Dr Ross J. Todd is Head of Department ofInformation Studies, University ofTechnology,Sydney.

The creation of knowledge and meaning in themind of a student is a constructive experience thatinvolves active engagement and interaction with

information. For many years now, considerable emphasishas been placed on students' development of informationand criticalliteracies for effective cognitive interaction inprint and electronic information environments.

However, teacher-librarians are increasingly aware thateffectively integrating information technologies into class­room practice also involves reshaping some of the funda­mentals of classroom teaching practice. This includes set­ting new learning goals and developing new programs,structures and learning experiences for students. Teacher­librarians have some leadership role to play in bringingabout this change. The question of professional develop­ment of classroom teachers to embrace and effectivelyintegrate information teclmologies into learning hasemerged as a key educational need.

Professional development that seeks to bring about sig­nificant changes in the culture and practice of a schoolneeds to be carefully pianned and implemented. In orderto do this, it calls for a clear understanding of the natureof professional development and its dimensions that con­tribute to building a culture of change, a culture of excite­ment and a commitment to that change. In addition, itcalls for an understanding of how professional develop­ment can contribute to broad based change, rather than toisolated pockets of change, in a school. In essence, itneeds to provide a framework for taking learning experi­ences in engagement with information technologybeyond individual classrooms, into year levels, and lead­ing to across-faculty dialogue and planning.

In this issue, Research columns documents a professionaldevelopment program that was constructed on a strongtheoretical framework, where detailed consideration wasgiven to: the nature of its design; the quality and formatof the content; the environment in which it was carried

out; and its relationship to clearly identified school basedneeds and learning outcomes for students. The projectwas undertaken by [udith O'Connell and myself. [udithis the teacher-librarian and curriculum coordinator atBethlehem College in Sydney. The project was part of theDEETYAfunded initiative Innovation and Best PracticeProject and led by the School of Educational Psychology,Measurement and Technology at the University ofSydney. We gratefully acknowledge the funding receivedto undertake this project.

TEACHERS ASLEARNERS:TRANSFORMATIONAL LEADERSHIPAND AUTONOMOUS LEARNINGIN AN ELECTRONIC AGE

Dr Ross J. Todd& Judith 0'Connell

IntroductionThe action research project reported here focuses ondeveloping both the technical and pedagogical compe­tence of classroom teachers with learning technologies,and tracking this process to classroom implementation inrelation to information and critical literacies, and measur­ing learning outcomes. It used conceptual models oftransformational leadership and autonomous learning asprocess frameworks to implement and evaluate a numberof professional development strategies linked to theWorld Wide Web and multimedia: basic applications;publishing tools; and presentation tools.

The project was situated within an action research frame­work, using the stages of plan, implement, evaluate andreflect to chart progress and outcomes. It sought to movethe use and learning integration of learning technologiesbeyond pockets of success within the school to a changein whole school culture. This paper outlines the projectphilosophy and process, and highilghts key outcomes. Indoing so, this paper provides a conceptual model for staffprofessional development in this context.

The school context'This project was undertaken in early 1999 at BethlehemCollege in Sydney, a Catholic Education systemic schoolfor 860 girls in Years 7-12. The college has moved through

a number of key phases since 1995 in its approach toimplementation of learning technologies as a curriculuminnovation, and this project is part of a sustainedresponse to identified needs during this process. Keypoints in the innovation cycle since 1995 have included:development of a school based learning technologies pol­icy and plan; full professional development daysfocussing on learning, literacies and management aspectsof technologies; undertaking a learning needs analysis:establishment of a technology committee; research analy­sis of staff perceptions of the information search process;and development of a teacher competencies benchmarkand implementation plan. In addition, a specialist learn­ing centre, the Sophia Centre, was established within thecollege library to nurture integrated electronic learningtechnology activities within the mainstream curriculum.

Against this context, a number of other factors motivatedthis specific project. Analysis of teachers' estimates oftheir personal expertise and zone of comfort with variousresearch tools, matched with their expectations for thesame tool for student learning, showed that personalexpertise and zone of comfort did not relate to theirexpectations for their students. There was also a signifi­cant discrepancy between teachers' familiarity with infor­mation sources and information technology, and teachers'view of the sources' importance for student learning. Inaddition, there was mounting pressure created by stu­dents who were comfortable in such an environment asopposed to teachers who were not, and the realisationthat it was not sufficient to let students "work it out" andfor teachers to expect the students "to teach me".

It also was becoming clear that the amount of staff train­ing was not necessarily related to the quality of imple­mentation. Despite the extensive and beneficial programsto date, there was still a clear need to ensure ongoing,interactive, cumulative learning necessary to developnew conceptions, skills and behaviour, and from whichare derived Significant learning outcomes. Little curricu­lum change was occurring, as evidenced by classroompractice, units of work and developments in subject pro­grams. Some teachers were even'forgetting' how to usetechnology as a simple working tool. It had become clearthat grounding procedures for implementation of curricu­lum change, within a clear and effective framework ofprofessional development, was essential for achievinginnovation and change in the use of electronic learningtechnologies within the curriculum.

Guiding frameworks: transformationalleadership and the autonomousprofessionalTransformational leadership is a particular style of leader­ship that gives emphasis to transforming rather thantransacting in a context of rapid environmental change(Ryan, 1997). Fullan (1993)argues that where change infundamentals is concerned, the process can becoine prob­lematic. He claims that the way that teachers are trained,the way that schools are organised, the way that the edu­cational hierarchy operates "results in a system that is

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more than likely to retain the status quo than to changeit." When change is attempted under such circumstancesit results in defensiveness, superficiality, or at best shortlived pockets of success. The building of new commit­ment to a very new cqmpetence, can, therefore, be a veryfragile process. Change redefines proficiency. It devaluescurrent skills, even if they have been applied artfully, andeven if those who have been applying them still see themas valid and successful.

Learning about information technology and integrating itmeaningfully into classroom practices demands pedagog­ical change. Its successful implementation requires staff tomove from what has become at least 'old competence' towhat is now defined as 'new competence'. When thescope and sophistication of such a change goes farbeyond minor modification, as it does with the introduc­tion of learning technologies, this transition is especiallychallenging. This is the essence of transformational lead­ership: valuing and integrating change, not in the senseof bringing about minor modifications and transitory out­comes often embedded in such initiatives, but in trans­forming and reshaping the culture of the school.

Transformational leadership involves four dimensions(Caldwell & Spinks, 1992.)These are:

• cultural leadership, focussing on learning as construc­tive and transformative

• educational leadership, focussing on the developmentof critical and information literacies for electronic infor­mation environments

• strategic leadership, focussing on understanding oftechnological issues and trends, and establishing longterm vision and future directions

• responsive leadership, focussing on understandingindividual/group needs as a basis for setting direction.

These four dimensions established four guiding princi­ples that shaped the implementation of the actionresearch on professional development: its substantivecontent; its context; its process; and its goals.

We also sought to implement a program that wasinformed by the literature on professional developmentitself. This was initiated through the examination of anumber of professional development models, in order toconceptualise the structure and process of the targetedprograms to be implemented.

In the first instance, a number of key features of the long­standing Andragogical Model of Knowles (1990)wereexamined. From this model we identified twelve salientfeatures that were considered essential in underpinningthe development process for staff. These included: (1) nonprescriptive attitude; (2) issue centred curricula; (3) prob­lem posing; (4) links to practice and experience; (5) con­tinuous negotiation and redefinition; (6) shared responsi­bility for learning; (7) valuing process; (8) dialogue; (9)equality; (19) openness; (11)mutual respect; and (12) inte­grated thinking and learning. Boud's AutonomousLearnerModel (Boud & Griffin, 1987) clarified for us the broadframework for the learning to take place through thedevelopmental program. The key ideas of this model areillustrated in Figure 1.

Autonomy withapproaches to learning

Autonomy with content

Autonomywith intellectual skills

Autonomy with context

opportunities for staff to identify what to learn; how to learn;demonstrate learning; evaluating learning; reflecting on learningprocess

understanding content; setting boundaries; valuing ownunderstanding; creating meaning out of content; ability to transfer

able to identify skills needed and to follow developmental pathways

personal confidence and self-esteem, language and trust.

This model enabled us to focus on notions of developingself direction and mastery, and what this embraced. Wewere thus able to get a sense of the structure and shape ofthe developmental program.

The planning and implementation was also Informed bythe Independent Lifelong Learner Model developed by Candy(1991). This enabled us to identify some of the values andattitudes outcomes to be achieved through the program.These Included: (1) be methodological and disciplined; (2)be logical and analytical; (3) be adventuresome and cre­ative; (3) demonstrate curiosity, openness, and motivation;

(4) be reflective and self aware; (5) be Interdependent andInterpersonally competent; (6) be persistent and not giveup easily; (7) be flexible; (8) have a positive self concept;and (9)be Independent and self sufficient.

Against a backdrop of transformational leadership, wethus established some key guiding principles for theprocess of development. These Included:

• Provide a conceptual overview and understanding ofconceptual frameworks.

• Have direction to focus on an area of identified need.

• Enable Individuals to develop plans to achieve goals.

• Make effective use of time.

• Translate needs into a specific objectives-sequentialplan based on clear objectives.

• Provide opportunities for logical and analytical prob­lem solving

• Allow participants to form generalisations, look forprinciples, provide opportunities demonstrate learning.

• Provide opportunities to own the process.

• Develop opportunities to diagnose needs.

• Predict outcomes and evaluate outcomes against expec­tations, identify limitations and translate these Intolearning needs.

• Have opportunities to talk about own strengths andweaknesses.

We also wanted participants to: be persistent; demon­

strate energy and commitment; be tolerant of the frustra­

tion often associated with learning new technology skills;

and have the ability to modify plans as necessary as theirneeds became clear and learning pathways unfolded.

Implementing the project and chartingprogressThe professional development was implemented througha number of stages, cognisant of the needs and progressIn the school to date. In the first stage, the Learning tech­nologies teacher capabilities survey, part of the Learningtechnologies teacher capabilities guide (Depariment ofEducation, Victoria, 1998) was used to identify teachercapabilities within five areas: personal skills with learningtechnologies; personal skills with learning technologies Inspecific key learning areas (KLAs);learning technologiescapabilities; classroom use of learning technologies; andclassroom use of learning technologies In specific KLAs.Modifications In the original survey form were made toadjust the language to a New South Wales school contextto ensure validity for the school context, before it wasadministered to 56 teachers.

This survey provided a detailed picture of: whole schooltechnology skills and capabilities; a teacher-defined set ofpriorities for professional development In learning tech­nology capabilities; and a set of identified priorities forlearning technology skills to support this development oftechnology capabilities. The survey identified some keyfindings. For instance, personalskills with learning tech­nologies (such as managing technology, working withbasic applications, publishing and presenting informa­tion, and using multimedia applications), were verybasic, with few feeling skilled and comfortable. It alsodefined low levels of expertise In relation to teaching andlearning, classroom management of technology, andapplications in curriculum planning, monitoring andreporting. There was limited use of technology In theclassroom, with science, mathematics and health/physi­cal education showing highest levels of use. While thegeneral picture was one of low levels of personal skills, anumber of staff were identified as having high levels ofcompetencies of skills and classroom uses.

Having established a whole school skills and competen­cies profile, it became possible to target specified activi­ties in direct response to the professional developmentpriorities identified by the teachers themselves. Thisformed the second phase of the project implementation.Highest priorities identified were: the desire to provideopportunities for students to engage; the ability to solve

common technical problems encountered in a classroom;the opportunity to research and develop curriculum pro­grams to facilitate learning in a technology classroom;and the effective use of learning technologies in the class­room to support this. Teachers also prioritised a range ofskills to support their developing confidence and compe­tence in a technology classroom. These included: gainingskills in using the World Wide Web; email; use of author­ing programs; and interactive multimedia programs.

The resulting professional development sessions weredesigned in keeping with previously identified key guid­ing principles for professional development of adultlearners, and in the context of an information literatetechnology classroom (ie one that is responsive to theaffective and cognitive demands of student learning).Also, in keeping with the notion of transformational lead­ership, information was sought from these teachers abouttheir willingness to share expertise and provide mentor­ing for colleagues.

Using this information, teachers were identified to designand present the professional development activities, thusproviding continuity in the development of technologyskills and competencies by fostering group ownership ofthe process in order to support a climate of whole schoolchange, and to establish a clear perception that on siteexpertise was readily available on an ongoing basis.

The rationale underpinning the strategies adopted for theprofessional development program was to: support teach­ers in changing their use of technology in the classroomby fostering opportunities to critically evaluate personaltechnology competencies and skills; develop a personaland/or faculty plan of action; develop willingness to takerisks in a technology setting; develop teaching strategiesand tools for technology integration; foster a teamapproach to curriculum development; and change ordevelop new teaching programs to reflect the use oflearning technologies. The strategies adopted weredesigned, finally, to create real, sustained change withinthe classroom experience of students. It was hoped thatthe outcome for student learnings would then be reflect­ed in new opportunities and experiences in engagementwith technology in more than one subject and/or class­room and eventually within the whole school learningenvironment.

The inservice sessionsBased on the needs analysis, five inservice sessions(described below) were designed and presented. 37 teach­ers were involved and the activities were supported by

the school administration with provision cc'release timeto attend inservice sessions. In addition, the Staffcompe­tencies framework for professional development provided: themotivation for innovation and change; a time frame forinvolvement; and a personal commitment to the processby each staff member involved.

Each professional development session was embedded inan information literacy framework. The critical thinkingand problem solving skills needed to comprehend, syn­thesise, analyse, interpret, infer and evaluate a learningactivity and the technology learning tool determined themethod of delivery of the session. The specific needswere also based on the survey profiles. In particular, thecognitive and affective domains involved with each of theinservice contexts were emphasised:

• Office and the World Wide Web email interface

Main points included: email context of communication ina new media; global networks; technology interface ofthis form of communication; language features andchanges in literacy styles; use within the curriculum:specifics of Emumail; key features of the software; handson development of skills (eg creating a signature, sendingmessages, sending attachments); expressing uncertaintyin a new environment; developing troubleshooting strate­gies to overcome difficulties.

• Introduction to the World Wide Web

Literacy demands of on screen reading with multipleframes, icons and navigation buttons; understanding thecognitive demands of using the Web; navigating with aWorld Wide Web browser interface; issues of informationgathering and use of search engines; critical evaluation ofinformation; surfing is not researching: the cognitivedemands on students; curriculum integration; hands ondevelopment of skills; expressing uncertainty in a newenvironment; developing troubleshooting strategies toovercome difficulties.

• Mathematics faculty inservice, to explore crossfaculty initiatives for integration

World Wide Web introduction (as above); muitimediaCD-ROMs and literacy demands of interface; cognitivedemands for navigating structure; cognitive demands forinformation analysis and synthesis, as opposed to biblio­graphic resources; designing a research task to teach thetechnology interface; designing a research task to avoidplagiarism and cut and paste activities; supporting thestudent constructivist approach to learning: expressinguncertainty in a new environment; developing trou­bleshooting strategies to overcome difficuities.

• Managing a networked classroom

Troubleshooting in a network environment (eg printqueues); Windows 95 interface and flle management;exploration of subject based software andapplication ofthese for teaching and learning.

• Effective teaching in the Sophia Centre

Range and purpose of networked software available forclassroom Integration (eg encyclopedias, subject/theme­based software, journals, newspapers); teaching in a mul­tipurpose environment using library resources and infor­mation technology.

Impact evaluationA number of tools were chosen to observe and evaluatethe impact of the project. Firstly, each teacher Involved Ina professional development session was asked to com­plete a survey at the beginning of the session, and at theconclusion of the session. 55 survey tonus were collected.Before starting, teachers were asked to identify theirexpectations from the session: for the development ofpersonal skills; for developing classroom use of the learn­Ing technology; and their level of confidence with tech­nology. At the conclusion, teachers were asked to com­ment on: new skills and knowl-edge gained; specific needs forfuture development; preferredapproaches for development;the degree to which expecta-tions for personal learning weremet; areas of application ofskills for personal use, curricu-lum plannlng and classroomapplication, and their level ofconfidence with this learning technology. These surveyforms were designed to provide preliminary material foranalysis for developing guiding principles for continuingprofessional development programs and evaluation ofcurrent framework.

The second evaluation tool was personal interview. Thesubject coordinators from a number of faculty areas wereinterviewed to elicit information about: personal skillsand competencies; leadership style; curriculum develop­ment withln the faculty; the process of change and futuredirections for curriculum integration of electronic learn­ing technologies; and reflection on the changes In class­room pedagogy. This Included reflectlon about observedstudent behaviour In the process of learning, and use ofresponse diaries. These were analysed by the researchteam using qualitative approaches, specifically a contentanalysis approach known as "constant comparativemethod" (Glaser & Strauss, 1967), an Interactive processof comparing and aggregating pairs of Indicators. It wasimportant that the 'voice' of the teachers be heard, andthat these voices not be expressed merely by sets ofnumerical data, rather by building a range of conceptuali­sations of needs, benefits, weaknesses, impacts andthreats that could form a strong evidential base for fur­ther development and consolidation. This 'grounds-up'approach was also considered important to guide theresearchers in an open ended way that was tailored to thespecific voices, rather than testing preconceived assump­tions and potentially narrowing the scope of endeavourand its outcomes.

A detailed report on the outcomes has been made avail­able to the school and it forms an important source ofInformation for the continuation of the school's learnlngtechnologies program. The evaluation analysis has identi­fied some very Interesting patterns. These are briefly syn­thesised here:

• The extent of technical competence and skills withInformation technology shapes perceptions of how itmight be used in the classroom. Teachers with low lev­els of technical skills expressed vague, often unrealis­tic and grand notions of its applications to teachingand learnlng. There seems to be little understanding ofthe complexities related to the pedagogy of applica­tion; there seemed to be notlons that this pedagogysimply Involved the direct transfer of technical skillsto students and that this would produce students whowere efficient, productive researchers and users of thetechnology.

• The development of technical competence and skills isfundamental to effective inte­gration into the classroom; it isa key prelude to developingpedagogical expertise. VVhilethis might seem to be statingthe obvious, it is an importantfactor In professional credibilityin an environment where stu­dents are often the'experts' andteachers are the 'novices'.

• Developing teacher confidence with information tech­nology is critical to self direction. Being confident withmastery of the basic skills involved, and seeing person­al attainment of these, provides a foundation for confi­dently diagnosing gaps In understanding and skills,identlfylng personallearnlng goals, and building com­mitment to further development. The development ofconfidence contributes to the zone of comfort; confi­dence and expertise contribute to the realistic assess­ment of needs.

• Commitment to further action, whether this is practis­ing new skills learnt, or applying these to classroomactivities, is founded on: having a conceptual under­standing of the territory; valuing one's understanding;confidence in mastery of basic skills; and seeing thepotential of the bigger picture.

• Readiness for classroom integration of informationtechnology takes time. It is somethlng that has to bedeveloped and supported, with opportunities for 'prac­tice' and 'play' seen as fundamental elements. As tech­nical expertise with information technology develops,there is a clearer sense of how this technology might beIntegrated Into daily classroom teachlng learnlng.

In addition, the personal interviews provided some indi­cation of how the teachers as learners had benefited, andwere beginning to apply their new learning to classroompractices. They Indicated that the program:

• responded to the needs and priorities as identified bythe teachers themselves in the competencies survey;

supported the leadership of faculty coordinators withvarying leadership styles

• made explicit a process for transformational leadershipthat was personally motivating

• supported their leadership by valuing teacher expertise

• fostered opportunities for teachers to work with andcriticallyevaluate personal technology competenciesand skills

• fostered opportunities to change use of technologies inthe classroom

• fostered a framework for developing a faculty plan ofaction

• fostered a climate of investigation and willingness totake risks with technology

• fostered a setting in which constructive teaching strate­gies could be developed for technology innovation andintegration

• fostered opportunities for a team approach to curricu-lum development.

This represents importantprogress in the complex jour­ney of integrating learning technologies into classroompractices.

Wewere also able to identify some unforseen positiveeffects on individuals and on the culture of the school.These included: an ongoing demand for more profession­al development sessions of this kind; the development ofexpertise in the school through the adoption of mentoringor team approaches to learning;the creationof a finan­cially viable framework since there was no longer a needto 'buy in' expertise; and the development of personalcredibility for those taking a leadership role.

In addition, some evidence was provided that indicatedthat teachers were: trialing units of work which explicitlydeveloped students' literacies with the technologies;developing specific faculty based policies for computeruse in classrooms; rethinking traditional teaching prac­tices; developing a 'technology booklet' to facilitate teach­ers' integration of the Internet into learning activities;and, in some faculties, employing a more team basedapproach to instructional design.

Reflection: guiding principles for furtherprofessional development

The understendtngs gained from his program haveenabled us to identify some key principles for the nextstage of development. These include the provision ofopportunities to:

• translate identified needs into learning objectives, anddeveloping personal developmental plans to achievethese goals

• test and practise skills, to trial and evaluate teachingand learning activities, based on authentic scenarios

• conceptualise and understand 'big picture stuff', yetprovide an understanding of the specific knowledgeand skills that comprise this

• make commitments (ie learning contractsbased onactions and applications)

• negotiate the specific objectives and structure of profes­sional development

• discuss scepticism and ambivalence, exploring howthese might translate into feeling confident with a tech­nology centred future.

Other considerations would include:• realistic assessments of time required to achieve objec­

tives

• articulatingprofessional development in terms of trans­formative learning and transformational leadership (iemodelling how professional development relates tolearning processes that happen in the classroom)

• negotiating the specific objectives and structure of pro­fessional development

• exploring more actively how learning can be trans­ferred to the classroom setting

• exploring opportunities for reflection and reflectivelearning

• critiquing progress and experiences in constructiveways to clarify opportunities for the future

• exploring opportunities for understanding the natureand implementation of information and critical litera­des associated with Webbased information.

ConclusionThe model we have established at Bethlehem Collegeembraces the following interrelatedconcepts: a frame­work for contextual considerations;a framework forneeds analysis; a construct for building of commitment; acommitment to development of responsive structures; thecreation of realistic opportunities for transferring andtransforming; a construct for management of personallearning dilemmas; the establishment of sharing mecha­nisms; and the opportunity for constructive, meaningful,cognitive and affective reflection.

""The model is responsive to different leadership styles, akey element in transformational leadership. It supportsindividuals in a variety of ways to move forward, and italso acknowledge. diversity. Having a philosophy ofchange does not in itself guarantee effectiveness. It is theaction orientations on the part of leaders that fosterschool change.

We avoided the dilemma that implementing innovationoften carrieswith it, ie the need to conjureup, or hastento identify, learning outcomes in a superficial way to jus­tify the process. It became clear to us early in the projectthat more concerted effort needed to be given to profes­sional development in order to create a strong, committedbase for ultimately achieving student learning outcomesat the whole school level.

Such an approach demands high standards which arereachable in bite sized chunks, and which does not forcestaff into adopting applications beyond their level ofexpertise and commitment. It uses a structuredapproachto professional program development and design, andincorporates accountability while allowing opportunitiesfor experimentation. It fosters a collaborative spirit andopen communication at faculty and school level, and it

legitimates the effort of involvement tlnough clearlyidentifiable personal gains. Yes, to achieve fundamentalchange is complex. Professional development for the inte­gration of electronic learning technologies must be longterm, extensive} meaningful and interactive. Yet, as ourexperience attests, it is a richly rewarding process.

BIBLIOGRAPHYBaud, D.& Griffin, V. (ed).Appreciating adults learning: from the

learners' perspective. Kogan Page, 1987.Caldwell, B. & Spinks, J. Leading theself-managed school. Farmer,

1992.Candy, P.Selfdirection for lifelong learning: a comprehensive guide

to theory andpractice. jossey Bass, 1991.Pullan, M. G. Change forces: probing thedepths ofeducational

reform. Palmer Press, 1993.Glaser, B. & Strauss, A. The discovery ofgrounded theory:

strategies for qualitative research. AIrline, 1967.Knowles, M. The adult learner: a neglected species. (4thed.) Gulf

Publishing,1990.Learning technologies: teacher capabilities. Professional and

LeadershipDevelopment Centre,DepartmentofEducation, Victoria, 1998.

ABSTRACTSMCGREGOR, J. H. "Do sc~ibes learn? Copying andinformation use", School Library Media QuarterlyOnline 1, 1998. Available at SLMQ online © 1998ALA at:http://www.ala.orglaasllSLMQ/scribes.html

This article reports on the continuing research into stu­dent plagiarism undertaken by McGregor since 1993.Theissue is ongoing, and has resurfaced as a key teacher andteacher-librarian concern given developments in theavailability of electronic information. The study reportstwo qualitative field studies of Year 11 students and theirinformation behaviours when writing research assign­ments. One group of students received little direction inuse of information sources and the avoidance of plagia­rism; the other group had some preparation in workingappropriately and effectively with information sources.This preparation included some instruction that centredon an information skills framework, including analysis,organisation and presentation of information that demon­strated personal understanding and construction of infor­mation. The findings compare the behaviours of the twogroups, and the resultant impact on the research tasks.This is an informative and eniightening study: a must forall teacher-librarians and classroom teachers. It raisessome key questions for teacher-librarians, eg How canteacher-librarians more effectively intervene and make adifference? What is the nature of the collaborationbetween teacher and teacher-librarian to appropriatelydevelop higher order information handling skills?

AKIN, L. , "Information overload and children: a surveyof Texas elementary school students", School LibraryMedia Quarterly Online 1, 1998. Available at SLMQ© 1998ALA at:http://www.ala.orglaasllSLMQ/overload.html

The electronic delivery of information has broughtrenewed focus on the potential for, and impacts of, infor­mation overload. Students experience the phenomena ofinformation overload in a real way when they search forinformation on the Internet. For example, searching for"Birds" on Alto Vista is likely to provide over one millionhits. This research examines how children experienceinformation overload and how they endeavour to dealwith the problem. The study involved 265 Year 4 andYear 8 students in two different Texas schools and datawere gathered through a survey questionnaire. Studentswere required to document the extent and nature of over­load and their strategies for managing it. The studyshowed that information overload is a real learningdilemma, and highlights the importance of developingstudents' experience with analysis, synthesis and evalua­tion of information. The study in particular highlights arange of teaching and learning strategies a teacher-librari­an and classroom teacher might use in dealing with infor­mation overload.•

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