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Directing information literacy in a digital (school) environment

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Title: Directing information literacy in a digital (school) environment


1
Directing information literacy in a digital
(school) environment
  • James Henri
  • Associate Professor
  • Faculty of Education
  • The University of Hong Kong
  • SLAV 3 September 2004

2
So what are the issues?
  • What is a digital environment
  • Who owns this environment
  • How does that environment redefine school

3
So what are the issues?
  • What is information literacy what is an
    Information Literate School Community (ILSC)
  • How does adoption of an ILSC redefine the
    curriculum culture

4
So what are the issues?
  • What is leadership in a digital environment
  • How does digital redefine the TL role and what is
    understood by school library

5
What is a digital environment
  • Is this a question about infrastructure
  • Is it a question about time place
  • Is it a question about relationships

6
Who owns this environment
  • Educators or Entrepreneurs or
  • Teachers or Students

7
How does that environment redefine school
8
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10
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11
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12
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13
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14
How does that environment redefine school Past
  • Isolation, Short Term Budgets, Classrooms, Class
    Teachers disconnection, Teaching, Homework,
    Bricks mortar

15
How does that environment redefine school Future
  • Connectedness, Long Term Budgets, Learning
    spaces, portability, Facilitators
    collaborators, Learning, Homefun

16
What is information literacy what is an
Information Literate School Community (ILSC)
  • Information is.
  • Information skills are.
  • Information literacy is..
  • Information processing models provide
  • The information literate school community is.

17
What is information literacy what is an ILSC
  • Information is NOT photocopy learning
  • (dead or alive information)
  • What is the highest mountain
  • What is Emc²

18
One of Einstein's great insights was to realize
that matter and energy are really different forms
of the same thing. Matter can be turned into
energy, and energy into matter.
  • To find the energy, you multiply the mass by the
    square of the speed of light, this number being
    300,000,000 meters per second

19
What is information literacy what is an ILSC
  • Information skills are the ways we learn (are
    informed)
  • In a traditional classroom what information
    skills do the participants need
  • --The information skills in the digital world
    are dominated by visual cues not by text based
    cues

20
What is information literacy what is an ILSC
  • Information literacy is mastery of the processes
    of becoming informed

21
What is information literacy what is an ILSC
  • An information processing model provides a
    uniform scaffold and shared language for learning

22
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23
What is information literacy what is an ILSC
  • Not all IP models are the same
  • Prescription V Description

24
  • Kuhlthaus Information Search Process
  •  
  •  
  • Tasks Initiation Selection
    Exploration Formulation Collection
    Presentation
  • Feelings uncertainly optimism
    confusion clarity sense of
    satisfaction or
  • (affective)
    frustration direction/ disappointment
  • doubt
    confidence
  • Thoughts vague
    focused
  • (cognitive)

    increased interest
  • Actions seeking relevant information
    seeking pertinent
    information
  • (physical)
  • exploring
    documenting
  • Source http//www.scils.rutgers.edu/kuhlthau/In
    formation20Search20Process_files/frame.htm

25
What is information literacy what is an ILSC
  • Borrowing from Cooper Boyd(1995) The
    information literate school community can be
    viewed as a philosophy as well as a place it is
    a way of being as well as a working model. It is
    a mindset as well as a map.

26
What is information literacy what is an ILSC
  • A school community that places a high priority
    (policy, benchmarking, funding, and evaluation)
    on the pursuit of teacher and student mastery of
    the processes of becoming informed can be
    regarded as an information literate school
    community. Henri (2000)

27
How does adoption of an ILSC redefine the
curriculum culture
  • Learning what learning how
  • (curriculum mapping process)
  • Or
  • Learning how and learning what
  • (Process mapping curriculum)

28
Learning what learning how (curriculum mapping
process)
  • This has been best practice for decades and
    means
  • Curriculum content Class Teachers are dominant
  • Marginalization of process specialist teachers

29
Learning how and learning what (Process mapping
curriculum)
  • This is likely to be best practice of the future
  • Learning how to learn whole school
    collaboration are dominant
  • Photocopy learning a thing of the past
  • Linkages to real world
    environments

30
What is leadership in a digital environment
  • Information leadership
  • Information policy information literacy
  • knowledge management

31
What is leadership in a digital environment
  • What is the focus
  • When transportation moved from horse buggy to
    motor vehicle the problem wasnt getting a
    drivers license it was the redundancy package for
    blacksmiths

32
What is the focus
  • Are schools still educating blacksmiths

33
What is the focus
  • Being comfortable in the digital world
  • Realizing it is the world
  • Not hanging onto the prized icons of the
    pre-digital world
  • Educating the teachers is as important as
    educating the students

34
How does digital redefine the TL role Lets
consider the accepted role statements
  • Curriculum Involvement
  • Services
  • Leadership
  • Teaching
  • Management
  • Literature Promotion

35
How does digital redefine the TL role Reward
what matters
  • Leadership
  • Curriculum Involvement
  • Teaching KM
  • Services TL?
  • Literature Promotion TL?
  • Management TL?

36
Consider inhibitors enablers Analyse for
primary inhibitors and basic enablers
  • inhibitors lack of time, confusion of roles,
    poorly designed learning assignments
    (busywork)
  • basic enablers
  • team approach to teaching
  • understanding of constructivist learning
  • commitment to lifelong learning
  • competence developing learning strategies
  • (Kuhlthau, 1993)

37
How does digital redefine what is understood
by school library
  • Whose library
  • The library in the school or the school in the
    library
  • - Collection profile
  • - KM
  • -Intranet
  • - Staffing profile
  • - Links to ICT group
  • - Links to Curriculum group

38
Leadership a matter of Partnership

39
Principals should provide leadership
40
Principals can provide
  • Vision
  • Motivation
  • Celebration
  • Forgiveness
  • A soap box
  • Resources
  • CPD
  • Policy
  • Whole school perspective

41
Teacher Librarians are able to Lead
  • In fact everyone can demonstrate leadership

42
Gain Principal Support
  • Essential, but not sufficient for success

43
Gain Principal Support
  • How
  • Expertise
  • Linkages to school vision defendable evidence
  • Planning
  • Providing options

44
Gain Principal Support
  • What is your relationship with the P
  • -Communication, communication,
    communication----early often
  • What is the P getting out of the relationship

45
Gain Principal Support!
  • If you are an inexperienced TL
  • -mentorship
  • -networks
  • -expertise

46
Principal Influence Findings
  • The five tasks identified most frequently as
    requiring significantly more principal attention
    by principals and teacher librarians across all
    participating countries includes

47
  • informs new teaching staff about the importance
    of collaborating with the teacher librarian
  • encourages the teaching staff to invest time in
    cooperatively planning and teaching with the
    teacher librarian
  • actively seeks outside school funding
    possibilities that can be used to supplement the
    library resource centre budget

48
  • seeks feedback from staff about their impressions
    of the quality of library resource centre
    services
  • works with the teacher librarian to develop
    his/her personal professional development plan

49
Principals and teacher librarians can
  • have a powerful impact on the environments in
    which teaching
  • and learning occur

50
A close alignment among principal TL visions
is important TLs need broad based support and
will suffer if seen as part of factional
politics TLs must be credible and act as change
agents
51
TLs who seek support of a senior mentor are
likely to expand their influence
52
Gain Broad Staff Support
  • Staff support has to be won because staff
    influence the principal!

53
How can success be measured
54
By agreeing about what is important.
  • Policy
  • Benchmarking best practice

55
Suggested Benchmarks Whole School Focus
  • The school has a set of information policies in
    place
  • The school has adopted an information technology
    plan
  • The school has an Internet portal. Learning is
    the dominant consideration in its design and
    maintenance

56
Suggested Benchmarks Whole School Focus
  • The school has benchmarked information
    competencies that are expected of students at key
    points in their school career
  • Information skills are taught/learned across the
    curriculum and in the context of authentic
    content learning
  • The process of learning from information - of
    constructing knowledge - is always the focus of
    teaching and learning.

57
Suggested Benchmarks Principal Focus
  • The principal demonstrates information leadership
  • The principal fosters knowledge management,
    requires timely information for corporate
    decision-making, and provides the resources to
    make this possible
  • Information leaders (ITC coordinator, teacher
    librarian) are members of the key curriculum
    committee

58
Suggested Benchmarks Teacher Focus
  • The school supports the professional development
    of staff with respect to information literacy
  • Teachers demonstrate that they are excellent
    learners
  • Teachers talk, dream, plan and teach as a team
    rather than as a group of individuals
  • Teachers seek evidence that students are
    constructing their own meaning

59
Suggested Benchmarks Teacher Librarian Focus
  • A significant percentage of school funds are
    budgeted for the provision of information
    services
  • The school understands and defends the role of
    the teacher librarian, as articulated in policy
    documents
  • The school requires that the teacher in charge of
    information services be a qualified teacher
    librarian

60
Suggested Benchmarks Student Focus
  • The school requires students build electronic
    portfolios of evidence of their level of
    information literacy
  • The school monitors the information work demands
    that are placed on each student. Careful
    scrutiny is applied before students are requested
    to locate information outside school
  • Reporting on student achievement focuses on how
    the student is maturing as a learner
  • Teachers encourage student collaboration in many
    aspects of their learning

61
Suggested Benchmarks Student Focus
  • Learning contexts are varied involve students
    in the meaningful use of a wide range of
    information resources
  • When students are required to undertake homework
    that involves a step(s) in the information
    process, teachers consider issues of social
    justice, equity, the domestic demands placed on
    students
  • Students are encouraged to provide constructive
    feedback to teachers with respect to information
    based learning tasks
  • Students are involved in self-assessment

62
  • Final thoughts
  • Communicate the vision
  • Be strategic
  • Insist on policy
  • Play the teacher card
  • Focus on learning not on the technology per se
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