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What is an Information Literate School Community?
The Role of Principals andTeacher Librarians…
Lyn HaySchool of Information Studies
Charles Sturt University
are together
responsible
for establishing
environments for
effective teaching
and learning
to take place.
Principals and teacher librarians
What might that environment
look like?
An Information Literate
School Community...
whole school information policies and ICT plan
benchmarked information competencies and student portfolios
funds for information services provision
members understand TL role as teacher as well as information expert
teacher in charge of info services is qualified TL
teachers as learners
information skills across curriculum/ in context
process of learning from information – resource based, problem-solving learning
learning contexts varied/wide range of resources
teaching teams encouraged
student drafts included in assessment
information tasks negotiated with stakeholders
social justice issues considered re use of information process in homework
student feedback encouraged
student records of self-assessment
principal expects TL to meet ‘corporate’ information needs
What does an
information literate person
look like?
Information Power
Build partnerships for learningthrough collaboration, technology& leadership
American Association School Librarians (AASL) & Associationfor Educational Communications and Technology (AECT)
9 information literacy standards with 31 indicators
Links content-area standards to IL standards
Information Literacy Standards for Student Learning
accesses information efficiently and effectively
evaluates information critically and competently
uses information accurately and creatively
I. Information Literacy
The student who is information literate…
Refer to IL Standards handout
pursues information related to personal interests
appreciates literature and other creative expressions of information
strives for excellence in information seeking and knowledge generation
II. Independent Learning
The student who is an independent learner is information literate and…
Information Literacy Standards for Student Learning
recognises the importance of information to a democratic society
practices ethical behaviour in regard to information and information technology
participates effectively in groups to pursue and generate information
III. Social Responsibility
The student who contributes positively to the learning community and to society…
Information Literacy Standards for Student Learning
Creation ofan information literate
school community
Inhibitors & enablers
analyse school for primary inhibitors and basic enablers inhibitors – lack of time, confusion of roles, poorly designed assignments
basic enablers team approach to teaching understanding of constructivist learning commitment to lifelong learning competence developing learning strategies
(Kuhlthau, 1993)
Information literacy traits
invention fluency support navigation searching selection
questioning planning interpretation deep thinking commitment
(McKenzie, 1998)
A review of the literature…
role of the Principal in developing school library and information services
Teacher librarian’s role in developing the school library program
involvement of principal in implementation processes essential Fullan (1982; 1993)
the most powerful and pivotal force behind educational change roles of visionary, enabler, role model and motivator to achieve successful change Wilkes (1992)
plays crucial role in school improvement Rosenholtz (1985; 1989)
If principals and TLs are responsible
for establishing environments for
effective teaching and learning...
what factors are critical to a successful
and professional partnership?
Research findings
Phase 1.....
Principals....
understanding of information literacy and encouraged teachers to embrace it
preferred verbal communication
support TLs as a quasi-senior member of staff as long as the TL is credible
identified TLs as ‘natural’ ICT leaders
rely on TL’s professional judgement
not exposed to TL issues at Principals’ conferences and meetings
provide TLs with major freedom to ‘do their own thing’
allow release to plan/teach collaboratively, and undertake professional development
Principals....
Principals....
support information literacy via major ICT funding and ongoing support of collection development
are uncertain how to evaluate the success of information literacy programs
place high value on TL qualifications and merit selection for the school’s TL position
Principals have high expectations....
They have high expectations of....
TLs being ICT literate and having a vision of the future development of information services in the school
what the TL should achieve in and beyond the library
the TL as information advisor to the Principal
Teacher Librarians....
indicated while principal support was essential, it was not sufficient for success – staff support had to be won
sought support of a senior mentor as a ‘sounding board’ and potential advocate
Principal/TL relationship....
principals gave TLs ‘what they wanted‘ because they believed the TL would only make ‘legitimate’ demands
TLs tended to be ‘conservative’ in their requests - did not abuse the principal’s trust
TRUST
SHARED VISION
Development of an ILSC could only be achievedthrough an integrated school library program:
close alignment between the TL’s and principal’s vision was essential
TL had to be credible and act as a change agent
TL needed broad based support and not seen as part of factional politics
Research findings
Phase 2.....
Themes of principal support
understanding and believing in a collaborative school library program
recognising the importance of the TL
ensuring collaborative planning time and other program resources
providing appropriate staff development
monitoring implementation of a collaborative school library program
Level of principal support
measuring perceptions identifying the level of attention given at present and in future
measuring beliefs indicate strength of alignment between P & TL
open-ended questions identify barriers & support, P & TL roles and contributions
Findings
Ps and TLs demonstrated close affinity across perceptions and beliefs
Ps viewed themselves as spending less time on critical matters than their TLs thought they did
Ps perceived current allocation of time on information literacy support as all they could give
Ps needed to increase support in 5 areas
TLs disagreed with some belief statements
Findings
Ps and TLs differed in 3 beliefs about TL absence, credibility and professional competence
Ps & TLs viewed TL critical contributions to quality teaching and learning as:
professional development of teaching staff collegiality collection management process orientation ICT expertise
Findings
Ps & TLs strongly agreed barriers hindering IL across curriculum were:
funding teacher knowledge & beliefs teachers desire planning time credentials
TLs saw lack of top-down support as major impediment in ability to influence curriculum
What do we need to do?
Follow these 8
‘Guiding Principles’...
1. Communicate regularly
2. Don’t assume anything. Keep yourself and your partner informed
3. TL must be visible
4. TL must seek alliances
Guiding Principles...
5. Ensure a balance in TL duties
6. Lead by example as information users
7. Work and learn together
8. Develop an ILSC blueprint – work from ‘emerging’ thru to ‘advanced’
Guiding Principles...
Define your role in designing an information literate school community...
…with your Principal or Teacher Librarian today.
Further ReadingThe Principal's Role in Developing and Supporting an Information Literate School Community, 1995-2000 [Online] farrer.csu.edu.au/principal/survey/report.html
Hay, L., Henri, J. and Oberg, D. (1999). The role of the principal in an information literate school community: Think global, act local. In Henri J. and Bonanno K. (eds). (1999) The information literate school community: Best practice. Wagga Wagga: CIS, 119-144.
Henri, J., Hay, L. and Oberg, D. (2002). The role of the principal in an information literate school community: Findings from an international research project. School Libraries Professional Session at the Libraries for Life: Democracy, Diversity, Delivery, 68th IFLA Council and General Conference, Glasgow, Scotland, 18-24 August. [Online] http://www.ifla.org/IV/ifla68/papers/031-097e.pdf
Henri, J., Hay, L. and Oberg, D. (2002). The School Library-Principal Relationship: Guidelines for Research and Practice. [International Federation of Library Associations and Institutions (IFLA) Professional Report]. The Hague, Netherlands: IFLA Headquarters.Oberg, D., Hay, L. and Henri, J. (2000). The role of the principal in an information literate school community: Design and administration of an international research project. School Library Media Research. Vol. 3. (Refereed journal) [Online] www.ala.org/aasl/SLMR/vol3/principal/principal.html
Oberg, D., Hay, L. and Henri, J. (2000). The role of the principal in an information literate school community: Cross-country comparisons from an international research project. School Library Media Research. Vol. 3. (Refereed journal) [Online] www.ala.org/aasl/SLMR/vol3/principal2/principal2.html
BibliographyBredeson, P.V. (1987). Principally speaking: an analysis of the interpersonal communications of school principals. Journal of Educational Administration. 25(1): 55-71.Fullan, M. (1982). The meaning of eduactional change. Toronto, Canada: OISE Press.Fullan, M. (1993). Change forces!: probing the depths of educational reform. London: Falmer Press.Hartzell, G.N. (1997). Invisible school librarian. School Library Journal, 43 (11), Nov: 24-29.Haycock, K. (1992). What works: research about teaching and learning through the school's library resource center. Seattle, Wash: Rookland Press.Haycock, K. (1981). Getting to first base: developing support from school principals. School Libraries in Canada 1(3): 17-18.Kulleseid, E.R. (1985). Beyond survival to power for school library media specialists. Hamden, Conn.: Library Professional Publications.Linderman, WB (1944) What should the school librarian expect of the school principal? The School Review: 611-617.Lipham, J. (1981) Effective principal, effective school. NASSP, Reston. Va.Martin, B. & Carson, B. (1981). The principal's handbook on the school library media center. Hamden, Conn.: Library Professional Publications.Rosenholtz, S. (1985). Effective schools: interpreting the evidence. American Journal of Education. 53(3): 352-359. Rosenholtz, S. (1989). Teachers' workplace: the social organisation of schools. New York: Longman.Wilkes, D. (1992) Schools for the 21st century: new roles for teachers and principals (Hot topics, usable research). SERVE, Tallahassee: FL.