Tag Archives: Learning

Why read? Change the world and change yourself

Posted on by
1

The phrase 21st century literacies still has momentum even though we are 15 years into the new century and there are diverse opinions as to what should be included as one of these literacies.. One example of this discussion comes from the USA where teachers and teacher librarians (TL) are working with multiple literacies – visual, digital, textual and technological (SLMS Role in Reading Task Force, 2009), and having to implement them from curriculum documents into their classrooms. With the expanding demands on time teachers and TLs are using flipped classroom techniques to cover all the learning content their students need. The question “why read?”does seem to be valid.

One reason for students to read is that it can change the world or at the very least their standing in the world. The Organisation for Economic and Co-operation and Development (OECD) has as its mission statement “to promote policies that will improve the economic and social well-being of people around the world”, (“The Organisation for Economic,” n.d.). The OECD is not a group of educators but it is revealing that one of the activities this organisation undertakes is a regular assessment of educational growth in countries. Even more so one of its reports states  “Reading skills are more important than ever for economic and social interaction in the modern world”.  (“OECD Reports Emphasise Reading,” 2002). The report also recognizes the importance of reading proficiency for employment “despite the development of other new forms of oral and visual communication”  (“OECD Reports Emphasise Reading,” 2002). In the research conducted on behalf of the OECD students age 15 years from participating countries are tested in reading and also surveyed about their social-economic backgrounds and whether they read in their own time. Obviously the degree to which teenagers are engaged in reading varies from country to country but the OECD research found that students from disadvantaged backgrounds who read a lot get higher reading scores that those from more fortunate backgrounds but who do not read. Their conclusion was that “finding ways to engage students in reading may be one of the most effective ways to leverage social change,” (“OECD Reports Emphasise Reading,” 2002).

 Another reason for students to read is that is enables the reader to grow as a person. Through reading students gain enjoyment, develop imagination and gain inspiration. They can experience emotions, circumstances and events vicariously, they develop empathy though identifying with characters, (Lynch-Brown, Tomlinson, & Tomlinson, 2005, p.4). They can connect with their own heritage and gain an understanding of the cultures and values of others. They can develop moral reasoning. As they read they develop personal preferences and tastes in literature. In fact as the student develops as a reader they become more motivated by self selection of materials and critical of the literature they read.  (Lynch-Brown, Tomlinson, & Tomlinson, 2005, p.5). All of these attributes are qualities and strengths educators and parents would want for their students.

So with the OECD’s call to find ways to engage readers and Tomlinson’s description of the personal benefits of reading why is it that students do not read? Kelly Gallagher, author of the book Readicide: How schools are killing reading and what you can do about it, states that students lose interest in reading at school because they are forced to “jump through hoops” once they have read the books they have been assigned, (White, 2009). Stephen Krashen asserts that the only way students can become good readers is to let them read (Krashen, 2004. p. 37). He states teachers should allow the students to select what they want to read without giving them assigned work once they have read it,. He calls this Free Voluntary Reading (FVR) and research has shown that FVR reading leads to better reading comprehension, writing style, spelling and grammatical development and FVR in school leads to students reading for pleasure outside of school time (Krashen, 2004. p17).

One of the best resources to encouraging students to read is a library. Research findings in the UK have seen that, “non-library users were found to be more than three times more likely to only read when in class, and more than three times more likely to state that they cannot find anything to read that interests them, and almost three times as likely to rate themselves as not very good readers compared to library users,” (Education standards research team, 2012, p.27). In fact “the research found a link between library use and reading for pleasure; young people that use their public library are nearly twice as likely to be reading outside of class every day,” (Education standards research team, 2012, p.27). Students with access to school libraries do more reading than students who had access to a book collection without a librarian (Krashen, 2004. P 59).

 So why read? To change the world, to change yourself and because it can be fun.

 

References

Education standards research team. (2012, May). Research evidence on reading for pleasure. London: Department for Education.

 

Gallagher, K., & Allington, R. L. (2009). Readicide: How schools are killing reading and what you can do about it. Portland, Me.: Stenhouse.

 

Krashen, S. D. (2004). The power of reading: Insights from the research (2nd ed.). Westport, Conn.: Libraries Unlimited.

 

Lynch-Brown, C., Tomlinson, C. M., & Tomlinson, C. M. (2005). Essentials of children’s literature (5th ed.). Boston: Allyn and Bacon.

 

OECD Reports Emphasise Reading Skills, Teacher Supply as Keys to Educational Success. (2002, November 13). Retrieved November 22, 2014, from http://www.oecd.org/edu/school/oecdreportsemphasisereadingskillsteachersupplyaskeystoeducationalsuccess.htm

 

The Organisation for Economic Co-operation and Development (OECD). (n.d.). Retrieved November 22, 2014, from http://www.oecd.org/about/

 

SLMS Role in Reading Task Force. (2009, July). What Every SLMS Should Know about Teaching Multiple Literacies Strategies [Microsoft powerpoint]. Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0CC8QFjAC&url=http%3A%2F%2Fwww.ala.org%2Faasl%2Fsites%2Fala.org.aasl%2Ffiles%2Fcontent%2Faaslissues%2Ftoolkits%2Fslroleinreading%2Frrtfmultipleliteracies.ppt&ei=lppwVOmBGIrjywOxuYGgCg&usg=AFQjCNFoozLpK9k3PxGpEnQnqLXNybS-4g&sig2=7fyuT5QinOroMYwNAPAW-w&bvm=bv.80185997,d.ZWU

White, A. (2009, July 1). Kelly Gallagher Readicide Part 2 [Video file]. Retrieved from http://www.youtube.com/watch?v=WJ6t09DxXO4

 

 

 

 

 

Literature across the curriculum – initial thoughts

Posted on by
Reply

In my first year teaching, many years ago, I worked at Rutherford High School in New Zealand. One of the subjects I taught was called Humanities – that was a posh name for ‘Social Studies’. I particularly loved the curriculum they had then at Rutherford High. Each unit had about four or five novels (with multiple copies of the titles) linked with it. One unit was on Industrialism and there were some great novels linked with it set in Victorian times showing the impact of this phenomena on society through story. The students were expected to read at least one of the associated novels, more if they wanted to. They kept a reading log and were invited to complete a reading response. I found this way of teaching a particular period or concept in the Humanities curriculum very empowering. The students not only had the opportunity to learn facts, skills and concepts linked with Social sciences they had them come alive in their imaginations as they read story. When I saw the title of this course I immediately though of that curriculum and the success I felt it had for my student’s learning.

Many years later I am working in a school that runs all three programmes of the International Baccalaureate.  The Primary Years Programme which is for children age 3 – 12 is Inquiry based and in my role as librarian I bring literature links to the units of Inquiry as well as Information literacy links. Our students come from a range of cultures and backgrounds and many of them have English as their second language. We use picture books and stories to proved links with curriculum. This often also helps students develop vocabulary and concepts around the unit. An example of this is our students in Prep (age 5) were Inquiry into water. We used the story Rain School by James Rumford to show how rain can be destructive in some communities. The story is set in Chad and the children have to make their school from mud bricks. Their first lessons are how to build the school. They then learn how to read and write over the next few months until the end of the school year. Then the rains come and wash away the entire school building. This really captures their imaginations and we begin to use vocabulary like floods, monsoon, and develop some of the degrees of rain as well, showers, deluge and so on.

I am hoping that this course will enable me to understand the value of literature for children’s learning and develop strategies to help my colleagues at Istanbul International Community school to integrate literature in their curriculum areas.

References

Rumford, J. (2010). Rain School. Retrieved November 16, 2014, from James Rumford website: http://jamesrumford.com/jamesrumford.com/Rain_School.html

Rumford, J. (2010). Rain school. Boston: Houghton Mifflin Books for Children.

Evaluation – making time for learning excellence

Posted on by
Reply

All teacher librarians, whether they are working in a team or solo, have many demands on their time and resources. At all times we need to decide what to give our attention to and make that decision in the light of what will most benefit the student learning in our libraries and schools (Karabush & Pleviak, 2011, p.49). A collection evaluation may seem like one of the tasks that should be put off simply because it is time consuming and can seem removed from the teaching and learning focus.

Yet a collection evaluation can make an invaluable contribution to the teaching and learning goals of the school through evaluation of resources and effective use of budget money. A collection evaluation shows clearly where a collection is in deficit and in need of development. It can show where to place precious funds in order to maximize learning impact (Hughes-Hassell & Mancall, 2005, p.40). The collection strengths and weaknesses should be evaluated against library standards and educational goals and mission of the school.
An evaluation can be conducted on on a particular area of the collection rather than the whole collection. This way the teacher librarian can concentrate on particular focus points each year as part of the overall library planning and goal setting. Once an area has been identified as a focus teachers, students and volunteers can participate in the evaluation process. Also as part of the annual library plan time, resources and possible methods can be allocated to the evaluation process. The area of the collection under scrutiny will dictate the methods chosen for the evaluation.
Two areas on our collection spring to mind when reading about evaluation. The hardest one for me is the International Languages Collection (known as Mother Tongue resources in International Baccalaureate schools). Our school has many students who are learning in English language but for whom English is not their first language. research is showing that the more years of education in first language the better the students are at their own language and the target (in our case, English) language (Skutnabb-Kangas & Phillipson, 2009).  We have been developing our Mother Tongue collection throughout the time I have been at the school but in a haphazard way of simply receiving donations from generous families who are moving overseas. I need to try to evaluate this part of our collection and then work on a plan to purchase high quality resources. I cannot complete this evaluation on my own as I am only fluent in English language. I will need to create an evaluation guide for parent or student volunteers.
The other area is the 500’s section of the PYP nonfiction. Our primary years Programme units of inquiry are developing towards more units on caring for the planet and including \resources about endangered animals, habitats and plants from Pre School level through to grade 4. One way I will do this is to look at the final programme of inquiry units for next year and see which grades focus on topics that will include resources from the 500’s. I will then evaluate the precise areas of the 500s to look into and the grade levels needing support, looking at reading age and possible activities in particular. I will use a Titlewave analysis as we use Follett Destiny as our library management system. Thorugh this I can evaluate specific areas of the collection strengths and weaknesses in terms of age, use and recommended titles. I will then create a buying plan which would involve asking teachers and students to contribute possible titles and topics to focus on.
By identifying key areas of the collection to evaluate and develop then adding these as goals in the library plan for the academic year it is more likely that the precious resources of time and staff attention will be given to this activity.
References
Hughes-Hassell, S., & Mancall, J. C. (2005). Collection management for youth: 
     responding to the need. Chicago: ALA editions
Karabush, C., & Pleviak, P. (2011). Talk me off the ledge:surviving solo 
     librarianship. Knowledge Quest, 40(2), 48-53.
Skutnabb-Kangas, T., Prof., & Phillipson, R., Prof. (2009, January). The 
     language is the learning (Interview by C. Inugai-Dixon & A. Flory) 
     [Transcript]. Retrieved May 4, 2014, from International Baccalaureate 
     Organisation website: http://www.ibo.org/ibworld/jan09/ 
     languageisthelearning.cfm
TitleWise collection analysis. (2014). Retrieved May 4, 2014, from Follett 
     Titlewave website: http://www.flr.follett.com/main/ 
     titlewise?SID=6d9b1c286884f0db867f7f2736b195b6

Skills and so much more…

Posted on by
1

Information literacy (IL) is more than a set of skills. IL has evolved from library based programmes of library or information skills instruction centred on the library as place, print as the main source of information and the teacher librarian (TL) as expert to IL which is holistic, Involving all information formats from print to digital, learner-centred and involving all aspects of students’ lives (Lupton, 2002, p. 78).

The American Association of School Librarians (AASL) attributes this evolution of IL to greater complexity in resources, technologies and the emergence of multiple literacies. AASL expands its definition of IL beyond skills to include “the disposition to use those skills, along with an understanding of their own responsibilities and self-assessment strategies,” (Standards for the 21st Century Learner, 2007). Dispositions are the emotions and attitudes that surround the actions of students. An example of this is students must not only have the skills to evaluate a website but also develop the disposition to use that critical lens every time they use a website to gain information (Stripling, 2008, p. 17).

Unlike skills, dispositions cannot be explicitly taught, however, students can be given guidance and opportunities to develop them while they are learning. Confidence and self-direction cannot be directly taught but if students have a number of opportunities to determine their next step and the TL scaffolds these as students are working on an inquiry unit so they experience success they can develop attitudes of self-confidence and self-direction (Stripling, 2008, p.17).

Working in an International school which uses the International Baccalaureate (IB) programmes we are charged with assisting our students to learn content through inquiry. In all four IB programmes the Learner Profile Attributes specify ten desirable dispositions students are expected to develop.  While exploring IL processes and pedagogy I have come to the conviction that Guided Inquiry offers our school the best way to teach IL so that students develop skills and dispositions.

Guided Inquiry is a planned, targeted, supervised intervention through the information search process (ISP) (Kuhlthau, 2010, p.20).  ISP shows the relationship between the search process and the students’ thinking, action and emotions throughout that process. It shows clearly that IL is much more than a set of skills. Guided Inquiry builds on the ISP by clearly showing that students need the assistance of the TL and their teachers to successfully navigate the process. Carol Kuhlthau has developed a taxonomy of five levels of intervention which outline possible roles a TL can fulfil in order to assist students. That assistance may take the form of direct teaching of skills, ‘Identifier/Instructor Level’ to providing behavioural and emotional support, ‘Counselor Level’ (Thomas, Crow and Franklin, 2011, p. 51).  The scaffolding of our students as they work through ISP will involve collaboration between TL and teachers. Together we will have to use observation and feedback to know when and how to provide timely interventions to assist students to progress from their present level to their potential level of IL (Thomas, Crow and Franklin, 2011, p.50).

It is no surprise that when trying to define IL writers tend to describe the attributes of an information literate person rather than list the skills they employ (Bruce, 1997, p. 26). IL is more than a set of skills.

 

References

Bruce, C. (1997). Descriptions of information literacy. In The seven faces of information literacy (pp. 20-41). Adelaide, Australia: Auslib Press.

IB learner profile. (2013).  International Baccalaureate Organization. Retrieved from http://www.ibo.org/myib/digitaltoolkit/files/pdfs/learner-profile-en.pdf

Kuhlthau, C. C. (2010). Guided Inquiry: School libraries in the 21st century. School Libraries Worldwide, 16(1), 17-28. Retrieved from http://comminfo.rutgers.edu/~kuhlthau/docs/GI-School-Librarians-in-the-21-Century.pdf

Lupton, M. (2002). The getting of wisdom: reflections of a teaching librarian. Australian Academic & Research Libraries, 33(2), 75-85. Retrieved from http://dx.doi.org/10.1080/00048623.2002.10755184

Standards for the 21st-Century Learner. (2007). American Association of School Librarians Retrieved from http://www.ala.org/aasl/standards-guidelines/learning-standards

Stripling, B. (2008). Dispositions: Getting beyond “Whatever”. In K. Fontichiaro (Ed.), 21st-Century Learning in School Libraries (pp. 16-19). Santa Barbara, CA: Libraries Unlimited.

Thomas, N. P., Crow, S. R., & Franklin, L. L. (2011). The Information Search Process: Kuhlthau’s legacy. In Information Literacy and Information Skills Instruction: Applying Research to Practice in the 21st Century School Library. (3rd ed., pp. 33-58). Retrieved from http://CSUAU.eblib.com/patron/FullRecord.aspx?p=715256

 

 

 

 

Evidence based practice – our essential work

Posted on by
1

Today many schools are involved in collecting evidence in many forms validating the programmes and strategies to impact student learning. Evidence based practice (EBP) is collecting, interpreting and integrating research-derived evidence, combining it with professional expertise and leadership applying it to ensure the best outcomes (Coe, 1999).  Teacher librarians (TLs) can contribute to this reflection and evaluation cycle for the good of the school to show the positive impact the library has for student learning outcomes.

There are two ways to gather evidence – one is to generate our own research findings and the other is to use the research of others (Oberg, 2002, p. 10). Using published research the TL can advocate for the development or continuation of programmes which will benefit students. Reading academic journals and attending conferences will enable TLs to keep up to date with current research and evidence. By developing an understanding of what colleagues are working on in other libraries TLs are able to apply key research findings to their own situations. Placing key findings on the library web page or in reports can articulate the role the library has in student learning successes (Todd, 2007, p.66).  The research of others may also inspire TLs to conduct localised research to show the impact of their own library on student achievement.

The fact that TLs are information specialists makes us uniquely equipped to develop EBP. The Action Research model is being adopted in many schools and requires the development of questions, review of literature, collection and analysis of data and reporting and using evidence to improve practice (Harada, 2004, p. 27). Action Research can utilize a variety of data collection tools including research logs, reflections, feedback questionnaires, exit slips and journaling by the TL and the students.  These tools provide rich data for the TL and at the same time provide an opportunity for the students to think about their own learning (Pappas, 2007, p. 172) (Preddy, 2008, p. 176). With technology this process can be recorded on video or on websites with tools such as TodaysMeet or Google Forms.

The key word is ‘practice’. It implies a continuous process of questioning, reading, evidence collection, analysis and action in an effort to improve student learning outcomes. It cannot be seen as “additional” work but instead it should be essential work which has so many positive benefits for the whole school community (Todd, 2008). Using Action research model and SLIM during Guided Inquiry had a measurable impact on student learning and provided the opportunity for greater collaboration at Broughton Anglican College. The students and staff presented their experiences and evidence of improved learning outcomes at conferences and in articles (Sheerman, 2011, p. 33).  I am inspired to see EBP  providing such positive outcomes for students and staff it makes me realise that I must include EBP in my role as TL. It is possible as I work with my colleagues to include Action Research as part of the units we design and deliver. We are all commitment to showing that we make a positive contribution to our students learning achievement

References

Coe, R. (1999). Manifesto for Evidence-Based Education. Retrieved January 18, 2014, from Centre for Evaluation and Monitoring website: http://www.cem.org/evidence-based-education/manifesto-for-evidence-based-education

Google Docs. (2001). Retrieved January 18, 2014, from Google Docs website: http://www.google.com/google-d-s/createforms.html

Harada, V., Dr. (2004). Action research: How teacher-librarians can build evidence of student learning. Scan, 23(1), 27-33. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/fullText;dn=132729;res=AEIPT

Oberg, D. (2002). Looking for the evidence: Do school libraries improve student achievement? School Libraries in Canada, 22(2), 10-13-44.

Pappas, M. L. (2009). Tools for the assessment of learning. In K. Fontichiaro (Ed.), 21st-Century Learning in School Libraries (pp. 171-175). Santa Barbara, CA: Libraries Unlimited.

Preddy, L. (2009). Research reflections, journaling, and exit slips. In K. Fontichiaro (Ed.), 21st-Century Learning in School Libraries (pp. 176-179). Santa Barbara, CA: Libraries Unlimited.

Sheerman, A. (2011). Accepting the Challenge:Evidence based practice at Broughton Anglican College. Scan, 30(2), 24-33. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/fullText;dn=189075;res=AEIPT

TodaysMeet. (n.d.). Retrieved January 18, 2014, from TodaysMeet website: https://todaysmeet.com/

Todd, R. J. (2007). Evidenced-based practice and school libraries: from advocacy to action. In S. Hughes-Hassell & V. H. Harada (Authors), School reform and school library media specialists (pp. 57-78). Westport, CY: Libraries Unlimited.

Todd, R. J. (2008). The Evidence-Based Manifesto for School Librarians. School Library Journal. Retrieved from http://www.slj.com/2008/04/librarians/the-evidence-based-manifesto-for-school-librarians/