learning, lending, liberty? can school libraries be engines for youth citizenship?
TRANSCRIPT
Learning, Lending, Liberty?
Can school libraries be engines for
youth citizenship?
Lauren Smith, Research Associate, University of Strathclyde
@LearnLendLib
Context
Cuts to library budgets in the UK
School libraries losing qualified staff
Lack of acknowledgement of impact of school libraries
Discussion around democratic role of libraries and
information literacy
Curriculum for Excellence
Curriculum for Excellence aims to achieve a transformation in education
in Scotland by providing a coherent, more flexible and enriched
curriculum from 3 to 18.
The curriculum includes the totality of experiences which are planned for
children and young people through their education, wherever they are
being educated.
The Four Capacities
Responsible Citizens
Attributes:
Respect for others
Commitment to participate responsibly in political, economic and cultural life
Capabilities:
Develop knowledge and understanding of the world and Scotland’s place in it
Understand different beliefs and cultures
Make informed choices and decisions
Evaluate environmental, scientific and technological issues
Develop informed, ethical views of complex issues
Social Studies Principles and Practice
“The promotion of active citizenship is a central feature of learning in social
studies as children and young people develop skills and knowledge to
enable and encourage participation.”
Children and young people will “develop an understanding of the principles
of democracy and citizenship through experience of critical and
independent thinking.”
Values of Librarianship
“A fundamental aspect of libraries is
strengthening democracy.”
(Gorman 2000)
“Library and information services contribute to the development and
maintenance of intellectual freedom and help safeguard basic democratic
values and universal civil rights.”
(IFLA FAIFE Statement on Libraries and Sustainable Development 2014)
Information literacy
“Beyond information literacy for greater work effectiveness and
efficiency, information literacy is needed to guarantee the
survival of democratic institutions. All men are created equal but
voters with information resources are in a position to make more
intelligent decisions than citizens who are information illiterates.”
Owens, M. R. (1976). State, government and libraries. Library Journal, 101(1), 27.
CILIP Information Literacy Group Bursary
This project will provide school librarians with resources
to advocate for the value of school library services not
only for the educational attainment of pupils, but also
for the development of responsible citizens who are
able to meaningfully participate in political processes.
Objectives
Identify how school libraries (within the wider school environment)
supported the provision of information and information literacy in
the run up to the Scottish Independence Referendum and the
General Election;
Identify the barriers library services faced when providing
information and information literacy relating to these events;
Identify the information needs of young people in relation to
political participation.
Methods
Survey (174 participants with 83 completed surveys)
Follow-up interviews (7 participants)
Case studies (tbc)
Participant Roles
Librarian
Library Resource Centre Co-ordinator
Network Librarian
School Librarian
Learning Community Librarian
Learning Resource Centre Co-ordinator
Library Resource Centre Manager
Resource Centre Co-Ordinator
Creative Learning Assistant
Head Librarian
Learning Resource Centre Manager
Learning Resource Coordinator
Learning Resource Manager
Library Assistant
Library Supervisor
Principal Teacher Humanities
School Learning Resources Centre Co-ordinator
Secondary School Librarian
Senior LRC Assistant
Teaching about political participation
Modern Studies (at National 4, 5 and Higher Levels)
Citizenship
PSHE
Social and Media Studies
Social Education
Politics
Higher Politics for S6 pupils
Other political education
Mock elections
Election debates
Model UN / Debate club
Debating competitions
Home School Partnership Officer - involvement in the Scottish Youth Parliament Elections
School Amnesty Group
Pupil Council
Guest visits from MSPs
Organising hustings for Parliamentary candidates
Lunchtime meetings with persons of note in the Scottish Parliament
Library workers’ involvement
Answer Response %
Yes 46 58%
No 31 39%
Other 3 4%
Are you involved in supporting any of these activities?
Do you provide information literacy instruction?
Yes (n=82)
No (n=7)
Other (n=7)
Types of information literacy provision
“IL sessions delivered in the library and also embedded in S1&2 literacy classes delivered
by class teachers as part of a programme developed by the PT English and Librarian”
“Provide RISK programme (Research and Information Skills) course to all S1 pupils and then
a more advanced course to all S3 pupils. We also provide/accompany S6 students to
[redacted] library for training as well as providing training on S6 PSE induction day and ad
hoc workshops for Advanced Higher students.”
“S1, S2-S4 in Tutor time, S6 in depth induction internal and external resources.”
Availability of political resources
Answer Response %
Computers with internet access 93 97%
Books about social and political issues 91 95%
Books about the political system 85 89%
Newspapers and magazines 67 70%
Citizenship lessons 47 49%
Politics lessons 32 33%
Displays about politics 27 28%
Other (please specify) 16 17%
Other:
• News cuttings files• Topical displays
• Local government information leaflets
• Author and speaker visits
• Reading and writing competitions• Displays of pupil work
• Prison visits
How can school libraries contribute to
developing “responsible citizens” who
can participate meaningfully in
political processes?
Provision of a range of information
“Have a collection of books on the topic…and have daily papers and
magazines. Providing resources for classes doing work on global
issues.”
Variety of activities
“Provision was good at the time of the Scottish referendum - debates,
visiting speakers, trips to organised events really sparked an interest in
politics around the school with several senior pupils now about to start
politics courses at university in September.”
Mock elections
“We hold our authentic schools elections mirroring exactly the process
for the general election, Scottish Independence referendum etc. (poll
cards, voting slips, same election furniture used in adult elections, full
signage, training for pupil election officials) and all taking place in the
library (used as a polling station for the day).”
Debate visits
“During the build-up to the recent referendum on Scottish
independence a group was taken to the Hydro to participate in the
schools' debate there.”
What are the main barriers?
Perception that political education is not the remit of
libraries – either the schools, departments or individual
staff members
Difficulty in working out how to become involved in
supporting what work is taking place
Limitations placed on schools relating to political
partisanship
Political “neutrality” of schools
“They will be taught about politics and about voting etc.
but we are not allowed to promote any political parties.”
“Any kind of political campaigning is not allowed in
[redacted] schools at all.”
Political “neutrality” of schools
“I feel that the school is concerned with keeping the tone so neutral
that they are frightened to engage at all - we are regularly sent
Scottish Independent newspapers but I am not supposed to put them
out for pupils to view as we do not have the opposing viewpoint also
available. It is political correctness to the point of censorship.”
Lack of resources
“There is little demand and limited budget so we don't have
as much as I would like.”
Preliminary conclusions
A range of provision is made in schools to help pupils understand and participate
in political processes – libraries are involved in some of this work but there is scope
for more collaboration
Lots of the activities that take place are linked to information provision but not
necessarily information literacy
Provision of information literacy and library support relating to political information
is not consistent across schools in Scotland, but there are pockets of good
practice which could be shared
Political information
Resources
Displays
Classroom support
Political Education
Citizenship and politics lessons
Activities, visits and trips
Information about political processes
IL Provision
Evaluation of information
Research and information skills
Embedded in literacy classes
Preliminary Recommendations
Explore where the boundaries are with reference to how ‘political’ it is
possible to get in school context
Identify activities taking place in school that library workers can support
Share best practice for examples of information literacy activities that
may be replicated
Record impact where possible as evidence of library value