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WHAT ARE
SCHOOL LIBRARI
ES?
Outdated book centers or vibrant centers of learning?
Spring 2013
2
What is a school library?
3
Frank Zappa on libraries From the liner notes to his first
album, Freak Out! (1966) HUNGRY FREAKS, DADDY was written for Carl
Orestes Franzoni. He is freaky down to his toe nails. Some day he will live next door to you and your lawn will die. Drop out of school before your mind rots from exposure to our mediocre educational system. Forget about the Senior Prom and go to the library and educate yourself if you’ve got any guts. Some of you like Pep rallies and plastic robots who tell you what to read. Forget I mentioned it. This song has no message. Rise for the flag salute. [Emphasis added]
• Comments on the song “Hungry Freaks, Daddy” reproduced on website Information is Not Knowledge
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History of School Libraries
Not very well known! Although the American public school library
is one of this nation’s most ubiquitous educational institutions, we know very little about its history.• First sentence of:
5
Vintage ads for school libraries
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Roles of the school library in history
Laurel Ann Clyde (born in Australia, becamelibrary educator in Reykjavik, Iceland):1. the school library established to support
the teaching and learning activities of the school
2. school library established to provide recreational reading
3. the library established to serve both the school and the community
4. school library established as a scholars’ library to serve the needs of a particular group within the school
5. the school library established as a memorial• Based on Clyde, Laurel A. (1981)
The magic casements: a survey of school library history from the eighth to the twentieth century. PhD thesis, James Cook University as summarized in Laurel A. Clyde -- Thesis
L. Anne Clyde1946-2005
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Clyde’s conclusion 1
Purpose of school libraries hasn’t changed much
http://murraylib600.org/ScholeLybrarie.htm
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The library as center of the school?
http://heartoftheschool.edublogs.org/
http://stephanieharvey.com/home
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Clyde’s conclusion 2
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Support teaching and learning? Appears in several mission statements:
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A supporting role only?
What about enhancing?
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The Instructional Role of the Media Specialist
Has it changed much? It is evident from an analysis of two data sources
that an evolution in the instructional role of the library media specialist did occur from 1950 to 1984. A clear pattern of progressive development of the instructional role has persisted in the standards and the literature. The changes in the library media specialist’s role from study hall monitor to curriculum designer can certainly be termed substantive.
• Craver, K. (1986, Summer). The Changing Instructional Role of the High School Library Media Specialist, 1950–84: A Survey of Professional Literature, Standards, and Research Studies. School Library Media Quarterly, 14, 4: 183-91. Also available in print in The emerging school library media program. Libraries Unlimited, 1988
13
1945 Benchmark
First set of national standards for school libraries K-12 School Libraries for Today and Tomorrow published
by the American Library Association These standards linked the quality of school
libraries to the size of book collections and the frequency of classroom teacher use of the library. Further, the school librarian was beginning to be seen as an instructional leader for the “mental, emotional and social growth of young people.”
• Underwood, L. J. (2003). A case study of four school library media specialists’ leadership in Louisiana ,” EDD dissertation, W. VA University, p. 23. Available online from WVU.
14
Tracing the evolution The Fifties
The decade between the close of World War II and the mid-fifties was termed by many educators as a decade of American complacency. Americans had emerged victorious from a world war and were exulting in their acknowledged super-power status. School librarians floundered in a wave of anti-intellectualism and the conformity that was precipitated by technological democracy and the Cold War.
Teaching, despite the noticeable increase in audiovisual services offered by school libraries, was still dominated by the textbook.• The Changing Instructional Role of the High School
Media Specialist
15
The advent of the space age
1957 The launching of Sputnik in 1957 was the
catalyst that halted America’s complacency and expedited the educational process.
At this point, federal funds were made available for the purchase of the school library as a resource center, and not merely a depository. By the late 1950s, schools began to focus on learning rather than teaching, and on curriculum methods that permitted a broader instructional role for the school librarian.• The Changing Instructional Role of the High Sch
ool Media Specialist
16
A new benchmark Standards for School Library Programs
(American Association for School Librarians, 1960)
Published in collaboration with the Department of Audiovisual Instruction (DAVI) of National Education Association• School Libraries, Gale Education Encyclopedia
Specified the collaborative leadership responsibilities of the school librarian with teachers regarding curriculum development and textbook selection. • Underwood, “
A Case Study of Four School Library Media Specialists’ Leadership in Louisiana”
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The decade of ferment The Sixties
In school library development and education in general, the 1960s can be described as a decade of ferment. “rhetoric and ideas abounded as to what education would do to solve a number of pressing social issues—from integrating the schools racially to promoting a love of reading among the disadvantaged or disinterested.”
The school’s new emphasis on “diversified learning materials—both printed and nonprinted—for all subjects and levels of ability” finally brought to school librarians the opportunity for [a] greater instructional role. • The Changing Instructional Role of the High School M
edia Specialist
18
A major project
Knapp School Libraries Project (1963-1974) The Knapp Foundation supported curricular
innovations that included collaborative teaching with the school librarian. For the first time, the role of the school librarian changed from a keeper of materials to an active participant in the academic process. Thus, the Knapp Foundation recognized the importance of the school librarian as an active participant in schools that embraced the new reforms.• Underwood, “
A Case Study of Four School Library Media Specialists’ Leadership in Louisiana”
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New standards and new title
Standards for School Media Programs (ALA, 1969) ALA and the DAVI of NEA publishes Standards for
School Media Programs, national guidelines that unify the roles of librarians and audiovisual personnel under the terminology of library media program and library media specialist.• School Libraries, Education Encyclopedia
School library media specialists were now responsible for non-print materials such as tape recorders, records, filmstrips, and film loops, which required expertise in technology. • Underwood, Case Study
20
A time of action The Seventies
This period witnessed an actual, rather than merely a proposed, change from passive learning on the part of students to an environment in which students and teachers actively participated together in projects and activities that served to convey information previously provided by a textbook or a teacher.
Within this environment of change, the school library finally receives assurance that its educational goals and objectives, which in many cases were ahead of the times, were now appropriate. • The Changing Instructional Role of the High School
Media Specialist
21
New standards again
Media Programs: District and School (AASL and Association for Educational Communications and Technology (DAVI of NEA became AECT in 1971))
The 1975 standards . . . gave more attention to systematic planning providing guiding principles for both site-level and district-level decision-making. By this point, the school library specialist was seen as an integral part of the total instructional program.• Program Standards School Library Media Specialist Pre
paration (AASL and NCATE, 2003), p. 5.
22
A mercurial environment The Eighties
While the instructional role of the school library media specialist from 1980 to 1984 could be characterized as a period of adjustment concerning the implementation of instructional design activities, the introduction of computers presented library media specialists with a new set of problems.
There is evidence that more systematic approaches were being followed for instruction and that library media specialists were being urged to consider their educational role within the framework of the total program.• The Changing Instructional Role of the High School
Media Specialist
23
Response to A Nation at Risk (1983)
Alliance for Excellence: Librarians Respond to a Nation at Risk (1984) Four basic concepts presented:
• Learning begins before schooling. • Good schools require good school libraries. • People in a learning society need libraries throughout their
lives. • Public support of libraries is an investment in people and
communities. – Shirley Fitzgibbons,
School and Public Library Relationships: Essential Ingredients in Implementing Educational Reforms and Improving Student Learning
School Library Media Research Volume 3 (2000)
24
The Information Power Era A major policy document
The major development in 1988 in terms of standards was the publication of the new school library media guidelines, INFORMATION POWER (AASL & AECT, 1988). This document presents an active, forward-looking role for library media programs based on the library media specialist functioning as information specialist, teacher, and instructional consultant. Discussions of the guidelines are just beginning to appear in the literature; however, the document has already been presented to educators at all levels.• Trends in Library and Information Science: 1989.
ERIC Digest
25
Another major project
Library Power (1988-98) Inspired by the vision of Information Power (1988) Library Power programs established in 700 schools in
19 communities nationwide “Faithful adoption of Library Powers core practices,
along with widespread acceptance of these practices, can lead to permanent change; similarly, as similar policies are implemented elsewhere institutionalization of these practices is more likely.”
• “What Works”: Research You Can Use: The National Library Power ProjectTeacher Librarian, 27 (2) (1999, Nov-Dec).
• See also Library Power Executive Summary: Findings from the National Evaluation of the National Library Power Program
26
Affirmed that “Student Achievement IS the Bottom Line”
Information Power 2nd ed., 1998
27
Information Standards 1998
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New standards, 2007
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Incorporating the standards Standards for the 21st-Century Learner in Action
This publication from AASL takes an in-depth look at the strands of the Standards for the 21st-Century Learner and the indicators within those strands. It also answers such critical questions as How do the strands—the skills, dispositions in action, responsibilities, and self-assessment strategies—relate to one another?
Benchmarks are provided along with examples that show how to put the learning standards into action. This is a practical book with examples of how to maximize the application of the learning standards at different grade levels.
30
Empowering Learners: Guidelines for School Library Programs Empowering Learners advances school
library programs to meet the needs of the changing school library environment and is guided by the Standards for the 21st-Century Learner and Standards for the 21st-Century Learner in Action. It builds on a strong history of guidelines published to ensure that school library program planners go beyond the basics to provide goals, priorities, criteria, and general principles for establishing effective library programs.
New Guidelines 2008
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A leadership role?
Essential for 21st century learning
33
Leadership in AASL guidelines
Empowering learners: Chapter IV
Empowering learning through leadership:• Guideline: The school library media
program is built by professionals who model leadership and best practices for the school community
34
Leadership for pre-service librarians
ALA/AASL Standards for Initial Preparation of School Librarians (2010)
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International guidelines
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A recent international statement
International Association of School Librarianship - What is a school library? International Guidelines developed by IASL Research SIG.
37
An international initiative School Library Proclamation: A Library
for Every School (2010) [115Kb 4 pages]
Also on Facebook!
http://www.facebook.com/EnsilEurope#!/ALibraryInEverySchool
38A school library advocacy resource that’s 21st century!
http://www.scoop.it/t/school-libraries-around-the-world
39A 21st Century Vision for School Libraries
40
More on Learning Commons
Origins The foundational ideas for the
transformation of a school library and computer lab into a learning commons was first set forth in Loertscher, Koechlin, and Zwaan’s book: The New Learning Commons: Where Learners Win (2008).
Foundational article: The Time is Now: Transform Your School Library into a Learning Commons by Carol Koechlin, Sandi Zwaan, and David V. Loertscher
• From Learning Commons Treasury, ed. by David Loertscher and Elizabeth “Betty” Marcoux
See also Learning Commons with Loertscher and Koechlin
WHAT IS A SCHOOL LIBRARY?
. . . and what is a school librarian?