transitions for preferred futures of school libraries

8/14/2019 Transitions for preferred futures of school libraries

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The 2001 IASL Conference

Auckland, New Zealand, 9-12 JulyASPECTS FOR DISCUSSION:

From Ross Todd:

I would like the focus of discussion to be on approaches to evidence-based practice.

Participants should share:

Examples of initiatives that provide evidence of the power of the educative role of the

school librarian: describe the initiative, how you collected some evidence, what you found.

This does not have to relate to technology -- but initiatives where impact, benefit can be

demonstrated: it might centre on reading, literacy, information literacy, informationtechnology, communication, perceptions of seld as learners, improved test scores.

KEYNOTE PAPER: VIRTUAL CONFERENCE SESSION

Transitions for preferred futures of school libraries:

Knowledge space, not information place

Connections, not collections

Actions, not positions

Evidence, not advocacy

DR ROSS TODD

ABSTRACT

The fusion of learning, libraries and literacies is creating dynamic, if not confronting

challenges for teacher-librarians, teachers and administrators, particularly when set against

the backdrop of learning and information environments that are complex and fluid,

connective and interactive, and ones no longer constrained by time and space. It is both an

opportunity to evaluate and chart impacts and achievements, as well as an invitation to

examining new ways of looking and thinking, being and doing. This presentation will argue

that action and evidence-based, learning-centered prac tice, rather than position and

advocacy, are key mindsets for the profession if it is to achieve its preferred future, particularly in the context of the develo pment of digital collections and services. It will

elucidate a shared-learning framework as the fundamental building block for the

articulation of roles, selec tion of resources, the nature of the instructional program, and for

evaluating the power of the library in achieving the schools learning objectives.

INTRODUCTION

Two statements from different times and contexts form the heart of my address. Winnie

the Pooh has been attributed with saying: There has been an alarming increase in the

number of things I know nothing about. The German philosopher Goethe, once said: Are

you in earnest? Seize this very minute. What you can do, or dream you can, begin it.Boldness has genius, power, and mag ic in it. Only engage and then the mind grows heated.


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Begin and then the work will be completed. In a time of intense educational change and

profound growth in accessible information, both somewhat driven by networked

information technology, the challenge for teacher-librarians to chart a preferred future for

the information environments of schools is both complex and potentially confronting. It is

time to acknowledge our past, reflect on our achievements, and chart a course for the

future.

I have begun writing this address in one of the worlds magnificent libraries, the Library of

Congress, in Washington D.C. The scale and grandeur of the physical place and the

enormity of its collection are difficult to comprehend. The collection includes more than

28 million catalogued books and other print materials in 460 languages, and has the

largest rare book collection in North America, as well as the worlds largest collection of

legal materials, films, maps, sheet music and sound reco rdings. Marble, gilt, brass inlay,

vaulted ceilings, mosaics honoring the professions, magnificent paintings depicting the

creation and diffusion of knowledge and the role of literature and learning, sculptures

featuring life and thought and honoring those who over centuries have madedistinguished contributions all these make it visually an awesome and inspiring place. I

am working in the domed Reading Room of the Thomas Jefferson Wing, barely able to

concentrate.

A mural by Edwin Blashfield depicting the great epochs of civilization adorns the apex of

this enormous and embellished dome. In the cupola of the dome is another painting by

Edwin Blashfield, and it is this that captures my attention. Here is painted a female figure,

visible only to those in the Reading Room below, representing Human Understanding.

Human Understanding. And atop this dome, on the outside of the building, is the Torch of

Learning. It is my view that at the pinnacle, the c entre, the heart of a library is the

development of human understanding. My central claim in this paper is that the school

library in the 21st Century is about constructing sense and new knowledge, and building

an information infrastructure and information resources to enable this. This is the idea of

the library as a knowledge space, not information place. In order to achieve that, I believe

we need to focus on three things: connections, not collections; actions, not positions; and

evidence, not advocacy.

FROM INFORMATION TO KNOWLEDGE

The information environment of the 21st century is complex and fluid, connective and

interactive, diverse, ambiguous and unpredictable, and one no longer constrained byphysical collections, time, place and national boundaries. The e-environment, at a time

when social commentary focuses on the dot.com age, the dot.con age, the dot.come-

and-gone age is increasingly giving attention to the development of the knowledge

society, the clever country. This does not happen by chance. Not does it happen by

having magnificent information collections, inspiring physical environments, or advanced

information technology networks. These are important, there is no question about that,

but I do not believe that these are the hallmarks of the school library of the 21st Century.

Giving information is not the same as giving knowledge, and turning information into

knowledge is potentially the most complex, challenging and rewarding task of all

educators.


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In order for school libraries to play a key role in the information age school, I believe there

needs to be a fundamental shift from thinking about the movement and management of

information resources through structures and networks, and from information skills and

information literacy, to a key focus on knowledge construction and human understanding,

implemented through a constructivist, inquiry-based framework. The notion of humna

understanding is the essence of the word information: inform.ere informo, informare,

informavi, informatus = inward forming. School libraries are aboutproviding the best

information opportunities for people to make the most of their lives as sense-making,

constructive, independent people. They know how to connect with, interact with and

utilize their information rich world to enable them to understand their world around

them, to think through issues and to make decisions to sustain and enrich their own lives.

Information is the heartbeat of meaningful learning in schools. But it is not the hallmark of

the 21st century school. The hallmark of a school library in the 21st century is not its

collections, its systems, its technology, its staffing, its buildings, BUT its actions and

evidences that show that it makes a real difference to student learning, that it contributes

in tangible and significant ways to the development of human understanding, meaning

making and constructing knowledge. The school library is about empowerment,

connectivity, engagement, interactivity, and its outcome is knowledge construction. This

must be at the centre of our philosophy, the mandate for our role, and the driver of all our

day-by-day teaching and learning actions. Information is not power. It is human

understanding and knowledge that is power, and information is how you get it. Professor

Kuhlthau's address earlier this week argued that inquiry-based learning provides both a

philosophical and action-centred constructivist framework for building an appropriate

learning environment in an information-rich school, one that has construction of meaning

and understanding as its outcome, where students are engaged in "an active personal

process" fitting information in with what one already knows and extending this

knowledge to create new perspectives (Kuhlthau, 1993:4). This is the significant context

for my paper today.

Writing in the preface to Effective libraries in international schools (Markuson, 1999), I

make this statement: "Preparing our students today for tomorrow's unknown world, being

able to predict an uncertain future, and moving into it with confidence, takes courgae and

conviction. Indeed the best way to predict the future is to work towards creating it, and

creating it begins today, not tomorrow. This means that although we respect and are

informed by our past, we also have the courage and determination to think and act

divergently" (1999, 9). I like this quote, from an unknown source: "If we always see aswe've always seen, we'll always be as we've always, and we'll always do as we've always

done." So what is the problem? I am going to stick my neck out here. I am not convinced

that empowerment for knowledge construction and the development of human

understanding is the central concern of teacher-librarians today. Over my 25 year period

of engagement with the profession, as a practicing teacher-librarian, educator and

researcher, I have sat in numerous meetings, forums and conferences, and listened to the

concerns and challenges of teacher-librarians around the world I still remain unconvinced

that action and evidence-based, learning-centred practice focusing on engagement with

information for human understanding and knowledge construction, are key mindsets for

the profession -- philosophically and in practice. Certainly they are reflected in the rhetoricabout roles and responsibilities, in other words, espoused values. But I would argue that


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the central public concerns of teacher-librarians continue to be expressed in terms of

collections, position and advocacy, and I believe that this is the major limiting factor of the

profession today. I strongly believe that our mindset needs to shift to evidence-based,

learning centred practice that has as its heart the central concepts of knowledge

construction and human understanding. This should be the locus of our concern and the

fundamental challenge that drives us, and the rest will look after itself.

PERCEPTIONS OF CHALLENGES

Let me give some simple evidence for this. Recently I sent out a message to two Australian

electronic lists for teacher-librarians: OZTL_NET and InfoSpec. (a discussion list for the

Parramatta Diocese school libraries staff). I requested teacher-librarians to email me and

tell me what they thought were the most important challenges facing them at this time.

This could be broad or narrow -- on the educative role, on technology, on the status of

their position, on their image value; on anything they think important. I asked them to list

these in priority order, from the most important or highest priority. It was not intended to

be a formal study, and the results I mention here need to be perceived in that context --

however, they show some interesting patterns. I received 74 written replies. I did provide

some prompts, as stated above, based on my own hunches, and these were taken up, and

others identified as well. I undertook a content analysis of those replies, first by identifying

individual statements of challenge. 249 individual statements of challenge were provided.

Some of these were expressed broadly, which enabled me to establish 11 categories for

grouping these challenges; others were expressed quite specifically, which serve to

illustrate the breadth and depth of each category.

Key Challenges Facing Teacher-Librarians

ConcernNumber of

Statements

% of Total

Statements

Impact of information technology on library

and role of teacher-librarian47 18.87

Perceived lack of understanding of the

nature and dimensions of the role32 12.85

Perceived lack of value, importance and

appreciation28 11.24

Negative perceptions of the image of teacher-

librarian by others23 9.23

Perceived lack of support for the role of

teacher-librarian20 8.03


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Not able to do the job I want to do as teacher-

librarian27 10.84

Perceived low status 17 6.84

Student learning -- processes and outcomes 15 6.902

Advocacy of position and role 12 4.82

Funding 10 4.03

Professional development 7 2.81

Other 11 4.42

TOTAL 249 100%

The most significant challenges were in terms of information technology, and challenges

related to other's perceptions of the image and role of the teacher-librarian, the lack of

understanding by others of the role, and dealing with less-than-desired perceptions of the

importance and value of the contributions made by them. The bullet points below each

category are some of the individual statements made by teacher-librarians, to illustrate

the dynamics, breadth and depth of the challenges.

Impact of information technology on library and role of librarian

Another issue is the problem of responsibility for technology. As more equipmentis being placed in the library -- networked printers, scanners, colour photocopiers,

ID cards -- more pressure / expectations are being placed on the TL to maintain /

service the needs of the equipment and the users.

Taking on more and more tasks like web master, network password administrator,PD organiser for staff, mentor to "reluctant" staff, computer technician, with no

extra staff provided nor time allowance to cope with the load. The pace just keeps

hotting up; some days the descent into chaos is positively scary.

In the use of technology, many teachers lack the skills to assist students, so theyare relying more on the TL to be involved with their classes, which leaves less time

for management tasks.

TLs are hampered by technology in every sense of the word; They receive the castnoff machines from the Administration areas; There is little or no technological

support; the latest software does not work with older machines; The technology is

forever changing; the students think they know about technology -- but they do notknow how to research.


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Information technology drains the library budget (is money going to computers etcinstead of the library).

Perceived lack of support for the role

We see lots of excellent school-based staff getting very frustrated because the jobthey do isn't supported or appreciated.

The energy of the battle is not worth the little support we gain. We seem to have to spend a lot of time fighting for any support we get. Support seems to be given grudgingly, often to shut me up. If I become too strident over library needs, I get into all sorts of strife if I don't get

strident, the library gets nothing or leftovers, after years of asking.

Perceived lack of value and importance and appreciation

Not perceived by peers as being relevant (in part die to the increasing problem ofbeing sidelined by the IT agenda in a school). Why do we need a library (TLs)

when we're "connected" to the world.

Lack of official value -- school annual reports can be written with no library or T-Lbut happily report on the multi-purpose shelter & the bus as facilities.

Showing my value and being valued as a teacher librarian -- a special role in theschool -- so as not to be replaced by a librarian.

Encouraging classroom teachers to see me as a valuable resource in theirclassrooms as well as in the library.

Recognition for cooperative work done with teachers with an adequate timeallocation for this.

Perceived lack of understanding of the nature and dimensions of the role

Perpetual misunderstandings of one's role (not a new one). Principals in general do not have an understanding of the importance of the library

to teaching and learning.

The boss consults the computer class teacher on what equipment should go intothe library and since this teacher rarely even uses the library, his vision and mine

seldom overlap. Having administration and colleagues understanding the role of the t/l in the 21st

century.

If our colleagues in the profession could see how valuable we could be in a morecollaborative role beyond "give me all you have on transport" and storytelling to

the littlies then things might change.

From where I sit one of my biggest concerns is the apparent lack of understandingby administrators and teachers, of the place that the library and a good teacher

librarian can play in the learning process. This is especially evident with the

advent of the Internet with the tendency in many schools to think that onlineinformation can replace the book stock and trained library staff.


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The administration of schools only seem to know that the library is a problemwhen something has gone wrong or a parent complains.

Perceived low status of position

The challenge is to get enough status to get the money to ring the changes thatmove us forward whatever the current sticking point may be.

Top of my priorities at the moment is the perception of the status of TLs inAustralian schools, and specifically, of course in my own school.

I have less status than I have ever had in this school. I am fearful that if I studiedfor a PhD, as I have wanted to, that I would find myself cleaning the toilets.

Trained TLs are being replaced by other, untrained teachers who sometimes doquite extraordinary things to collections such as abandoning the Dewey system for

home-made ones.

Status as an educator -- I'm an assistant principal/TL and still have to fight fortime, resourcing and status of the library. It is convenient to have me in this dual

role, so I can be on call whenever there is a more urgent need for me to wear my

AP hat -- which if allowed, would be 90% of the time. I have 3 days TL and 2 days

AP.

Negative perceptions of the image of School Librarian by others

Tag of librarian -- still has the image of somewhat old fashioned keeper of thebooks and daggy.

Librarians have a negative image, and no matter what you do, it doesn't seem toshift.

TLs are often seen as second grade in a school, with nothing to offer but control ofthe shelves with a stern face.

The image of the librarian -- attitudes of the old days still persist as strong as ever. No matter what I do or say, I am still tarnished with the past image of the librarian.

Advocacy

Encouraging good quality training courses for new TLs with an emphasis oneducation, not just library management.

The need to convince all stakeholders (politicians, society, academics, teachers,parents and students) that Information Literacy is an essential responsibility of

schooling. If it is established that if graduates can access and efficiently use

information, and be critical thinkers, data can become knowledge, and knowledge

can be transformed into wisdom, I think most of our challenges will be diminished

somewhat.

I think it is a worry that there do not seem to be any courses on offer in Victoria totrain teacher librarians.

Information skills are an important part of our work and many tertiary institutionsare realising the importance of conducting classes for their students, perhaps thereshould be more consultation between the two sectors.


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Student learning -- processes and outcomes

TLs are frustrated by the lack of technical skills amongst the students and staff.Users rush in waving a disk and want material printed out yesterday. They have

used Word 2000 on Mac and we have windows 95 etc etc.

Teacher librarians do not contribute to the debate on the place of informationtechnology and and its effects on curriculum, and teaching and learning, and as a

consequence the implications for the role of the teacher librarian and the resource

centre then they run the very serious risk of being sidelined.

Encouraging teachers to see the ICT Competencies, especially the Info Litcomponent, should be across the curriculum, not just considered in the IT classes.

Incorporating ICT resources into the library collection in a way that doesn'tdowngrade more traditional resources i.e. persuading students that the Internet

isn't the only place to go for research. Maintaining the value of print resources.

Need to explore electronic aspects to info process -- not the locating and selecting,but the cut and paste organisation aspects, (my own area not explored, still give

the kids paper and pencil).

Curriculum development for composite classes. Student assessment.

Funding

Funds -- probably linked to above -- some libraries are starved of fundsto makethem the vibrant places they should be.

Maintaining our library budget and library staffing ratios in tight times and intough competition with other needy areas of the school, or new "must have or

we'll look bad" school trends in the region.

Funding and resources: once the need for information literacy is established, thechallenge to provide adequate resources in the way of staffing, hardware,

technology and technology support, information sources, and funds for ongoing

research and development, will be on the way to being met.

Chronic under-funding is another major problem. Libraries are considered a waste of funds.

Not able to do the job I want to do

Find TIME, TIME, Time. Find enough time to do all that I want to do. I spend more time than I think I should need to on: student management (first year

at this school so still not known by students); student discipline (we are in a

difficult demographic area); paperwork related to purchasing, getting signatures

and faxing (must be a better way); too many meetings (at school and network level

-- usually valuable but too many); house-keeping as in shelving, and training and

selling cards for the photocopier!!

Time management... to do less better. Finding the time to teach AND monitorauthority files & the nitty-gritty that makes the database effective.


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Would like more time available: for planning and implementing a meaningfulresearch skills plan for students; for teaching teachers about the value of our

college intranet and how it can make teaching and learning a more positive

experience.

Time -- to do own professional development, present it to colleagues, discussionfor co-operative, read latest literature on shelf, be available to students outside

"lesson" time, to debrief with peers!

Professional development

Education of the staff on the need for integrated, systematic Information Skillsclasses across the curriculum.

Remaining at the forefront of new information technology as it pertains toinformation management and teaching.

Change and the ability to keep up (espcially when you are the only one in thelibrary); keeping up with and gaining in-service training.

Continuous training and development; once the pivotal role of InformationLiteracy and the fact that school/university libraries are in a prime position to

enahnce and develop it, is established, hopefully the provision of quality, free,

ongoing training will also become less of a struggle, for those working in the field

and undergraduates.

Learning new skills myself and implementing ideas for literature programs:frustration at students' poor research skills; read more of the latest adolescent

fiction; teach myself how to use PowerPoint, etc.

These are important challenges, ones not just local to Australia, and ones that need to be

addressed. Many of these challenges have been expressed for decades. These were the

issues I thought about when I did my training in teacher-librarianship in the early 1980s.

Yes, even technology, as we grappled with the integration of the audio-visual technologies

into learning. What is particularly interesting is that challenges related to the processes

and outcomes of student learning received lower priority. There may be a number of

reasons for this: these challenges are well under control for the majority of teacher-

librarians, or they don't exist or don't matter, or it is perceived that solutions to the other

challenges need to be in place before the real work of student learning can be

accomplished. Maybe there is something in the old proverb: "Energy goes where the

attention flows". We tend to send our energy where our attention is. The attention we are

giving and needing to the challenges expressed above may not bring about the desired

effect. It is my view that we cannot wait around, hoping that someone out there will rescue

us from this concerns. We need to shift our thinking to what we espouse as the real

purposes of our roles, and demonstrate its power on the lives of the students we deal with.

We need to move beyond the public relations approach, and focus on an evidence-based

practice approach.

I spoke at the 4th National Information Literacy Conference in Adelaide, Australia, in

December 1999, and made the comment that information literacy is often seen by others

as "a clarion call by committed protagonists to improve literacy and learning outcomes"(Todd, 2000: 29), rather than as an action-centred process where tangible outcomes could


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be demonstrated. I cited Foster who claimed that information literacy is "an exercise in

public relations" and "an effort to deny the ancillary status of librarianship by inventing a

social malady with which librarians as 'information professionals' are uniquely qualified

to deal" (Foster, 1993, 346), and Miller who observed: "the word 'literacy' carries with it

the connotations of illiteracy, and the continuing implication that librarians are dealing

with clients on a basic or even remedial level" (Miller, 1992). Foster's and Miller's remarks

are undeserved and many people were angered by my comments.

However, the advocacy, role, status, image and position messages are the messages that

school executives, system administrators, school library educators, and school library

professional associations have been hearing for decades. Why haven't they been heard to

the extent that the teacher-librarian's position today is the most exalted, cherished and

sought-after position in the school? I believe that one key element in this answer is that

these are all self-centred and ego-driven dimensions. People -- administrators, classroom

teachers and parents -- sometimes do not see the links between what you do on a day-to-

day basis and how that enables the learning outcomes of the students. I am going to beblunt here. I hope I am wrong. But you will not be heard until your day-to-day practice is

evidence-based; a practice that is directed towards demonstrating the real tangible power

of your contribution to the school's learning goals -- goals that while expressed in many

different ways, have at their heart concepts of knowledge construction and human

understanding. The evidence of your direct, tangible contribution to improving learning in

your school should be the substance of your message, the substance of your public

concern, the substance of your negotiations.

In my short survey, one teacher-librarian commented:

"I teach with some wonderful, dedicated teachers, and we use scads of ingenuity in finding

the resources we need, and teaching our students. This is still the best job in the world, either

teaching on its own, or being a teacher librarian, and there is great satisfaction to be had

from finding a needed, elusive fact, or introducing a child to a book that brings them back for

'more of the same, please'. But there is so much more we could do."

I would suggest that the answer to the concluding remark, "But there is so much more we

could do" needs to foocus on evidence-based practice. We might argue that there is a great

deal of evidence out there that highlights the empowering role of the school library. Yet

even with this evidence, it is sometimes difficult to convince school executive of the

nature, scope and importance of this role. Why? I think there is a simple answer to this.

The evidence is not local, immediately derived from the day-to-day teaching and learninggoing on in a specific school. Principals, teachers, parents, want to hear local success, local

improvement; they want to know how their students in particular are benefiting, not how

others are doing. Yesterday (June 14th), the US Senate approved the first major overhaul

of the country's education policy in 35 years. The Bill calls for annual testing of students in

reading and methematics, and requires each school to demonstrate progress in

eliminating academic achievement gaps. Failing schools will receive aid to improve, but

will face the loss of funds and other penalties if they fail to make adequate progress. If a

school does not make enough progress after two years, it must allow students to transfer

to other public schools. Schools with a continuing record of failing may also be required to

replace staff or restructure. However we might react to this approach, it clearly shows thatlocal outcomes will matter; local improvements will be monitored, watched, listened to,


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and it highlights the importance of teacher-librarians being engaged in evidence-based

practice that shows that their role in the learning goals of the school makes a difference.

Oberg (2001) makes this timely comment: "Many people, including educators, are

suspicious of research and researchers. Research conducted closer to home is more likely

to be considered and perhaps to be viewed as trustworthy".

EVIDENCE-BASED PRACTICE

Another teacher-librarian provided this longer reply to my challenges request:

"Information technology has provided the means for teacher librarians to present themselves

to the world in a way clearly valued to the world. We employ our information management

skills to manage information and knowledge across a whole spectrum of formats. We are at

the forefront of taking information technology from a frightening spectre to place it within

the context of education in a controlled and meaningful way. We look at the curriculum

needs, and work with teachers to plan their courses and lessons, than set about finding the

best information in whatever format, including websites, and applying the most suitable

information technology -- from simple pathfinders on a website to highly complex webquests.

We then teach teachers and their classes how to use it. Schools and teachers are convinced

that we know what we are doing because we use every opportunity to be involved in

curriculum planning and to sell our skills to the school community: on councils, meetings, in-

service, assemblies, workshops. We use our websites to best effect for the school and to

present our knowledge and information management to the school and the broader

community. We monitor education and librarianship email discussion lists and channel

relevant emails to our colleagues. We publish good news about our libraries in every venue

possible. We send our library staff to as many professional development sessions as possible."

There are some worthwhile initiatives here. The fundamental question needs to be asked:what difference did this make to student learning? The focus here is on "doing", and

undoubtedly, some fine doing. What did this do in terms of students "being" and

"becoming"? For students, teachers and parents, what was the "experience"? What were

the differences, defined and expressed in ways that say: "hey, we want more of this!". This

is evidence-based practice.

Evidence-based practice focuses on two things. Firstly, it is the conscientious, explicit and

judicious use of current best evidence in making decisions about the performance of your

role. It is about using research evidence, coupled with your own professionsl expertise and

reasoning to implement learning interventions that are effective. Without current best

evidence, practice runs the risk of not only being out of date, but detracts from the real

purpose, to the detriment of learners. Secondly, evidence-based practice is about ensuring

that your daily efforst put some focus on effectiveness evaluation that gathers meaningful

and systematic evidence on dimensions of teaching and learning that matter to the school

and its support community, evidences that clearly convey that learning outcomes are

continuing to improve. Some may claim that evidence-based practice is impossible to

practice, given the seemingly limited time for keeping abreast, let alone implementing

strategies, or that it is only possible to be done by those in ivory towers. My view is that

evidence-based practice is fundamental to future survival. Unless teacher-librarians

engage in carefully planned evidence-based practice, I see the continuing erosion of the

role. It is about action, not position; it is about evidence, not advocacy, and at the heart of

this is inquiry-based learning for knowledge construction.


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THE RESEARCH EVIDENCE

There is a considerable body of evidence aslready existing that provides direction in terms

of where the evidence-based focus of a school might lie. This research evidence is well

documented in substantive reviews undertaken over a number of years, for example, by

Didier (1984), Haycock (1992, 1994), Loertscher and Woolls (1999), Oberg (2001), as wellas many individual and large-scale research studies, such as Kuhlthau's research on

inquiry-based learning and the Information Search Process (1993, 1994, 1999), and the

Colorado Studies by Lance and colleagues (1992, 1999, 2000, 2001). It is imperative that

teacher-librarians continue to engage actively with this leterature, and use it as a way of

determining how each individual school might establish its library program, identify

learning needs, and chart its own evidence.

As I examine this literature, I see at least 8 important generalizations about the

relationship of school libraries to learning, each underpinned by specific research-based

evidence. These are:

A shared educational philosophy centering on inquiry learning provides anappropriate and common climate for engaging teacher-librarians and school staff

in collaborative, integrated learning opportunities. A "shared philosophy of

learning" (Kuhlthau, 1993) underpins a shared vision for the learning outcomes,

and a commitment to a shared collaborative process.

A process approach focusing on the systematic and explicit development ofstudents' abilities to connect with, and utilize information to contruct personal

understanding results in improved performance in terms of personal mastery of

content.

The systematic and explicit development of students' abilities to connect with,interact with, snd utilize information to construct personal understanding results

in more positive attitudes to learning, increased active engagement in the learning

environment, and more positive perceptions of themselves as active, constructive

learners. Kuhlthau has in particular studied attitudes and feelings of certainty and

confidence in the search process, and demonstrates how feelings of uncertainty

and poor self-concept can change positively through engagement in active inquiry-

centered learning.

The development of student competence is most effective when it is integratedinto flexibly delivered classroom instruction at the point of need.

Active reading programs foster higher levels of reading, comprehension,vocabulary development and language skills.

There are benefits to students when school and public libraries communicate andco-operate more effectively. Evidence suggests that students who are active school

library users are more likely to have more positive attitudes to public libraries and

using those libraries.

Successful school library programs are ones that set clear expectations andmanageable objectives, establish realistic time lines, and gather meaningful and

systematic feedback from students and teachers on the impacts of the programs.


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School leaders tend to be more supportive when they can see the library activelyengaged in the teaching and learning process, and when they can articulate specific

impacts of this engagement. Such evidence to them demonstrates people-centered,

learning-cerntered empowerment.

We should be greatly encouraged by such findings, but it is not good enough to simply toutthese findings particularly in the context of shoring up image, position, role, power, or

status, or a clarion call for more funding for teachnology or resources. I believe central to

our role is the major task of developing our own school evidence that supports these

findings -- building the local case in the context of more global findings, as well as

identifying specific local learning dilemmas, and exploring how the school library program

might contribute to their solution.

SOME OPPORTUNITIES FOR EVIDENCE-BASED PRACTICE

One key area that teacher-librarians might focus on relates to students' engagement with

information technology. There are m,any important learning dilemmas emerging from

available research evidence, and these might form the centre of carefully planned,

evidence-based practice. The Table below highlights some learning dilemmas faced by

students when engaging with the World Wide Web. I have analyzed this literature from an

information literacy perspective, where information literacy is conceptualized as

centering on people connecting with information, interacting with information and

utilizing information as part of the learning process for knowledge construction. The

research, primarily American, provides insights into the cognitions, behaviors and

emotions that are commonly experienced during the process of interacting with electronic

information. This research, in contrast to the commonly held view that young people are

gurus in this vast digital world, suggests that the intuitiveness, ease, certainty, and success

as input and outcomes attributes of searching the World Wide Web are highly

questionable, and highlights significant learning dilemmas in this arena.

INFORMATION

LITERACY

DIMENSION

RESEARCH FINDINGS

Connecting with

information

Atkin (1998); Watson (1999); high levels of information overload;

inability to manage and reduce large volumes of information;

Bilal & Watson (1998); McNicholas & Todd (1996); Todd (2000):

failure to retrieve documents based on aboutness; formulatingineffective search queries; failure to utilize Boolean operators

Kuhlthau (1991); McNicholas & Todd (1996); Watson (1999):

considerable insecurity and uncertainty when searching;

McNicholas & Todd (1996); Kafai & Bates (1997); problems with

working with search engines;

Hertzberg & Rudner (1997); Nims & Rich (1998); tendency to

conduct simple searches, crafting poor searches; considerable

guessing of appropriate terms;

Nims & Rich (1998): high expectation of the technology's ability to

make up for poor searching techniques


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Fidel (1999): examine only first screens of most sites

Schacter, Hung & Dorr (1998): preferred browsing techniques to

systematic, andlytic-based strategies;

Hirsch (1999, 1997): motivation for searching decreases when site

load time is slow, and especially in relation to graphics -- technical

implications

Interacting with

information

Atkin (1998): coping strategies -- filtering, simplification, errors,

delegating; feelings of confusion and frustration;

Bilal & Watson (1998); Hirsch (1999): not thinking critically and

evaluatively in searching; limited use of thesaurus

Hertzberg & Rudner (1997): typical user only performs 2 or 3

inquiries per search; very small number of citations examined (5-6);

abort searches quickly;

McNicholas & Todd (1996); Schacter, Hung & Dorr (1998); Hirsch

(1999): inability to judge quality of information

Watson (1999): inability to question the accuracy of Web information

McNicholas & Todd (1996); Wallace & Kuperman (1997); Hirsch

(1999): not able to judge relevance of information;

Fidel (1999): often inappropriately favoring visual cues; minimalist

behaviour -- made quick decisions at all stages of search process;

looked at pictures rather than textual information as signs of

relevance; use of "landmarks" rather than in-depth critical analysis of

sites to judge relevance and quality

Utilising

information

McNicholas & Todd (1996): project management issues of time,

workload management, meeting deadlines

Hertzberg & Rudner (1997): median amount of time spent in

searching was 5-6 minutes; willing to construct answer on limited

information; users satisfied with any somewhat-relevant hit

McNicholas & Todd (1996): tendency to plagiarize

As can be seen from the above analysis, students are experiencing a substantial range of

learning dilemmas associated with the World Wide Web. Any one of these learning

dilemmas provides a rich opportunity for teacher-librarians to intervene, and through

collaborative, inquiry-centered approaches, demonstrate that their practice makes a real

difference to student learning. This does not imply that information technology alone

provides the opportunities; opportunities exist with all facets of the library's information

literacy, reading, and literature programs. What is important is that the learning needs are

identified, instructional strategies developed, and considerations given to how this will be

evaluated. This is evidence-based practice. It might be in the form of statistics, or stories,

or documented case studies, or analyses of reflective student interviews or feedback

processes. It does not need to be complicated, but manageable, and clear. Oberg (2001)

identifies a range of evidence-based practices. In this paper, she asks: How can we show

that school libraries are making a difference in student learning? She explores key

approaches, some of which have already been touched on here. They are:


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Using research findings from the school library field; as indicated, these highlight anextensive range of learning dilemmas that have a clear information literacy focus.

Analysing the results of national, state or provincial testing programs: these provideopportunities to see what key learning needs are, and how the library can

intervene to improve these. Often such results are accompanied by reports on thelocal school, and sometimes these make explicit suggestions relating to critical

thinking skills, reading abilities, transfer of knowledge to new situations, ability to

interpret information, ability to structure and organise information. These are

opportunities begging the library program to intervene.

Using locally available library and test data: the school library's automated systemcan provide data about circulation of library materials; these data can be

correlated with learning programs, test scores, assignment results to see if there

are patterns that indicate that using the library makes a difference. For example, it

might show that the class that has the highest circulation, or the class where

collaborative inquiry learning processes have been implemented have scoredhigher on reading comprehension or content mastery.

Carrying out action research or teacher-researcher projects: at the heart of this is anidentified learning problem, and developing a cycle of collaborative planning,

acting, evaluating and reflecting to address it. The problem might be low

motivation for reading, plagiarism, weaknesses in skills of analysis and synthesis,

or it might relate to World Wide Web issues, such as issues centring on the

evaluation of web information. I want to commend to you the 1996 Volume 3 Issue

2 of School Libraries Worldwide, which documented a range of perspectives and

strategies on action research. Action research projects provide real, creative, and

collaborative opportunities for teacher-librarians to initiate and document

learning improvements. I want to commend to you the forthcoming book

Using statistical data that is available or easily obtained: this approach mightinclude census data or educational system data, so that a specific school situation

might be compared to regional or state or national levels, and opportunities

identified for the school library program to intervene.

PRINCIPLES OF LEARNING

At the heart of evidence-based practice, and driving this practice, are 10 principles of

learning. I have been greatly influenced in my thinking by a paper called "Powerful

Partnerships: Shared Learning" (1999), developed by the American Association for Higher

Education and other associations, which articulates these principles of learning as a basis

for collaborative learning where students, teachers and community are all stakeholders. I

will briefly outline these. These principles form an exciting basis from which a library

program can be derived; they define the functions and roles of the library team working

transformatively for knowledge construction; they become the basis of the criteria for the

selection of resources; they shape the allocation of physical space in thelibrary; they are

the basis of developing school-wide ownership of the library program. In addition, they

become the marketing framework of the library, and are the basis for demonstating the

evidence of the power of the library. Each of these learning principles forms a basis

around which evidence might be collected to show the power of the library program.


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LEARNING PRINCIPLE

WORKING FOR KNOWLEDGE

CONSTRUCTION:

TRANSFORMATIONAL LEADERSHIP

1. Learning is an active search for

meaning by the learner: it is about

constructing knowledge rather than

passively receiving it; involving

learners directly in discovery of

knowledge; enabling them to transform

prior knowledge and experience, and to

take responsibility for learning

An inquiry-based learning approach is the

central philosophy and practice of the school --

from it stems the information search process

and the range of teaching-learning initiatives

which focus on the development of the

intellectual scaffolds for engaging with and

using information for knowledge construction.

Inquiry based learning, not information literacy

or information skills, is the educative platform.

Outcomes articulated in terms of learning gains,

with evidence, becomes the strongest argument

for library support

2. Learning is about making and

maintaining connections: linking

concepts, ideas, meaning; linking mind

and environment; linking self and

others; linking deliberation and action.

Need to situate information literacy advocacy

and initiatives within an empowerment model

towards knowledge construction, rather than

conveying a deficiency notion -- ie students are

somehow deficient because they do not have

these skills.

Ensuring instruction links needs to experience.

Giving learners responsibility for solving

problems and resolving conflicts.

Creating a physical and virtual environment that

is an invitation to connect, to get to know, to

know more.

Making sure my instruction makes explicit the

relationships of need to the curriculum.

Ensuring that I personalize interventions

appropriate to learners' circumstances and

needs.

Gathering evidence on which to base learning

initiatives and decisions.

3. Learning is developmental: a

cumulative process involving whole

person. Intellectual growth is gradual:

advancement, consolidation,

reinforcement; fostering an integrated

sense of identity.

Planning for the progessive, developmental

nature of each learning experience: instruction

should be additive and cumulative -> greater

richness, complexity.

Tracking student development of competence

(gathering the evidence).

Providing opportunities for trialing, testing,

reviewing, as well as opportunities for needs

assessment, discussion, reflection.


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Systematic approaches to gathering evidence.

4. Learning is both individual and

social: Responsive to students'

personal histories and common

cultures; opportunities for co-operative

learning; cultivating and inclusive

community; valuing human differences.

This might mean:

Opportunities for peer tutoring and learning

from each other; enable students from different

cultural backgrounds to experience each other's

traditions -- choice of resources;

creative approaches responsive to different

learning styles and development of self-learning

packages to cater for different learning styles;

creating learning zones in the library, depending

on social or individual needs;

librarians daring to have fun with their students

-- in the library!

using school, home and community as resources

for collaborative learning.

5. Learning is strongly affected by

educational climate in which it takes

place: value academic and personal

success and intellectual inquiry; involve

all constituents in contributing to

effective student learning feeling

connected, cared for and trusted.

Ensuring that the library plays a key role in

building a strong sense of community.

Library conveys a clear sense that it values

intellectual inquiry and knowledge construction.

Library rules and regulations invite, rather than

forbid.

Learning environment in which students feel

connected, cared for, trusted -- and where they

do not suffer from LH ("Loans Harrassment") or

PFS ("Petty Fines Syndrome")

Clearly thinking about what you convey that is

important to your students by your attitudes,

values, and in-house behaviors.

Celebrate knowledge successes.

6. Learning requires feedback,

practice, and use:

Feedback -> sustained learning

Practice -> nourishing learning

Opportunities to use -> meaningful

learning

Instructional design encourages goal setting,

and opportunities for students to chart and

measure their learning gain.

Grab every opportunity to provide information

on their progress towards meeting learning

goals.

Engage in a recurring process of needs analysis

and improvement.

Be prepared to take risk and learn from your

own mistakes.

Encourage development of learners as

constructive critics.

Ensure demands for behavior modification and

rules compliances are not your primary


18/22

feedback, rather your feedback is the feedback

of learning-partners.

7. Much learning takes place

informally and incidentally:

Activities beyond the classroom enrich

formal learning experiences;

Mentoring relationships beyond the

classroom;

Learning in a variety of settings and

circumstances.

Creative and imaginative approaches to

instruction -- not necessarily the group one-size-

fits-all approach.

Rethink distributuion of responsibilities.

Engage school staff as Information Literacy

support staff.

Identify strategies that ensure the library is a

learning portal to information and enrichment.

Develop pathways to extension and enrichment

on curriculum topics.

Provide a virtual or real space that links

students with peers, staff, community mentors.

Create a physical environment that is an open

invitation for mystery, intrigue, discovery --

where accidental discovery is highly likely: ie an

invitation to dance the "knowledge dance".

Use of volunteers and activities.

Provide on-line help points: quick-fix.

Learning is grounded in particular

contexts and individual experiences:

Requires effort to transfer specific

knowledge and skills to new

circumstances;

Grounded nature of learning: encounter

alternative perspectives and other

realities

Provide opportunities to tailor education to

individual rather than mass-produced delivery.

Explore how you can use educational

technologies as tool for collaborative learning.

Make the library a hotbed of learning activism, a

space where they can encounter alternative

perspectives and other realities, challenge

conventional views, test application of new

knowledge, engage in dialogue with people of

disparate perspectives and backgrounds -- in an

environment of safety and respect.

Focus on the development of the experience,

and reflection on the experience.

Provide students with opportunities to share

their experiences with others that have shaped

their identities and learning.

Understand factors which affect student

cognition.

Curriculum co-ordination to contextualize

learning experience.

9. Learning involves ability of

individuals to monitor own learning:

Understand how knowledge is

Provide opportunities and processes to help

students understand their strengths and

weaknesses in learning.


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acquired;

Know how to work with capacities and

limitations; Awareness of own ways of

knowing; Ability to monitor own

learning.

Help students observe and record their own

progress in learning.

Show students how to think about their learning

and learning processes in a reflective way.

10. Learning is enhanced by taking

place in the context of compelling

situations:

Provides challenge and opportunity.

Stimulates brain to conceptualize,

contemplate and reflect.

Amplifies the learning process.

Students learn more when asked to tackle

complex and compelling problems that invite

them to develop an array of workable and

innovative solutions.

Students tend to engage more when they

produce work to be shared with multiple

audiences.

Ensure instruction provides opportunities for

active application of skills and abilities.

Effective instruction takes place when students

are placed in settings where they can draw on

past knowledge and competencies.

CONCLUSION

On the basis of what I have said, and in summary, I would like to suggest the following as a

model of teacher-librarians creating an information-knowledge environment for learning,

one that focuses on information connectivity and empowerment for knowledge

construction and the development of meaning and understanding. At its heart is an

educational philosophy and practice centering on inquiry learning, and which drives thetransformative actions and evidence-based practices centering on knowledge construction

and meaning making. This focus underpins the nature and scope of collaborations to

achieve learning outcomes, and in the context of the educational role of the teacher-

librarians, is likely to give emphasis to the information search process and enabling

students to connect with, interact with and utilize information in the process of knowledge

construction. This shapes and guides the selection of resources amd how information

technology is utilized across the school. And this focus underpins the nature of the

management role of the information-knowledge environment and its infrastructure to

create a knowledge sharing community.

At the heart of a school library empowering learning are teacher-librarians and educatorswhose philosophy and actions empower learners to connect with, interact with and utilize

information to develop their own understanding, to construct their own meaning, and who

have the evidence to demonstrate this. It is about adding value and making a difference to

people. Systems, structures, buildings provide infrastructure, frameworks, contexts,

locations, and linkages are important, but they in themselves do not empower. It is people

who empower, and people who are empowered.

Senge (1990) claims that empowerment is one of four components that are central to

transformational leadership. These components are "the Four Es" -- Envisioning,

Energizing, Empathizing, and Empowering. Caldwell & Spinks (1992) argue that

transformational leadership is about leadership that transforms rather than simply

maintains the status quo; it is about leadership that brings about meaningful and


20/22

purposeful change; it is about leadership grounded in actions and evidence that create the

desired reality. Transformational leadership is about creating and enabling preferred

futures, and this is achieved through people who are empowered to take evidence-based

action. It is commitment to making a difference through action. It involves envisioning,

energizing, emphazing, and empowering. Central to this is a shared inquiry centered

philosophy and process of learning.

This calls for conceptualizing the role of the teacher-librarian as partner-leader. Partner-

leaders demonstrate:

Purposeful leadership: have a clear vuision of desired learning outcomes for theschool;

Strategic leadership: have a clear blueprint for translating learning-centred visioninto evidence-based actions;

Collaborative and creative leadership: are able to creatively combine capabilities,and mutually reinforce capabilities, to deliver real value to the school community;

Renewable leadership: are able to be highly flexible and adaptive, continuouslylearning, changing and innovating; and

Sustainable leadership: being able to identify and celebrate achievements,outcomes, and impacts -- showing, through evidence, the role of the teacher-

librarian is the most prized role in the school.

A personal philosophy of mine is "You begin the road by walking it". Today I present to

you the road, the way ahead, and I challenge you to walk it.

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transitions for preferred futures of school libraries

Documents