School Libraries in the 21st Century

National Cathedral School

21st Century Students as Learners

More Powerful, Portable and Affordable

Moore's Law - The processing speed of microcomputers doubles every nine months.

Conventional Speed vs. Twitch Speed

Linear Processing vs.Parallel Processing

Text vs. Graphics

Step by Step vs.Random Access

Hyperlinks vs. Bibliography

Stand-Alone vs. Connected

Passive vs. Active

Patience vs. Payoff

Coming to School Means Powering Off

Work vs. Play

Reality vs. Fantasy

21st Century Library

Access

MigrationFrom print collections to digital collections

Access vs. Ownership

State of the Art Infrastructure and Hardware

21st Century Librarian

Hi-Tech vs. High TouchWhen does digitization not work?

Librarians Teach… Information Literacy

The ability to

Locate

Analyze

Synthesize

Evaluate and

Communicate information

Librarians Teach…Defining Needs for Information

Librarians Teach…Locating Appropriate Resources

Librarians Teach…How to Interpret Information

Librarians Teach…Reading as a Life Skill

Librarians Teach…Reading as a Life Skill

Librarians Teach…Reading as a Life Skill

Librarians Teach…Reading as a Life Skill

Librarians Teach…Reading as a Life Skill

Librarians Teach…Reading as a Life Skill

Librarians Teach…Reading as a Life Skill

Librarians Teach…Reading as a Life Skill

Librarians Teach…Reading as a Life Skill

Librarians Teach…Reading as a Life Skill

Research Results

• More than 60 research studies show that students in schools with well-equipped school libraries and qualified school librarians:– Learn more– Receive better grades– Score higher on standardized achievement tests than

their peers in schools without librariesSource:  School Libraries Work! NY: Scholastic Library

Publishing, 2007.  http://librarypublishing.scholastic.com/content/stores/LibraryStore/pages/images/slw_04.pdf

Research ResultsCollege library-related research studies show that students:

• Are unable to match broad subject information needs with the appropriate information database

• Cannot comprehend the large array of available search options (online catalog, databases, Web sites, etc.)

• Who do not use the library drop out at a significantly higher rate than do their library user counterparts

Source:   Oberman, Cerise. “Avoiding the Cereal Syndrome, or Critical Thinking in the Electronic Environment,” Library Trends 39 (Winter 1991): 189-202.

Brevik, Patricia Senn and E. Gordon Gee. Information Literacy Revolution in the Library (NY: Macmillan, 1989), 110-111.

Bibliography• Dede, Chris. “Planning for Neo-Millennial Learning Styles,” EDUCAUSE Quarterly

Number 1, 2005: 7-12.• Eisenberg, Michael B. et. al. Information Literacy Essential Skills for the Information

Age. Westport, CT: Libraries Unlimited, 2004. • Information Behaviour of the Researcher of the Future: A Ciber Briefing Paper, 2008.• stephenslighthouse.sirsidynix.com/archives/2008/01/information_beh.html• Logan, Debra Kay. “Putting Students First”, American Libraries January/February

2008: 56-59.• Loveless, Tom. The 2007 Brown Center Report on American Education: How Well

Are American Students Learning? Washington, DC: Brookings Institution, 2007. • Naisbitt, John. Megatrends. NY: Warner Books, 1982.• Prensky, Marc. Digital-Game-Based Learning. NY: McGraw-Hill, 2001.• School Libraries Work! (Research Foundation Paper)

librarypublishing.scholastic.com/content/stores/LibraryStore/pages/images/slw_04.pdf• Taylor, Terry. 100% Information Literacy Success. NY: Thomson Delmar Learning,

2007. • To Read or Not to Read: A Question of National Consequence. Washington, DC:

National Endowment for the Arts, 2007.• Weinberger, David. Everything Is Miscellaneous. NY: Henry Holt and Co., 2007.