eprints.rclis.org/17928/
Rychen, D.S. (2004), Lessons from an interdisciplinary and policy-oriented approach, in Descy, P. – Tessaring, M. (eds), The foundations of evaluation and impact research (…). Luxembourg : Office for Official Publications of European Communities. (Cedefop Reference Series, 58)
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Many thanks for your attention and
…let’s keep in touch!