School Libraries and Student Learning: School Libraries and Student Learning: Essential Partnerships for SuccessEssential Partnerships for Success

Dr Ross J ToddDirector, Center for International Scholarship in School Libraries

Director, Master of Library and Information Science ProgramRutgers, The State University of New Jersey

cissl.scils.rutgers.edu rtodd@scils.rutgers.edu

SWEDEN 2007

Stay FocusedStay Focused

Pick one Card

It is YOUR card

Think about YOUR card for

20 seconds

Stay focused on YOUR card

Ross is now going

To remove YOUR Card!

YOUR card has been removedYOUR card has been removed

Get out of the BoxGet out of the Box

Ban those “Bird” UnitsBan those “Bird” Units

Many types of research assignments using library or Many types of research assignments using library or web-based sources contribute little or nothing to learningweb-based sources contribute little or nothing to learning

Very little evidence of construction of new knowledgeVery little evidence of construction of new knowledge

Rarely guided and sustained throughout the research Rarely guided and sustained throughout the research projectproject

Rarely equip students with the range of information and Rarely equip students with the range of information and technical competencies necessary to complete the tasktechnical competencies necessary to complete the task

Make very “low-level” use of the libraryMake very “low-level” use of the library

How do we design learning through the school library?How do we design learning through the school library?

Typical Research ScenarioTypical Research Scenario

Teacher provides background to topic in classroomTeacher provides background to topic in classroomTextbook work is doneTextbook work is doneTeacher asks class to do project in library / using Teacher asks class to do project in library / using internet, and provides question sheet or worksheet internet, and provides question sheet or worksheet for information (fact) collectionfor information (fact) collectionStudents pick a ”bird” “dinosaur” to researchStudents pick a ”bird” “dinosaur” to researchLibrarian introduces students to a few resources Librarian introduces students to a few resources and websitesand websitesStudents copy information from sources on to their Students copy information from sources on to their paperpaperStudents report back to class or turn assignments Students report back to class or turn assignments in form gradingin form grading

““Bird” units are generally a Bird” units are generally a disasterdisaster

Cutting and clipping of information: Cutting and clipping of information: TRANSPORTATION of informationTRANSPORTATION of information

Make decisions based on limited prior Make decisions based on limited prior knowledgeknowledge

Focus on product construction rather than Focus on product construction rather than knowledge constructionknowledge construction

Typically produce superficial descriptive Typically produce superficial descriptive knowledgeknowledge

Transportation of TextTransportation of Text

Cutting and pasting: plagiarismCutting and pasting: plagiarism

Go to schoolsucks.com phuckschool.com Go to schoolsucks.com phuckschool.com evilhouseofcheat.com and get the essay they needevilhouseofcheat.com and get the essay they need

Collect facts without imposing any organizational or Collect facts without imposing any organizational or reflective structurereflective structure

No interpretation of facts or development of No interpretation of facts or development of positional stancepositional stance

Little evidence of internalization of factsLittle evidence of internalization of facts

Interaction

Printout

Final version

Presentation

Rewriting

TRANSPORT OF TEXT

”Get the material from the Net, I read it. Write down some good sentences, make a few changes and read through it again. Making my own, sort of! Then I think - Replace here and there. Pick certain words and make my own text by adding new words. I recognise the text if I read it several times. Use those expressions that fit in.” (Kris)

”I borrowed a book on sharks, picked out words from the book, from the text. I jotted these down in a little notebook as rough notes, then I rewrote it and then I painted a front page and then I put the whole thing into a booklet and the job was done.” (David)

Transformation of TextTransformation of Text

Building background knowledge firstBuilding background knowledge first

Develop focus questionsDevelop focus questions

Collect facts. viewpoints, perspectives, Collect facts. viewpoints, perspectives, arguments pertinent to specific focusarguments pertinent to specific focus

Analyze and synthesize ideasAnalyze and synthesize ideas

Critically reflecting on themes to develop Critically reflecting on themes to develop personal conclusions and positionspersonal conclusions and positions

Transformation of Text:Help Organizations

The Information BaseThe Information BaseAMNESTY AMNESTY INTERNATIONALINTERNATIONAL

Creating the TextCreating the Text Transforming the textTransforming the text

History of OrganizationHistory of Organization

Vision and Goals of Vision and Goals of OrganizationOrganization

Significant AchievementsSignificant Achievements

BarriersBarriers

The Information BaseThe Information BaseAMNESTY AMNESTY INTERNATIONALINTERNATIONAL

Creating the Text:Creating the Text: Transforming the textTransforming the text

History of OrganizationHistory of Organization

Vision and Goals of Vision and Goals of OrganizationOrganization““research and action focused on preventing research and action focused on preventing and ending grave abuses of the rights to and ending grave abuses of the rights to physical and mental integrity, freedom of physical and mental integrity, freedom of conscience and expression, and freedom from conscience and expression, and freedom from discrimination, within the context of its work discrimination, within the context of its work to promote all human rights”to promote all human rights”http://web.amnesty.org/pages/aboutai-index-http://web.amnesty.org/pages/aboutai-index-engeng

Synthesizing sets of Synthesizing sets of ideas into your own ideas into your own wordswords

Creating a bullet point Creating a bullet point summarysummary

Significant AchievementsSignificant Achievements

BarriersBarriers

Transformation of Text:Help Organizations

Why do students transport text Why do students transport text rather than transform text?rather than transform text?

It is rewarded: copying and pasting by being undetectedIt is rewarded: copying and pasting by being undetected

Erroneous notion that more facts = deep knowledge and deep Erroneous notion that more facts = deep knowledge and deep understandingunderstanding

Poor information handling skills: particularly those involving Poor information handling skills: particularly those involving analysis, manipulation and synthesisanalysis, manipulation and synthesis

Stress and competitionStress and competition

Poor time management and planning skillsPoor time management and planning skills

Unwillingness to ask for help and when they do ask, told this is an Unwillingness to ask for help and when they do ask, told this is an independent project – you have to work it out for yourselfindependent project – you have to work it out for yourself

Low level of assignments – no critical thinking requiredLow level of assignments – no critical thinking required

Assessment of product only Assessment of product only

MEANINGFUL RESEARCH TASKSMEANINGFUL RESEARCH TASKS

What do we want students to do in this information What do we want students to do in this information environment?environment?

Construct deep knowledge and deep understandingConstruct deep knowledge and deep understanding

Directly involved and engaged in the discovery of new Directly involved and engaged in the discovery of new knowledgeknowledge

Encounter alternative perspectives and conflicting ideas so Encounter alternative perspectives and conflicting ideas so that they are able to transform prior knowledge and experience that they are able to transform prior knowledge and experience into deep understandingsinto deep understandings

Transfer new knowledge and skills to new circumstancesTransfer new knowledge and skills to new circumstances

NOVICE KNOWLEDGE TO EXPERT KNOWLEGENOVICE KNOWLEDGE TO EXPERT KNOWLEGE

MEANINGFUL LEARNINGMEANINGFUL LEARNING

What do I want students to produce? What do I want students to produce?

What do I expect students to be able to show me?What do I expect students to be able to show me?

Great Minds at

work?

BuildingEffective Inquiry

Learning habits

New Jersey ResearchNew Jersey ResearchSchools Context and SampleSchools Context and Sample

10 New Jersey public schools 10 New Jersey public schools

Experienced and expert school librariansExperienced and expert school librarians

Diverse public schools Diverse public schools

10 school librarians working on curriculum projects 10 school librarians working on curriculum projects with 17 classroom teacherswith 17 classroom teachers

574 students in Grades 6 – 12; range of disciplines574 students in Grades 6 – 12; range of disciplines

Did they learn anything? Did they come to develop new Did they learn anything? Did they come to develop new knowledge of their topics, and what did this new knowledge of their topics, and what did this new knowledge look like?knowledge look like?

Substance of KnowledgeSubstance of KnowledgeStatement typeStatement type DefinitionDefinition ExampleExample

PropertyProperty statements describing statements describing characteristicscharacteristics

The color of Valentine’s day is redThe color of Valentine’s day is red

MannerManner statements describing processes, statements describing processes, styles, actionsstyles, actions

People drive aggressively in USAPeople drive aggressively in USA

ReasonReason statements of explanations of how statements of explanations of how and whyand why

The wall was constructed to block The wall was constructed to block invadersinvaders

OutcomeOutcome statements providing end resultstatements providing end result (People eat too much) As a result, (People eat too much) As a result, people got very sick people got very sick

CausalityCausality statements showing some event statements showing some event causally leads to anothercausally leads to another

Too much alcohol can lead to liver Too much alcohol can lead to liver failurefailure

Set MembershipSet Membership statements about class inclusionstatements about class inclusion Michelangelo created works such Michelangelo created works such as statue of David, Cistine Chapel as statue of David, Cistine Chapel and the famous Pietaand the famous Pieta

ImplicationImplication statements showing predictive statements showing predictive relations, inference, implied relations, inference, implied meaningmeaning

He was suspected of poisoning He was suspected of poisoning himhim

Value JudgmentValue Judgment statements presenting personal statements presenting personal position or viewpointposition or viewpoint

That’s not rightThat’s not right

Changes in Knowledge

Two distinctive approaches to Two distinctive approaches to knowledge construction: knowledge construction:

-- Additive : Transport-- Additive : Transport

-- Integrative : Transform-- Integrative : Transform

Additive Approach to Knowledge Construction

Gathering facts, then more facts, then more factsGathering facts, then more facts, then more facts

Stockpile of facts, even though facts were sorted, Stockpile of facts, even though facts were sorted, organized and grouped by end of task.organized and grouped by end of task.

Remained on a descriptive level throughoutRemained on a descriptive level throughout

Limited intellectual engagement with the ideasLimited intellectual engagement with the ideas

Surface knowledgeSurface knowledge

Saw the collection of facts as the end of inquiry, the goalSaw the collection of facts as the end of inquiry, the goal

Integrative Approach to Knowledge Construction

Initial: superficial sets of propertiesInitial: superficial sets of properties

Moved beyond gathering facts:Moved beyond gathering facts:- building explanations- building explanations- address discrepancies- address discrepancies- organizing facts in more coherent ways- organizing facts in more coherent ways

Interpret found information to establish personal conclusions Interpret found information to establish personal conclusions and reflect on these. and reflect on these.

Students saw that collecting facts was the beginning of Students saw that collecting facts was the beginning of meaningful inquiry, not the end pointmeaningful inquiry, not the end point

Facts were the basis for personal choiceFacts were the basis for personal choice

Factors contributing to differences Factors contributing to differences across Schoolsacross Schools

No significant variations across the age, grade, No significant variations across the age, grade, and gender groupsand gender groups

Nature of task: imposed task or negotiated task; Nature of task: imposed task or negotiated task; collection of facts or transformation of factscollection of facts or transformation of facts

Engagement and ownershipEngagement and ownership

Nature of Interventions: Development of skills Nature of Interventions: Development of skills to construct knowledge rather than finding to construct knowledge rather than finding informationinformation

Information Search ProcessInformation Search Process

Tasks Initiation Selection Exploration Formulation Collection PresentationTasks Initiation Selection Exploration Formulation Collection Presentation------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ →→FeelingsFeelings uncertainty optimism confusion clarity uncertainty optimism confusion clarity sense of satisfaction or sense of satisfaction or(affective)(affective) frustration frustration direction/ disappointment direction/ disappointment

doubtdoubt confidence confidence

ThoughtsThoughts vague---------------------------------------vague---------------------------------------→→focusedfocused(cognitive)(cognitive) ----------------------------------------------- -----------------------------------------------→→

increased interestincreased interest

ActionsActions seeking relevant information---------------------------- seeking relevant information----------------------------→→seeking pertinent informationseeking pertinent information(physical)(physical) exploring exploring documenting documenting

Information-to-knowledge experienceInformation-to-knowledge experience

THE INFORMATON SEARCH PROCESSC. Kuhlthau

Stages of the Information Search Process represent critical Zones of Intervention

Relevance: how will I connect this to students’ existing Relevance: how will I connect this to students’ existing knowledge and interestsknowledge and interests

Does it matter if they never know? Solving real world Does it matter if they never know? Solving real world problemsproblems

Strategies to build engagement; develop curiosity and Strategies to build engagement; develop curiosity and motivation for their topicsmotivation for their topics

Give opportunities to build background knowledgeGive opportunities to build background knowledge

Strategies which deal with emotions: doubt, Strategies which deal with emotions: doubt, uncertainty, “too hard”, “boring”uncertainty, “too hard”, “boring”

MEANINGFUL RESEARCH TASKSMEANINGFUL RESEARCH TASKSChecklistChecklist

Choice of focus topic – key question emerges from background Choice of focus topic – key question emerges from background knowledgeknowledge

Negotiating the nature of the product. Does the product reflect the Negotiating the nature of the product. Does the product reflect the way the real world does itway the real world does it

Engage students in dealing with conflicting informationEngage students in dealing with conflicting information

Build and verify new knowledge through arguments, evidence, Build and verify new knowledge through arguments, evidence, reflection; Teach students to build arguments and evidences, reflection; Teach students to build arguments and evidences, counter arguments and counter evidencescounter arguments and counter evidences

Use of a variety of analytical methods to sort, organize and Use of a variety of analytical methods to sort, organize and structure ideas cause/effect; pro/con; error analysis; structure ideas cause/effect; pro/con; error analysis; compare/contrastcompare/contrast

What skills does it take for students to do this? How will the What skills does it take for students to do this? How will the students get these skills?students get these skills?

MEANINGFUL RESEARCH TASKSMEANINGFUL RESEARCH TASKSChecklistChecklist

Create Meaningful TasksCreate Meaningful Tasks

Unravel a Mystery:Unravel a Mystery: Build a case for solving a history / Build a case for solving a history / mystery problem; Build background knowledge to determine mystery problem; Build background knowledge to determine specific focus of evidence needed; Study pertinent primary / specific focus of evidence needed; Study pertinent primary / secondary evidence to gather best evidence; Gather secondary evidence to gather best evidence; Gather evidence in the field; Compare evidence; deal with evidence in the field; Compare evidence; deal with conflicting information; Check evidence: accuracy and bias conflicting information; Check evidence: accuracy and bias of sources; Construct arguments and counter argumentsof sources; Construct arguments and counter arguments

Reinventing a Better WayReinventing a Better Way: Brainstorm, decide, select a : Brainstorm, decide, select a system for study: system analysis; Build background system for study: system analysis; Build background knowledge; Investigate / research into current methods; knowledge; Investigate / research into current methods; Compare / contrast current methods, establish strengths Compare / contrast current methods, establish strengths and weaknesses; Reinvent; Evaluate: test, try, reflect, and weaknesses; Reinvent; Evaluate: test, try, reflect, marketmarket

Create Meaningful TasksCreate Meaningful Tasks

Advice-to-Action: Advice-to-Action: Gather, sort, analyze expert advice Gather, sort, analyze expert advice (sources and people) / witnesses (detailed, specific (sources and people) / witnesses (detailed, specific authoritative sources); Test ideas with others (reflect, authoritative sources); Test ideas with others (reflect, react – feedback); Decide on course of action (propose react – feedback); Decide on course of action (propose solution)solution)

Take A Position: Take A Position: Background reading of topic to identify Background reading of topic to identify issues; Investigate possible positions through focused issues; Investigate possible positions through focused sources; analyze feasible positions: pros, cons, sources; analyze feasible positions: pros, cons, evidence; form an opinion, build evidence; Take a evidence; form an opinion, build evidence; Take a position; Prepare an argument; Present the position; So position; Prepare an argument; Present the position; So what? Understand impact of positionwhat? Understand impact of position

Build Background KnowledgeBuild Background Knowledge

It is the beginning of the research task, not It is the beginning of the research task, not the endpointthe endpoint

Foundation for building engaging Foundation for building engaging questionsquestions

Foundation for motivation and interestFoundation for motivation and interest

Who are the early Jazz greats

What is Jazz?

How is Jazz different to my favourite music

When did jazz begin

Jazz jargon

How is Jazz similar to my favourite music

Why is Jazz an important music form

What are important characteristics of Jazz

Main Jazz instruments

Jazz music / musicians I recognize /video clips /podcasts I like

My feelings about Jazz

What next? Questions I want to explore, and why

Read

View

Listen

Connect

I didn’t know that! Questions I have???

I agree / disagree I wonder ….

Developing Background Knowledge, Interest, Developing Background Knowledge, Interest, MotivationMotivation

Topics of Topics of interest to meinterest to me

Intriguing factorsIntriguing factors PositivesPositives NegativesNegatives RankRank1- 51- 5

1.1.

2.2.

3. 3.

4.4.

5.5.

Rank your topics on a scale of 1 – 5 (1 = of Rank your topics on a scale of 1 – 5 (1 = of little interest; 5 = very interesting)little interest; 5 = very interesting)Circle your two most interesting topicsCircle your two most interesting topics

Explain your choice in your Explain your choice in your conference with your class teacher / conference with your class teacher / librarianlibrarian

Choosing Research Topics

Dealing With Conflicting Information to Develop Knowledge

Central Central QuestionsQuestions

Source 1 eg Source 1 eg encyclencycl

Source 2 Source 2 eg Poor eg Poor quality web quality web sitesite

Source 3 egSource 3 egHigh quality High quality web siteweb site

Source 4 egSource 4 egNewspaperNewspaper

Source 5Source 5High quality High quality print sourceprint source

What I can What I can say? say? Evidence for Evidence for my my statement?statement?

whowho

whatwhat

whenwhen

wherewhere

whywhy

howhow

resultresult

A TIME OF BOLD ACTION Edna St Vincent Millay 1892-1950

““Upon this gifted age, in its dark hourUpon this gifted age, in its dark hour

Rains from the sky a meteoric showerRains from the sky a meteoric shower

Of facts, they lie unquestioned, Of facts, they lie unquestioned, uncombined.uncombined.

Wisdom enough to leech us of our illWisdom enough to leech us of our ill

Is daily spun, but there exists no loomIs daily spun, but there exists no loom

To weave it into fabric.To weave it into fabric.””

“It is hard to set in motion what is still, or to stop what

is in motion”