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Title: "Imagine

"Imagine You may say I'm a dreamer,but Im not
the only one," The school library and
information centre at the heart of the learning
process and as an integral part of the learning

Lennon, John
Imagine, 1971
  • Helen Boelens,
  • Kalsbeek College, Woerden. The Netherlands
  • Presented on 15 March 2007 in Milan, Italy

What kind of school is the Kalsbeek College?
  • It is an ordinary secondary school
  • It is located in an ordinary Dutch town
  • Pupils come from all different levels of Dutch
    (multicultural) society
  • It is a public school, funded by the Dutch
    government. It has normal funding. It is not a
    selective school.

Democratic process within the school
  • School policy
  • Historical background
  • Democracy within the school
  • Discussion at the regular meetings of team

An informal parliament
  • The following staff members take part in the
    regular meetings of team leaders.
  • Important decisions regarding the school policy
    are discussed at these meetings.
  • Membership
  • 1 director from the central Board of Directors
  • 1 director, upper school, Schilderspark location
  • 1 director, lower school, Schilderspart location
  • 4 team leaders - upper school
  • 4 team leaders - lower school
  • 1 team leader - sport and gym
  • 1 or 2 representatives from each faculty group
    (depending on the size of the faculty
  • The school information specialist (representative
    of the school library and information centre

What does the school want to achieve?
  • Experience has taught us that learning in the
    21ste century is a combination of traditional and
    new concepts of learning.
  • The school wants to find a successful way to link
    traditional concepts of learning with the new
    concepts and opportunities.

Discussions about the school policy statement.
  • Important factors
  • Educational aims for
  • Personnel
  • Pupils and parents
  • Organisation
  • Atmosphere and ambience within the school

How do we approach this?
  • Respect for traditional concepts of learning.
  • At the same time, make use of new concepts of
    learning. Some new concepts of learning are made
    possible due to the use of ICT within the school.
  • Integration of ICT throughout the entire school
  • Technical use of ICT
  • Administrative use of ICT
  • Using ICT as a source of, and to store
    educational content and resources.
  • Instruction in ICT skills for all teachers and
  • Technical skills
  • Administrative skills (for personnel)
  • Information literacy skills

Educational Matrix
  • Important factors
  • Vertical
  • co-operation between all subject groups within
    the same school year. This requires consistent
    supervision, adaptation and adjustment. Specific
    staff members have been appointed to carry out
    this supervision
  • Horizontal
  • alignment of the educational programme and
    connections between the different subject groups,
  • co-ordination of the teaching programme and the
  • co-ordination of skills which need to be learned
    who teaches which skills (especially general
    skills, which are used by pupils for different
  • co-operation between two or more subject groups,
    during the course of the academic year and during
    special project weeks interdisciplinary,
    project-based education.

The importance of information literacy skills
  • School policy places great importance on the
    teaching of information literacy skills to
    teachers and pupils.
  • This was discussed and confirmed by a democratic
    process (please refer to previous slide).
  • This fact is described in the school policy
  • It is also mentioned in the school information
    book, for pupils and parents.

Discussions and conclusions
  • De school library and information centre (SLIC)
    combines traditional forms of learning with new
    theories of learning.
  • Instruction which takes place in the SLIC is
  • It becomes the heart of the learning environment
    and plays an essential part in the learning

A new school library and information centre
(SLIC) Background information.
  • A new school library and information centre
  • A new building (location)
  • Aims of the School Library and Information Centre
  • List of requirements
  • Communication
  • Success factors
  • Co-operation between the SLIC and the teachers
  • A fully qualified, capable and competent school
    librarian (teaching librarian) or school
    information specialist
  • Use of educational information throughout the
    entire school (traditional and digital)
  • Quality of the collection
  • Quality of the personnel.
  • Results up until now
  • Improvement in academic results (better marks and
    higher quality of assignments)
  • Borrowing of traditional information and books
    has increased by 17 in one calendar year.
  • The study desks and PCs are nearly always
    completely occupied (approximately 100 pupils
    are present in the SLIC at any one time)

What is the KILM?
Kalsbeek Information Literacy Matrix (KILM)
  • A combination of
  • Organisation
  • Methodology
  • By making use of the KILM, it is possible to give
    structured instruction in interdisciplinary
    information literacy skills to pupils and
    teachers throughout the entire school (in all
    different types of schools)

  • The KILM is a sub-matrix of the educational
  • Document How to write a paper
  • Citation of resources, references or bibliography
    one rule for the whole school
  • General decisions at directorate level.
  • Co-ordinating committee (which advises the Board
    of Directors)
  • ICT (technical) co-operation and co-ordination
  • ELO (Electronic Learning Environment),
    plagiarism, administrative programmes entering
    marks into the administrative programme
  • ICT (content) co-operation and co-ordination
  • Information literacy instruction throughout the
    entire school. Attendance at instruction lessons
    is compulsory for all teachers and pupils. It is
    NOT voluntary.
  • KILM (Kalsbeek information Literacy Matrix)
  • Plagiarism.

The most important factors in the development of
the KILM
  • The vision and integrity of the school
  • Communication and co-operation throughout the
  • A modern school with good facilities

Instructions which take place within the scope of
the KILM
  • Basic instruction per class per school year
  • Compulsory instruction for all teachers
  • Extra instruction related to the Project Week and
    other projects
  • Instruction related to specific tasks
  • Extra challenges for talented pupil
  • Extra instruction for pupils with learning
  • Use of the ELO (Electronic learning environment)

The KILM Curriculum
  • Clear definition of information literacy
  • ALA standards Information literacy is a set of
    abilities requiring individuals to "recognise
    when information is needed and have the ability
    to locate, evaluate, and use effectively the
    needed information."
  • http//www.ala.org/ala/acrl/acrlstandards/informat
  • Structure used during information literacy
  • Constant repetition of the information literacy
    rules (learnt in instruction lessons and applied
    to different assignments)
  • A reminder (prompt) in the form of a bookmark
  • Instruction sheets are placed in the ELO
    (sometimes with homework)

Last but not least
  • Top of the iceberg
  • Reactions from pupils who have received
    instruction using the KILM
  • It was fun and we also learnt something new
  • We would like to have some more instruction
  • Pupils made suggestions for new kinds of
    information literacy instruction which they would
    like to have.
  • Reactions from teachers who have received
    instruction using the KILM and who have
    co-operated with the SLIC
  • Very useful
  • We would like to co-operate more often with the
  • General remarks
  • Statistics show that the use of the SLIC has
    increased and that marks for assignments have
    increased. The quality of papers has improved.

  • A large part of this presentation is based on the
    following academic publication and articles,
    written by Helen Boelens
  • BOELENS, Helen. A new kind of information
    specialist for a new kind of learning
  • BOELENS, Helen. Filters make it more difficult
    for pupils to find information Instruction in
  • specific information literacy skills, in several
    different languages, for final examination pupils
  • BOELENS, Helen. Specific information literacy
    skills, in several different languages, for
    pupils studying for university entrance
  • BOELENS, Helen. Paradise. Newsletter for IFLA,
    School libraries and Resource Centres Section
    (Section Nr. 11), Issue 43, December 2006.
  • These articles can be found as pdf-files on the
    ENSIL website www.ensil.eu .
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