Section of School Libraries and Resource Centers

Annual Report 1998-1999

Membership Officers

Secretary/Information Co-ordinator 1999/2001:
Ms Alexandra Papazoglou

Meetings

The Chair and Secretary attended the Division 3 Co-ordinating Board meetings in Athens, March 1999 and Bangkok, August 1999

Projects

A revision of the 'Guidelines for School Libraries' has begun.

IFLA Conference August 1999: Section Programme

FORM@NET: Rationale and Resources for Promoting Information Literacy education at High School Level Paulette Bernhard, Canada and Claude Morizio, France

Form@net is part of a bilateral cooperation project between France and Quebec which is in its second year in 1999. It was initiated by a common goal to motivate and facilitate teamwork for school librarians/ documentalists and teachers at high school level, in order to help students in developing a wide range of information skills. In Quebec, this type of practice is still at its beginning, while it is implemented in France - but not yet shaped in a formal way. And achievement of the corresponding objectives is rarely assessed. In October 1998, the Web sites created on both sides have been linked by a common homepage, in order to provide school librarians/documentalists and teachers with a series of tools to help training students in the search for and the use of information in all formats and media, thus developing information competencies. Resources are organized under the following five broad categories: information literacy (definitions), information literacy education (models of the search process), information literacy lesson plans/scenarios, tools, other resources (IT in education; school libraries) URL address: http://pages.infinit.net/formanet/formanet.html

In Quebec, the project has developed as a two-days continuing education workshop where teams create lesson plans especially aimed at using electronic resources (CD-ROMs and Internet) and due to be tested in class. In France, the project reaches both initial and continuing education and is extended over the whole school year, combining elaboration of lesson plans and sessions for concertation and training with instructors from the Centre regional de documentation pedagogique (CRDP) and the Institut universitaire de formation des maitres (IUFM).By the end of 1997/98, teams from both sides had created eighteen lesson plans, mostly in draft for Quebec and tested in class in France. On the French side, it was surprisingly discovered that, even though information and communication technologies had been included in the objectives, there was little use of them. The described activities proved to be traditional, but nevertheless, self-analysis of practice by the participants allowed them to be more effective in writing objectives and in assessing their level of attainment. In 1998/99, new lesson plans are being developed and experimented on both sides of the Atlantic. In October 1998 and February 1999, two video- conferences have allowed teams from Quebec and from France to exchange about their experiences and questions.

An Inclusive School Library for the 21st Century: Fostering Independence Janet Murray, Australia

There are many ways in which the school library can contribute to the personal growth of students with disabilities enrolled in mainstream schools, and in fostering acceptance and understanding of these students by their non-disabled peers. A four year study of school library provision for students with disabilities showed that provision of effective information literacy programmes, a welcoming and physically accessible library environment, and access to information technology and electronic information sources can have a significant effect on the development of confidence, independence and self-esteem in these students. Engaging these students as library monitors or offering the library as a work experience placement further assists independence and self-esteem, and promotes a positive image of these students to their student colleagues. The provision of a good collection of disability information and sensitive fiction titles also promotes value and acceptance of disability by other students.

The school librarian, core competencies, curriculum development and staff liaison Anthony Tilke, Thailand

The paper looks at the skills and competency base of the school librarian. The paper contends that these attributes are necessary if the school library is to be in a position to encourage the development of discovery and personal growth for both pupils and staff. The paper concentrates on the role of the school librarian working with teaching staff to make these conditions most fruitful. As well as traditional librarianship skills, the paper identifies a range of skills and competencies associated with management, marketing and evaluation. The paper identifies a number of ways in which the librarian may work effectively with teaching colleagues.The author concludes that without this foundation, effective on-going learning in the school library will be limited, in extent and progression. As a result, the role of the library will be un-perceived and undervalued. It is therefore important that time and energy is given to these essential aspects of the development of the school library.

Teaching the Research Process--For Discovery and Personal Growth Dianne Oberg, Canada

The research process is one of the ways in which children and young adults can experience the school library as a place for discovery and growth. In order for students to have those experiences through the research process, teachers and librarians need to provide instructional guidance that is affective as well as cognitive in focus. Teachers and librarians need to have a deep understanding of how learners experience the research process and about how learning through research can be facilitated. In the past two decades, process models of library instruction have been developed in many parts of the world including the United Kingdom, the United States, Australia, and Canada. Process-based models of library instruction support a view of library research as an opportunity for students to experience discovery and personal growth. However, the effective implementation of such models depends on teachers and librarians understanding that students vary in the level of abstraction that they can handle, that students are active learners building or constructing their knowledge as they use information and that students are experiencing changes in feelings as well as changes of thoughts as they use information. This issue is explored through an analysis of a Canadian process model, Alberta's Focus on Research model, using research related to the implementation of this and similar models in primary, middle, and secondary schools.

A workshop was held on the development and promotion of the IFLA/UNESCO School Library Manifesto around the world. There were presentations from Ross Shimmon, Secretary General of IFLA, Paulette Bernhard, Canada, Torny Kjekstad, Norway, Gwynneth Evans, Canada, Beatriz Ferroni, Argentina, Inci Onal, Turkey. The second part of the workshop consisted of group work. 2 English speaking groups were led by Dianne Oberg, Canada and Torny Kjekstad and a French speaking group by Colette Charrier-Ligonat. The implementation proposals of the groups will be shared as widely as possible.

Reltionships With Other Bodies

Glenys Willars: Chair of the Section of School Libraries and Resource Centres February 2000