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.

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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?