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Information Literacy in Schools – The Norwegian School Library Program
University of Agder
Siri Ingvaldsen
11 April 2013
Norwegian School Library Program
• Norwegian Directorate for Education and Training & University of Agder
(UiA)
• 2009 – 2013
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• Reading education
• Promotion of information literacy
www.skolebibliotek.uia.no
www.informasjonskompetanse.no
Main focus areas:
• competence enhancement through studies and training courses
• practice-related school projects
• development of a digital collection of ideas and a learning
resource concerning information literacy
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What has been achieved?
210 development projects in 173 schools in 105 municipalities
and all Norwegian counties
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Project schools
• Schools are initially funded for one year, but have the
opportunity to apply for an additional year
• The schools with two years projects: resource schools
• Project support only for primary and lower secondary schools
(age 6-16)
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Møre Research Centre 2006-2007
• No clear connection between resources allocated to school libraries and
the degree to which these libraries were used for educational purposes
(Barstad, Audunson, Hjortsæter & Østlie, 2007)
Møre Research Centre 2006-2007
Most important factors:
• Support from the school administration
• Planning of library usage
• School culture
• Teachers’ attitudes
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Projects schools
• Principal = project leader
• The whole project group, the principal, involved teachers and the school
librarian, must attend compulsory courses.
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• Students acquire information skills most easily when they search for the
texts they use as an integral part of completing their academic
assignments = cooperation between teachers and librarians
• Cooperation with public library
• Municipalities = school owners are involved in the application process
(Limberg & Alexandersson, 2007, Kuhlthau, Maniotes & Caspari, 2007)
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•www.skolebibliotek.uia.no
•www.informasjonskompetanse.no
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Knowledge Promotion 06 – Norwegian national curriculum
Does not use the term information literacy, but it strongly
promotes:
• Reading in all school subjects
• Digital skills
• The ability to think critically
• Development of research skills
• Textual diversity
• Knowledge regarding library use
• Training of learning strategies
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= Information Literacy
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Information Literacy
• the ability to acknowledge a need for information
• the ability to identify and locate information
• the ability to evaluate information (source evaluation)
• the ability to use information for personal knowledge acquisition
• the ability to document sources (citation techniques, making a reference list)
• familiarity with central principles of copyright (what may be used in different
contexts)
• the ability to communicate on the Internet (produce and share content on the
Internet)
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www.informasjonskompetanse.no
• Marvel and ask
• Evaluate and select
• Reading for comprehension
• Create and share
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Resource schools – examples:
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Mortensnes Primary School
• Link teaching and learning efforts to the services and
opportunities provided by the school library
• Examples of information skills training
prepared for all grades
• Use the non-fiction collection actively for
purposes of adapted teaching and
special-needs education
• Teachers and
librarians provide each other with training opportunities
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Kanebogen Primary School
Reading workshops
• Two hours a week
• Groups of four,
two teachers
Four stations
• Literary genres
• Learning strategies
• Writing skills
• Drama station
Sørvik Primary and Lower Secondary School & Harstad
Library
• Municipality of Harstad committed to systematic reading
instruction
• Reading plan adopted in 2010
• All elementary school classes have a part-time reading
supervisor (in Sørvik 20%)
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Sørvik Primary and Lower Secondary School & Harstad
Library
• Reading workshop in forms two to four
• Middle-level students, particularly boys – guided and
repeated reading
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Kråkerøy Lower Secondary School
My family in history
• Enable the students to better evaluate the relevance and
credibility of sources
• Apply the information in their
own work
• Improve skills in writing
non-fiction texts
• National competition – Norwegian Historical Association
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Skaaredalen Primary and Lower Secondary School
• Progress plan on learning strategies from 1st to 10th grade
• Formalized methods of cooperation between teachers and librarian
established in all classes
Learning strategies plan divided into
• Grades
• Areas of responsibility
• Themes
• Topics
• Time frames
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Bud Primary and Lower Secondary School & Fræna Public
Library
• School librarian’s position divided among the school, the
public library and the role as the municipality’s school library
coordinator
• Library plan – all schools included
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Bud Primary and Lower Secondary School & Fræna Public
Library
To be able to use the library
in a goal-oriented
manner, the
students must
master learning
strategies.
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Mørkved Primary School & Ringsaker Library
«From Library to Learning Centre»
Integrating the
library as a
permanent
feature for
reading instruction
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Mørkved Primary School & Ringsaker Library
• Ringsaker Municipality - full-time school library coordinator
position
• Position located within the public library staff
• Chief librarian and principals specify coordinator’s tasks
together
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• Barstad, J., Audunson, R., Hjortsæter, E., & Østlie, B. (2007). Skulebibliotek i
Norge: Kartlegging av skulebibliotek i grunnskole og vidaregåande opplæring.
Volda: Møreforsking. (Arbeidsrapport ; nr 204). Available at:
http://www.moreforsk.no/default.aspx?menu=837&id=156 [10.04.13]
• Kuhlthau, C. C., Maniotes, L. K. & Caspari, A. K. (2007). Guided Inquiry :
Learning in the 21st Century. Westport, Conn., Libraries Unlimited
• Limberg, L., & Alexandersson, M. (2007). Textflytt och sökslump :
informationssökning via skolbibliotek. Stockholm : Myndigheten för
skolutveckling. Available at:
http://bada.hb.se/bitstream/2320/2930/2/Textflytt.pdf [10.04.13]
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