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Title: School Libraries and the VELS:


1
  • School Libraries and the VELS
  • Great Minds at Work
  • Dr Ross J Todd
  • Director of Research
  • Center for International Scholarship in School
    Libraries
  • School of Communication, Information and Library
    Studies
  • Rutgers, The State University of New Jersey
  • cissl.scils.rutgers.edu rtodd_at_scils.rutgers.edu

2
The Foundation of Education
  • "Education is not an affair of telling and being
    told but an active constructive process.
  • At the heart of great minds at work is
    constructing knowledge

John Dewey
3
Great Minds at Work
Learners
VCAA
Teachers
VELS
School Leaders
Community
Teacher Librarians
BElief BElong BEhaviour
4
Great Minds at work?
Inclusiveness Innovation Creativity Clarity
of focus
5
The Essential Question
  • The Victorian Essential Learning Standards
  • does your library stack up?
  • VELS Constructivist framework
  • Written by and for Teacher-Librarians
  • Not just
  • Communication (Listening, Viewing and Responding,
    Presenting)
  • Thinking Processes (Reasoning, Processing and
    Inquiry Creativity Reflection, Evaluation and
    Metacognition
  • Information Communications Technology (ICT)
    (ICT for Visualising Thinking ICT for Creating
    ICT for Communicating)
  • Personal Learning (The Individual Learner,
    Managing Personal Learning)
  • But every VELS is an opportunity for leading of
    learning through the school library

6
Core Dynamics of VELSConstructivist Learning
  • learners construct deep knowledge and deep
    understanding rather than passively receiving it
  • learners are directly involved and engaged in the
    discovery of new knowledge and development of new
    skills, attitudes and experiences
  • learners transfer new knowledge and skills to new
    circumstances
  • learners encounter alternative perspectives and
    conflicting ideas so that they are able to
    transform prior knowledge and experience into
    deep understandings
  • learners take ownership and responsibility for
    their ongoing learning and mastery of essential
    content and skills
  • learners contribute to social well being, the
    growth of democracy, and the development of a
    knowledgeable society.

7
VELS Evidence of Constructivist Learning
  • English understanding, interpreting,
    critically analysing, reflecting upon
    interpret the main ideas support
    interpretations with evidence drawn from the
    text
  • Civics and Citizenship think critically
    articulate and justify their own opinions
    apply their knowledge
  • The Humanities direct observation or
    observation from a variety of media
  • Mathematics mathematical inquiry
  • Humanities-History historical reasoning and
    interpretation, multiple, conflicting and often
    partial interpretations of events

8
VELS Key Implications for School Libraries
  • Constructivist frameworks must underpin the
    pedagogy, collections and access of school
    libraries
  • learners construct deep knowledge and deep
    understanding rather than passively receiving it
  • learners are directly involved and engaged in the
    discovery of new knowledge and development of new
    skills, attitudes and experiences
  • learners transfer new knowledge and skills to new
    circumstances


PEDAGOGY AND INSTRUCTIONAL INTERVENTIONS OF
TEACHER LIBRARIANS
9
VELS Key Implications for School Libraries
  • Constructivist frameworks must underpin the
    pedagogy, collections and access of school
    libraries

READING FOUNDATIONS OF SCHOOL LIBRARIES ----------
-- NATURE OF COLLECTIONS OF SCHOOL LIBRARIES
  • learners encounter alternative perspectives and
    conflicting ideas so that they are able to
    transform prior knowledge and experience into
    deep understandings


10
VELS Key Implications for School Libraries
  • Constructivist frameworks must underpin the
    pedagogy, collections and access of school
    libraries
  • learners take ownership and responsibility for
    their ongoing learning and mastery of curriculum
    content and skills
  • learners contribute to social well being, the
    growth of democracy, and the development of a
    knowledgeable society.

LEARNING ENVIRONMENT OF SCHOOL LIBRARY -----------
SCHOOL LIBRARY AND LIFELONG LEARNING

11
Pedagogy Key Priority
  • Through the school library, a pedagogy directed
    to

  • Learning for all
  • Pursuit of excellence
  • Engagement and effort
  • Respect for evidence
  • Openness of mind

KEY PRINCIPLES OF THE VELS
Reading to Learn Learning to Read
12
The Reading Foundation of the VELS
  • The core assumption of the VELS is reading
  • Reading the word textual, visual, oral, tactile
  • Reading the world self, others, cultures,
    societies
  • When reading is at risk, it is not just school
    libraries that are at risk more critically, it
    is knowledge that is at risk.

13
View of Reading that underpins the VELS
  • Not merely acquiring sound-print and writing
    techniques
  • Complex system of deriving meaning from print.
  • The transformation, communication and
    dissemination of text and the development of
    meaning and understanding.
  • An attitude of creation and re-creation, a
    self-transformation producing a stance of
    intervention in one's context (Paulo
    Freire,1973)
  • The school library as a transformational agent
    in the reading-information-knowledge life cycle
    begins with reading

14
Reading-Information-Knowledge Life Cycle
Delaware
  • Survey of 154 public school libraries in Delaware
    (2004-2006)
  • (100 of public school libraries)
  • Typical activities to foster reading through the
    school library literature displays, book talks,
    promoting information resources, reading
    incentive programs, and to a much lesser extent
    story telling, book clubs and author visits.
  • Primarily passive activities.
  • Reading activities that foster active student
    engagement, discussion and creative outputs far
    less frequently reported.
  • Reading for knowledge construction given little
    attention in school libraries.

15
Learning Outcomes Delaware
  • Number of instructional collaborations is low.
  • Information literacy instruction initiatives
    typically center on knowing about school library,
    different sources and formats, learning how to
    use resources, and evaluating information.
  • 48 of school librarians are involved in the
    provision of professional development on
    information literacy in their school communities.
  • 39 indicated school library had helped students
    develop skills in locating, selecting, organizing
    and evaluating information
  • 37 indicated school library helps improve
    reading skills interest motivation in reading
  • 22 indicated improvement in technology skills
  • 16 indicated development of positive attitude to
    libraries
  • 4.5 indicated outcomes linked to curriculum
    standards and goals

16
Consider this.
  • Think of the most recent time you worked with a
    teacher and a class in your school library.
  • What did your students really learn?
  • What deep knowledge and understanding of
    essential learning standards did they develop
    through their SL experience?
  • What skills and attitudes did they continue to
    develop? How do you know this?
  • How did they transform information into deep
    knowledge?
  • How did they use this knowledge in a critical
    way?
  • How would you explain the learning outcomes to
    your school community?
  • How did it inform your practice? ACTION RESEARCH

17
New Jersey IMLS Funded Research 2003 - 2005
  • What knowledge outcomes does the school library
    enable as students make use of diverse digital
    and print information sources?
  • How might these knowledge outcomes be identified,
    measured, and embedded into professional
    practice?
  • Develop a learning impacts measure for use by
    school-based teams. (SLIM Toolkit School
    Library Impact Measure)
  • KNOWLEDGE CONSTRUCTION THROUGH
  • THE SCHOOL LIBRARY

18
Schools Context Sample
  • 10 New Jersey public schools
  • Experienced and expert school librarians
  • Diverse public schools
  • 10 school librarians working on curriculum
    projects with 17 classroom teachers
  • 574 students in Grades 6 12 range of
    disciplines
  • Inquiry Training Institute Feb 24, 2004
    overview and critique of units, use of data
    collection instruments, procedures and ethical
    guidelines

19
Central Research Questions
  • As they proceed through the stages of a
    collaborative inquiry project
  • What changes, if any, are evident in students
    knowledge of a curriculum topic
  • What changes, if any, are shown in the students
    feelings?
  • How does the students study / learning approach
    influence knowledge construction of a curriculum
    topic?
  • What interactions exist between knowledge
    construction, feelings, and study approach?
  • How did school librarians and teachers help
    students with their learning

20
Changes in Knowledge 5 Approaches to
Measurement
  • Substance of knowledge
  • Amount of knowledge
  • Structure of knowledge
  • Personal estimate of knowledge
  • Labeling of knowledge
  • Study / Learning Styles Measure
  • Feelings measure

21
Substance of Knowledge
Statement type Definition Example
Property statements describing characteristics The color of Valentines day is red
Manner statements describing processes, styles, actions People drive aggressively in USA
Reason statements of explanations of how and why The wall was constructed to block invaders
Outcome statements providing end result (People eat too much) As a result, people got very sick
Causality statements showing some event causally leads to another Too much alcohol can lead to liver failure
Set Membership statements about class inclusion Michelangelo created works such as statue of David, Cistine Chapel and the famous Pieta
Implication statements showing predictive relations, inference, implied meaning He was suspected of poisoning him
Value Judgment statements presenting personal position or viewpoint Thats not right
22
AIM (Achievement Improvement Monitor) 2006 Year 9
English Test
  • Analysis of Grade 9 English Test based on
    Graesser Clarks typology (34 multiple choice
    questions)
  • Properties statements describing
    characteristics
  • Set Membership statements about class
    inclusion
  • Manner statements describing processes,
    styles, actions
  • Reason statements of explanations of how
    and why
  • Outcome statements providing end result
  • Causality statements of some event causally
    leads to another
  • Implication statements showing predictive
    relations
  • Value judgment statements presenting personal
    position, viewpoint
  • Reason, Outcome, Consequence, Causality,
    Implication, Conclusion based on evidence
    predominate in this test!!!!
  • Limited focus on properties, manner limited
    recall of facts expectation is that students
    engage with facts in building deep understanding

23
AIM 2006 English Grade 9Nature of Questions Asked
  • Have depth and breadth of knowledge and
    understanding
  • Test ability to engage in intellectual
    exploration
  • Ask students to think deeply about ideas
  • Ask students to deal with conflicting data and
    information problematic knowledge
  • Demand higher order, flexible thinking
    analysis, synthesis, evaluation, problem solving
    able to think creatively and laterally
  • Able to reason with with evidence, particular to
    the discipline area
  • Relevant, connected knowledge
  • Able to use the complex language of a discipline
    Meta-language

24
NJ StudyChanges in Knowledge
  • Two distinctive approaches to knowledge
    construction
  • -- Additive
  • -- Integrative

25
Additive Approach to Knowledge Construction
  • Knowledge development characterized by
    progressive addition of property facts
  • As the students built knowledge, they continued
    to add property and manner statements, and to a
    lesser extent, set membership statements
  • Stockpile of facts, even though facts were
    sorted, organized and grouped to some extent into
    thematic units by conclusion.
  • Remained on a descriptive level throughout

26
Integrative Approach to Knowledge Construction
  • Initial superficial sets of properties
  • Moved beyond gathering facts
  • - building explanations
  • - address discrepancies
  • - organizing facts in more coherent ways
  • Interpret found information to establish personal
    conclusions and reflect on these.
  • Some students subsumed sets of facts into fewer
    but more abstract statements at the end

27
NJ Study Study Styles
  • Deep Learners
  • Demonstrated knowledge change by synthesized
    replies.
  • Confident and optimistic throughout the process.
  • Conveyed a specific interest for their topics,
    and this interest was a key basis for learning
    more about topic.
  • Strong awareness of information quality.
  • Surface Learners
  • Knowledge remained on a factual level throughout
    and showed little increase.
  • Estimates of knowledge showed little change.
  • The easiest aspect of the search process was
    availability of information.
  • Information seeking seen foremost as a process of
    collecting facts.
  • Seemed particularly relieved when the projects
    ended.
  • Low levels of interest and engagement.

28
VELSPersonal Learning
  • Understanding of preferred learning styles
  • Understanding strategies that enhance personal
    learning
  • Learning strengths and weaknesses
  • Feedback on developing content
  • Set and monitor learning improvement goals
  • Understand how different perspectives and
    attitudes shape learning
  • Learning habits
  • Ethical frameworks
  • Criteria based evaluation

29
Factors contributing to differences across
Schools
  • Changes in knowledge (knowledge growth) did not
    occur evenly in the schools
  • No significant variations across the age, grade,
    and gender groups
  • Nature of task imposed task or negotiated task
  • Engagement and ownership
  • Nature of Interventions Development of skills
    to construct knowledge rather than finding
    information

30
VELS A time to Rethink Information Literacy
  • Information literacy instruction typically
    focuses on finding information transport
    rather than transformation stockpiling of facts
    rather than engagement with facts to develop deep
    knowledge and deep understanding
  • Typically treat information literacy as a
    separate discipline (teacher teaches content and
    school librarian teaches information skills)
  • Scope and sequence models of Information Literacy
    (akin to fixed schedules)
  • Students do not go beyond the basic knowledge
    level of Blooms Taxonomy recalling and
    recognizing information
  • VELS calls for a constructivist approach to
    learning
  • through the school library Inquiry, not
    Information Literacy

31
Multiple Models of Information Literacy
  • The standard define, locate, select, organize,
    present, assess, reflect model of information
    literacy is inappropriate for the VELS
  • Starting point for the school library is not
    information literacy, but a critical Zone of
    Intervention in the VELS, and the nature of
    disciplinary knowledge and how a discipline /
    field of study develops knowledge

32
The Burning Question
  • Can you live with multiple models / conceptions
    of Information Literacy?

33
An Approach to Auditing VELS
  • Identify ZONES OF INTERVENTION where
    information-to-knowledge processes and knowledge
    outcomes are embedded and lend themselves to
    inquiry in the school library opportunities
    for developing authentic research
  • Understanding how disciplinary knowledge is
    constructed
  • Frame information-to-knowledge processes
    (Information Literacy) in the language of the
    particular discipline and based on how knowledge
    is constructed in the discipline
  • Establish learning outcomes as established by the
    VELS, using language of standards
  • Construct instructional interventions, building
    in approaches to Evidence-Based Practice

34
An Approach to Auditing VELS
VELS .
Dimension aspect Zone of Intervention Disciplinary Knowledge Construction Instructional Intervention Outcomes Measures (EBP) Outcomes



Dimension, or part of a dimension, at any level
that lends itself to inquiry and authentic
research through the school library, and where
the pedagogical expertise of the
teacher-librarian can contribute to reaching VELS
35
VELS ScienceZones of Intervention
  • Level 4 Analyse a range of science related
    issues
  • Contributions of Australian scientists made to
    improve and / or change science knowledge
  • Level 6 Debating contentious and / or ethically
    based science-related issues of broad community
    concern

36
VELS ScienceKnowledge Construction
  • Develop curiosity
  • Use scientific understanding and processes
  • Establish existing understanding describe,
    classify, explain information
  • Formulate hypotheses / questions
  • Design and pursue investigation related to their
    question
  • Develop systematic approach to data collection
  • Record observations from sources, environment,
    testing
  • Generate, validate, analyse, critique and
    interpret evidence
  • Draw valid conclusions
  • Explain how scientific knowledge is used
  • Construct working models to demonstrate
    scientific ideas
  • Present results using data appropriate formats

37
VELS MathematicsKnowledge Construction
  • Especially the Working Mathematically
    dimension Aims to develop
  • students sense of mathematical inquiry problem
    posing, problem
  • solving, modeling and investigation
  • Zone of Intervention Level 4 recognize and
    investigate the use of
  • mathematics in real life
  • Mathematical Inquiry framework ( IL Framework)
  • CONJECTURE, FORMULATION, SOLUTION, COMMUNICATION
  • Find ideas, examples, counter examples
  • Explore patterns
  • Develop conjectures
  • Test simple conjectures
  • Explain propositions
  • Analyse reasonableness of points of view
  • Develop generalisations by abstracting features
  • Test truth statements and generalisations
  • Develop models

38
VELS Civics CitizenshipKnowledge Construction
  • Zones of Intervention
  • Level 3 Identify a local issue and plan
    possible actions to
  • achieve a desired outcomes
  • Level 4 Present a point of view of a
    significant current issue
  • IL Model
  • Establish existing knowledge and develop
    background knowledge
  • Draw on a range of sources
  • Explore and consider different perspectives
  • Contest different opinions
  • Articulate and justify own opinion using
    supporting evidence
  • Refine own opinions, values and attitudes
  • Develop an action plan which demonstrates
    knowledge
  • Apply knowledge and skills in a range of
    community based activities

39
VELS HistoryKnowledge Construction
  • IL Model Historical Reasoning and
    Interpretation
  • Research and Inquiry Skills
  • Own knowledge and experience
  • Plan investigation
  • Framing questions
  • Gathering evidence from a variety of sources
  • Documenting evidence from sources
  • Make judgments about sources
  • Critically evaluate completeness of evidence
  • Representing values, cultures, literal and
    symbolic meanings
  • Multiple, conflicting, partial interpretations
  • Communicate understanding of history using
    conventional forms to report findings and
    conclusions

40
VELS Zones of Intervention for Authentic
Learning through the School Library
  • The Arts Level 5 Compare, analyse, evaluate and
    interpret the content, meaning and qualities in
    arts works created in different social, cultural
    and historical contexts
  • The Arts Level 6 Analyse, interpret, compare
    and evaluate the stylistic, technical, expressive
    and aesthetic features of arts works created by a
    range of artists
  • Health PE Level 4 Describe and analyse the
    various roles required in competitive sports
  • Health PE Level 5 identify the health
    concerns of young people and the strategies that
    are designed to improve health

41
Integrating Thinking Processes
  • Existing knowledge and experience
  • Explore ideas and perspectives and collect
    information from a range of sources to build
    background knowledge
  • Question validity of sources
  • Generate, predict and test ideas / claims
  • Establish points of view
  • Research to develop reasoned arguments with
    supportive evidence
  • Generate imaginative solutions
  • Document changes in ideas

42
VELS and School Libraries An Approach to
Auditing Standards
VELS .
Dimension aspect Zone of Intervention Disciplinary Knowledge Construction Instructional Intervention Outcomes Measures (EBP) Outcomes



Teacher Librarians must develop exemplars of
pedagogy to demonstrate to teachers how these
standards can be developed and measured
43
Building Background Knowledge Framing / Testing /
Questioning Ideas
I didnt know that!
Questions I have???
?
Read View Listen Connect
?
?
I agree / disagree
I wonder .
?
44
Dealing With Conflicting Information to Develop
Knowledge
Central Questions Source 1 eg encycl Source 2 eg Poor quality web site Source 3 eg High quality web site Source 4 eg Newspaper Source 5 High quality print source What I can say? Evidence for my statement?
who
what
when
where
why
how
result

45
Pedagogy of CRITICAL THINKING
  • Observations. From a series of observations, we
    can come to establish
  • Facts. From a series of facts, or from an absence
    of fact, we make
  • Inferences. Testing the validity of our
    inferences, we can make
  • Assumptions. From our assumptions, we form our
  • Opinions. Taking our opinions, we use the
    principles of logic to develop
  • Arguments. And when we want to challenge the
    arguments of others, we employ
  • Critical Analysis (through which we challenge the
    observations, facts, inferences, assumptions, and
    opinions in the arguments that we are analyzing).

46
Argument Analysis
Claim statement that you are asking the other
person to accept Data evidence / truth on which
the claim is based Warrant underpinning
assumptions Qualifier limits eg 'most',
'usually', 'always', 'sometimes' Rebuttal
counter-arguments that can be used Backing
additional support to an argument
Toulmin, Stephen. Uses of Argument. New York
Cambridge University Press, 1958.
47
Guided InquiryDesign Principles for
Instructional Interventions
  • Initiated though compelling situations and
    questions
  • Instruction puts emphasis on meaningful,
    authentic activities focus on identifying and
    solving intellectual and/or real-world problems
  • learning activities resemble ways that students
    will create and use knowledge and skills in the
    real world
  • Students are more motivated to engage in their
    inquiry when they are able to exercise some
    choice over questions and how to present their
    new understandings

48
Implementing Guided Inquiry Design Strategies
  • Attempt is made to connect with students
    background knowledge
  • Instructional activities involve transforming
    prior knowledge, skills, attitudes and values -
    higher order thinking and critical analysis
    occurs throughout.
  • Instructional activities enable students to
    develop deep knowledge, deep understanding
  • Opportunities for sustained dialogue and
    feedback, opportunities for students to provide
    their understanding of concepts or ideas during
    the search process

49
Implementing Guided Inquiry Key Strategies
  • Choice of products to show their new
    understandings in formats appropriate to the
    discipline
  • Students have opportunity to communicate and
    share their new understandings
  • Inquiry engages students in dealing with
    conflicting information
  • Students are given opportunity to practice their
    new skills
  • inquiry learning is responsive to students
    personal, social and cultural worlds, valuing
    differences and cultivating an inclusive
    community

50
VELS and Assessment
  • Evidence-based practice is at the heart of
    implementing and assessing the VELS

51
VELS School Library Best Practice
  • Best practice is about working to achieve the
    highest levels of sustainable performance in
    order to achieve the highest level of outcomes.
  • It is not about reaching some kind of idealistic
    (often thought of as mythical) standard and
    staying there.
  • Rather it is both a mindset and action
    orientation that strives to continuously improve
    on existing processes as times change, as things
    evolve, and as research informs.
  • Move beyond just thinking about improvement, and
    taking action implementing local strategies and
    processes that contribute to a cycle of ongoing
    improvement

52
The VELS School Library Challenge
BElief BElong BEhaviour Taking action
means you are living the solution. Not taking
action means that you will be living someone
elses dreams and someone elses solutions. And
someone elses solutions may not be in the best
interest of student learning outcomes through the
school library.
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