International Association of School Librarianship Conference Proceedings
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Collaborative Planning and Team Teaching in a Large Lecture Hall: Modeling Leadership for Change
No full textThis paper presents data from initial interviews of instructors collaboratively planning a new course in the Faculty of Education at the University of Alberta. There is a need to investigate the courses we offer in pre-service teacher education in order to understand the best ways to prepare pre-service teachers for teaching in today’s ever changing environments. The interviews were the first part of an action research cycle that follows students and instructors through the initial implementation of the course. The paper discusses the collaborative process and highlights five themes that emerged from the data: fear and risk-taking, control, course content, process, and the possibilities for positive change. Recommendations for pre-service teacher educators and teacher-librarians involved in collaboration are included. Through studying the implementation of this complex course, the research will provide us with information to improve the course and to offer our experiences as models for others involved in such a process
The litany of suffering is still heard but not louder: A case study of clinical supervision to school libraries in Indonesia’s four provinces
No full textFrom 2002 through 2004, the National Library of Indonesia distributed block grants to 250 school libraries in the province of Central Java scattered in 10 districts, 150 school libraries in West Nusa Tenggara for 7 districts, 125 school libraries in South Sumatera in 5 districts while in the province of Bangka Belitung only to one municipality covering 25 school libraries. For three years, a school library which serves only one school received a block grant of 19 million rupiahs or approximately US $2000, while (multiple) school library which serves two or more schools received 29 million rupiahs or around US 3200 all for books. Beside that, there are trainings for library staffs conducted at the province capital as well as at the districts and supervision from the National Library. After three year implementation, the National Library set up two independent teams to evaluate the school library performance, block grant awardees. The first team consists of five consultant on education and librarianship while the second one is an independent consultant bureau. Among the findings are the rise of book usages among school children, rising initiatives among teacher cum teacher in charge of library to correlate the library activities with the class programme and communities’ activities, the provision of separate building for school library especially in South Sumatera. However there anxieties on the continuation of theschool libraries after the project is over, as not all grant-receiving-districts have enough budget to provide finances for the school library operations after the project is over
MLC Libraries intranet website: A collaborative process
No full textThis paper examines the collaborative processes involved in developing the MLC Libraries intranet website and outlines helpful hints about website design, evaluation and promotion. The MLC Libraries intranet website has been designed to provide the MLC community with information resources that reflect the educational, cultural, literary and recreational needs of the college. Information resources include an online suggestion book, online teacher librarian research assistance, access to the catalogue, newspaper and magazine databases, reading lists, information literacy programs and internet search tips. MLC Libraries promote the development of information literacy and nurture an appreciation of literature in a supportive, creative and information-rich learning environment. This intranet website was created by a team of MLC teacher librarians and library staff, with technical support from a website designer and MLC computer staff. It was launched to the MLC community in March 2003. The workshop will demonstrate a virtual and visual tour of the MLC Libraries intranet website
\u27Because a fire was in my head\u27
No full textHuman nature remains unaltered, unchanging, a constant in a world of shifting sands, different times. We are born, we grow up, and we go to school, to college and eventually to work. We strive to make sense of our world, to make our mark, to move on, to start our own families, to pass on our stories, our heritage - and eventually we die. Since time immemrial, another constant in all our lives, whether we grow up in the 21st century or the fifth century, truly alive and not just merely existing - and we have used story as a vital staple ingredient in the recipe for soulful survival
Narrative Inquiry as an Assessment Tool: A Course Case Study
No full textIn an effort to study assessment as an element in the scholarship of teaching, the investigator incorporated narrative inquiry into two courses. A content-analysis matrix of student reflections was developed to capture choice of topic, source of conflict/programme, interaction with information/situation, and demographic information. Electronic journaling enabled students to self-assess areas for improvement and to assess peers\u27 situations and problem-solving approaches. Journals helped instructors to assess students\u27 areas of concern; how students solved critical issues; and degree to which course content dealt with the critical events. The activity also fostered a sense of a community and helped link academic coursework and field experience
Double the Power of Story: Create a Story Hour that Contributes to Reading Comprehension while Exploring Internal and External Worlds
No full textSchool and public librarians and teachers who read aloud to elementary (primary) children can use techniques that empower children with increased academic skills, social skills, and cultural awareness. This paper presents research-based, recommended strategies for reading aloud that both improve listening and reading comprehension and develop literary appreciation. Themes and topics of stories selected can supplement or reinforce curricular learning and explore thoughts, feelings, and behaviors. Children practice social skills and respect for others while listening to and discussing stories. Included are tips for making story hour an enjoyable experience that develops a reading culture
Sculpting an Information Literate School Community: Looking for Touchstones
No full textThe authors review, and provide findings from, a collaborative action research project in a large private school. The purpose of the research was to implement actions to facilitate a holistic approach to information literacy, and to embed information literacy within teaching units in the school. A second aim was to benchmark best practice. The research took the form of a situation analysis and individual case study \u27units\u27. The experience has created awareness, amongst teaching staff, of techniques and resources to improve the information literacy process amongst students, and of the potential role of the library in collaborative practices
Knowledge Building Through Multiple Literacy Learning
No full textIn the \u27knowledge society\u27 increasing emphasis is being placed on independent, resource-based and technology-based inquiry learning. This learning process requires teacher librarians/library media specialists and their teaching teams to have access to an expanding range of curriculum information and teaching/learning methodologies. An outcomes approach to learning in regard to a sequential, developmental and progressive learning of information literacy skills within an information processing framework has been on the agenda and actively pursued by teacher librarians/library media specialists for more than a decade. In addition, teacher librarians/library media specialists have embraced information and communication technologies (ICT) as a means to extend the information literacy skills of their learners. An information skills framework becomes the backbone and \u27vehicle\u27 through which learners are able to demonstrate what they know and can do within an outcomes-based curriculum. This inquiry approach is the \u27linch-pin\u27 across the curriculum. Combine this with a recognized information skills, and information and communication technology (ICT) continuum, one has the beginnings of a progressive and development outcomes curriculum, which works on increasing levels of sophistication and complexity of tasks. In planning a unit of work the information skills framework provides the backbone to sequence the learning activities according to an inquiry-based approach. The tools and methodologies one uses to activate learning within this framework encourages and fosters the development of information literacy attributes and provides opportunity to engage in ICT skills development. School based planning of information literacy in conjunction with an outcomes approach to the curriculum facilitates an informative reporting process for students, as well as parents, as learners continue the journey through lifelong learning in the \u27knowledge society\u27. 
The School Library as a Dynamo within the Learning Community of the School
No full textThis paper demonstrates how a school library can be an intellectual power centre, a dynamo within the school, helping to build citizens of a knowledge society, using a variety of research-based units of work designed by teacher librarians at St Andrew\u27s Cathedral School in collaboration with teachers across the curriculum. The types of units are information-skills-based units, units based on Bloom\u27s Taxonomy, PowerPoint units, Internet research-based units. The paper also discusses the advantages of and strategies for using an Intranet to support teaching and learning as well as elements helpful for nurturing a culture of collaboration and a vital relevant library. 
Knowledge Management: Key to Partnerships, Learning Outcomes, and Resourcing a Learning Community
No full textThis paper provides an understanding of the concept of knowledge management and its role in the creation of an integrated information environment for effective learning in schools. It presents findings from a research project being undertaken at the University of Technology, Sydney that seeks to identify from the perspective of librarians, including teacher-librarians, the significant dimensions of knowledge management, the key understandings and skills required for effective knowledge management, and the role of librarians engaging in knowledge management processes in libraries and information agencies. The implications for teacher-librarians are examined in this report