Post on 12-Feb-2016
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EXEMPLARY SCHOOL LIBRARIESIN ONTARIO
Don A. Klinger Gay StephensonElizabeth A. Lee People for EducationChristopher DeLucaKing Luu
Queen’s University
Our Goal Understand the functioning of exemplary
school library programs. Describe the characteristics of exemplary
school library programs. Highlight teachers’ and students’ use of
exemplary school libraries. Describe the policies and practices that
support exemplary school libraries.
Why Study Exemplary Library Programs
Our previous research found a relationship between library staffing and student achievement and student attitudes towards literacy.
Other research has not focuses closely on actual school library operations.
Exemplary school library programs provide a window that explores effective teaching.
Our Model of Study Case studies
2 relatively detailed case studies 6 smaller case studies.
Interviews Observation Document Analyses Student Surveys
Principals Provide key support for the school library Help to promote and enhance the function
of the school library Find ways to promote the use of the
school library and teacher librarian.[I] consider the library as the core place for the school for the success
of learning and teaching
Teachers Effective partnerships with the teacher
librarian to support teaching and learning Collaboration Partnerships Shared planning, teaching, and assessment.
The teacher librarian is a “master teacher”I wish that we could multiply our teacher-
librarian because she’s involved in so many things
Teacher Librarians The library is a place for learning and
teaching. A hub in the school Collaboration and partnering
One of the important qualities makes the program successful is that a lot of it is open flexible partner time. We all bring different strengths so that when we plan a unit, or when we are teaching or marking
it; we all bring different perspectives
Students Positive views of the school library and the
teacher librarian. 60% of students want to be able to use
the school library more often. Varied use of the school library.
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Exemplary School Library Programs Two common features:
Exemplary programs have teacher librarians who maximize teaching time.
Exemplary teacher librarians continually strive to modify the existing contexts.
Exemplary programs are defined as being exemplary within the context they operate.
Factors that Affect Context Policy, funding & support
Ministry level Board level School level
Principal and teacher knowledge & experience. Teacher librarian’s experience and skills. Context facilitates or hinders implementation
of library programming
The Interactive Process Context is not static but shaped by the
teacher librarian’s efforts to change it. In exemplary programs the context evolves
through the continuous efforts of the teacher librarian.
Programs exist along a continuum.
A Continuum of School Library Programs
Context creates a continuum of school library programs. It is not set of attributes.
Each level identifies contextual factors that facilitates or hinders the school library program.
Differentiated by a greater emphasis on instruction and deeper integration of the library program into all aspects of the school.
Continuum of School Library Programs
Level 1 Level 2 Level 3 Level 4
Library’s role in school
Operates within school culture
Partnerships are building
Library is central to learning
Ongoing systematic
support
Teacher-librarian’s role in school
Peripheralresource
Important resource
Equal partner
InstructionParallel or
independent teaching
Cooperative teaching
Collaborative teaching
Level 1 School Library Programs Current context: Many limiting factors
Part time position. Flexible open scheduling difficult.
Prep coverage & basic library functions rather than instruction.
Teachers & principal have limited understanding of the instructional role of the library.
I have been directed by our Board that right now my role is an emphasis on
research skills in Grades 4 to 8. Teacher librarians provide independent
instruction that is not systematically coordinated with the classroom.
Teacher librarians continually work to develop partnerships in order to be more directly involved in instruction.Sometimes I have to go out and hunt people
down.
Agents of ChangeThe kids are all trained on book exchange so when
I'm not here the classes come in. Initiate procedures that free time to provide
instruction and begin to work more directly with teachers. Efforts to implement change are difficult and may
encounter resistance. Teachers may perceive these partnerships as
additional, time consuming work.
Looking for Opportunities Teacher librarians in exemplary Level 1
programs work to establish and build library programs.
Enhance the profile of the school library
I was the one who took that Smart Ideas concept and applied it to the research
process…I was able to focus on the different stages of the research process
Level 2 School Library Programs Current context: Fewer constraints
More administrative support Principal has broader view of the role of the
library within the school culture. Principals provide partial funding of prep
coverage so librarian can focus on instruction.
She’s constantly bringing the library to us…it’s a very proactive type of relationship and that makes it much easier for us to make better use of the library.
Principal’s active support influences how library is viewed and used by teachers.
Teachers more open to working cooperatively. Teachers acknowledge the important role of
the teacher librarian.I think she’s the key, she’ll come in and do
anything
Agents of ChangeIt's been a process. If you'd have come the
first year it would have been … finding the teachers you know would be on board
Proactive efforts to change the way the library is used.
School culture changing due to librarian’s efforts. I can’t even imagine a literacy program without the
support of your library and librarian
Looking for Opportunities Teacher librarians in exemplary Level 2
programs are able to have an increased emphasis on coordinating their instruction. Enhance the role of the school library
Staff, students and parents all come together, and every year we change it to keep it fresh
but still supporting the whole theme of literacy
Level 3 School Library Programs Current context: Enabling
Prioritized support and funding by administration Focus on student learning. Library has a critical and integral role
supporting students, staff, and the school’s mandate and mission.
Staff share a vision of the library as a place for learning and teaching.
I think it is empowering staff and students. It is not my library, it is not my computer, it is not my collection, it is ours
Ongoing Collaborative teaching a given Teacher-librarians were outstanding teachers who
are able to “shine” Serve on leadership teams Involved in school operation
Positive outlook on students and staff
What I really try to do is to listen to teachers& try to figure out how I can best support them
Agents of Change Teacher librarians provide ever-changing support to
teachers based on shared needs. Continuous improvement model, with an ever
moving target for their program Life-long learners, seeking opportunities to acquire
new skills and enhance their program
I took a full year of drama training and created a literacy through drama program and reported on drama expectations for the teachers
Looking for Opportunities Level 3 programs were characterized by intriguing
and unique library programs
Teacher librarian recognized the challenges faced by their schools but interpreted these as opportunities
I started a parent-child book club after school in the library as I belong to one with my child in my neighbourhood
Level 4 School Library Programs Imagine a Level 3 program with systematic
administrative support at the school, board, and provincial levels, both in funding and policy.
Trained teacher librarians with continuous opportunities to build skills.
The Reality We could not find examples of Level 4 school
library programs. Intermittent support Need to continually justify school role
This lack of systematic support hinders the development of library programs. Hard won expertise and knowledge vanishing from the
educational system
Reaching for exemplary
Facing the ongoing
challenges
Dollars and sense
• Money = exemplary
• Libraries require adequate funding and support• Exemplary libraries require a dedicated and
skilled teacher librarian
Exemplary libraries = student success
Making a commitment
Putting it on paper.
Provincial policy
The cornerstone we need to move forward.
Principals matter“we consider the libraryas the core place for the school for the success of learning and teaching”.
“I have a critical role to play too—it is to be supportive in whatever way I can.”
The peril of
excessive prep time coverage.
Caught in a bind
Becoming an advocateTrue:“We don’t know what we’ve got till it’s
gone.”
But:If we never had it and never
experienced it,we don’t know what we’re missing...
Dire need for systemic policy
When will we connect the dots?
Conclusions• Exemplary librarians are outstanding teachers
and key providers of instruction in their schools
• Exemplary libraries can be a hub in the school, a central place of activity and learning.
• School libraries such as these can only flourish and thrive with support from principals, boards and the Ministry of Education.
• Our research illustrates ways that school libraries can enhance instruction and learning in schools.
Questions?