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Libraries’ New Roles in Schools: Imperatives for Greater Teacher-Librarian Collaboration

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Libraries’ New Roles in Schools: Imperatives for Greater Teacher-Librarian Collaboration. Mr. Fernan R. Dizon Head, Reference and Information Services Section Rizal Library Ateneo de Manila University. Outline. Introduction Driving Forces for Greater Teacher-Librarian Collaboration - PowerPoint PPT Presentation

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Libraries New Roles in Schools: Imperatives for Greater Teacher-Librarian Collaboration

Libraries New Roles in Schools: Imperatives for Greater Teacher-Librarian CollaborationMr. Fernan R. DizonHead, Reference and Information Services SectionRizal LibraryAteneo de Manila UniversityOutlineIntroductionDriving Forces for Greater Teacher-Librarian CollaborationTeacher-Librarian CollaborationConclusionThe Great Library of Alexandria

The Library: TodayInstructional center of the school-Cyphert (1959) and Kearney (2000)

Traditional Library vs. New LibraryTraditional Library

Materials physically existMaterials are paper-basedMaterials to be used by many are put on reserveLibrary is a physical space

New LibraryElectronic resources enable locating and manipulation of data from several sourcesElectronic resources provide access to huge amount of information to several users at the same timeLibrary is a ubiquitous service

The LibraryThe existence of a library and the use of its services can effect changes in skills, competences, attitudes and behaviour of its users, similar to changes effected by other cultural institutions like museums or archives. Generally speaking, outcomes of cultural institutions include: knowledge; information literacy; higher academic or professional success; social inclusion; and individual well-being.

-Poll and Payne (in Lossau, 2006)The LibraryStrong correlation between students academic achievement and school libraries

-McQuillan in Farmer (1995) and Reading Today (2004)High-value core business contributions of libraries and librarians to their institutions (Wolpert, 1998) Librarians are responsible for managing and leveraging the institutional resources that are devoted to educational and research information support. Librarians contribute to the timeliness and quality of scholarship by making it possible to locate and use needed information, wherever it may be.Libraries document advances in the educational and research disciplines of greatest interest to an institution. Academic libraries guarantee the survival of knowledge beyond one generation. Academic libraries contribute to the culture of intellectual pursuit.

Driving Forces for GreaterTeacher-Librarian CollaborationA. New Generation of Students(Geck, 2006)

These youths are the first generation to be born into a digital world. What distinguishes these adolescents from those of every other generation is that they are the most electronically connected generation in history. From infancy, these teenagers grew up in an environment surrounded by and using: graphical web browsers; laptops; cell phones; instant messenger services; broadband; wireless; video gamesDriving Forces for GreaterTeacher-Librarian CollaborationB. Web 2.0 and Library 2.0

Web 2.0, a phrase coined by OReilly Media in 2004, refers to a perceived second-generation of web-based services- such as social networking sites, wikis, communication tools, and folksonomies- that emphasize online collaboration and sharing among users.

-Peltier-Davis (2009)Driving Forces for GreaterTeacher-Librarian CollaborationThe convergence of social networking technologies and a new always on pedagogy is rapidly changing the face of education.

- Baird and Fisher (2005)Driving Forces for GreaterTeacher-Librarian Collaboration Library 2.0- A library modeled on Web 2.0 technologies[its] emphasis is placed on user-centered change and participation in the creation of content and community-based services. Within Library 2.0, library collections and services are constantly updated and re-evaluated to best serve library users. Library 2.0 also attempts to harness the skills of the library user in the design and implementation of innovative library services by encouraging feedback and participation.

- Peltier-Davis (2009) Driving Forces for GreaterTeacher-Librarian CollaborationC. Distance Learning

Every student, faculty member, administrator, staff member, or any other member of an institution of higher education, is entitled to the library services and resources of that institution, including direct communication with the appropriate library personnel, regardless of where enrolled or where located in affiliation with the institution. Academic libraries must, therefore, meet the information and research needs of all these constituents, wherever they may be.

- ACRL Standards for Learning Library Services (2008)

Driving Forces for GreaterTeacher-Librarian CollaborationD. Information Literacy

We live in a time when many library users and non-users believe that they are indeed information literate, simply because they make extensive use of the Internet.

- Julien (2004)Teacher-Librarian CollaborationLibrarians and teachers need to work more closely than ever before In a way, this approach means more work for the librarian and the teacher, but the work can be more intellectually stimulating for them as well as the students. Learning can be richer and more original. Real Knowledge is to be gained.

- Farmer (1995) This is partnership is very important because situating learning in a collaborative and social learning environment will result in an increased range of skills, versus what can be attained alone

- Baird and Fisher (2005)Suggested Activities for Teachers and LibrariansLibrary orientation sessions (tours, library instruction, etc.)Online database trainingsCreation of pathfinders, webliographies, etc.Information literacy classes/sessionsProviding books and other library materials

ConclusionThe Librarian:

An asset that may often be ignored or forgotten, but one that can help administrators and teachers to offer students the best education possible.

- Hofstetter (1999)ReferencesBaird, Derek E. And Fisher, Mercedes. (2005). Neomillennial User Experience Design Strategies: Utilizing Social Networking Media to support Always On Learning Styles. Journal of Education Technology Systems. 34(1) 5-32, 2005-2006

Farmer, Lesley S.J. (1995). Information literacy: More than pushbutton printouts. Book Report 14, no. 3: 11. Retrieved from Academic Source Complete database.

Geck, Caroline (2006). The Generation Z Connection: Teaching Information Literacy to the Newest Net Generation. http://www.redorbit.com/news/technology/ 397034/the generation z connection teaching information_literacy_to_the _ newest/index.html

Hofstetter, Janet (1999). Library Media Specialists: A Valuable Key to School Success. NASSP Bulletin. 83:100. Retrieved from Sage Online Journals.

Julien, Heidi (2005) Education for Information Literacy Instruction: A Global Perspective, [online], paper read at ALISE Conference, Boston, U.S.A., 11 January, http://dlist.sir.arizona.edu/642/01/ HJulienAlise05.doc.

Kearney, Carol (2000). Curriculum Partner: Redefining the Role of the Library Media Specialist. Westport, CA: Greenwood Publishing.

Libraries called key (Cover story). (2004). Reading Today, 21(4), 1-4. Retrieved from Academic Source Complete database.

Library of Alexandria. (2010). In Encyclopdia Britannica. Retrieved September 26, 2010, from Encyclopdia Britannica Online: http://www.britannica.com/EBchecked/topic/14417/Library-of-Alexandria

Peltier-Davis, C. (2009). Web 2.0, Library 2.0, Library User 2.0, Librarian 2.0: Innovative Services for Sustainable Libraries. Computers in Libraries, 29(10), 16-21. Retrieved from Academic Source Complete database.

Wolpert, Ann (1998). Services to Remote Users: Marketing the Library's Role. Library Trends, 47(1), 21. Retrieved from Academic Source Complete database.

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