Transforming Information Literacy Spaces Through Collaboration
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New Zealand Association for Educational Research Conference November 2018
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Transforming Information Literacy Spaces Through Collaboration
- 1. Transforming Information Literacy Spaces Through Collaboration Senga White & Jacque Russell Information Literacy Spaces Project
- 2. Information Literacy Spaces Project
- 3. âInformation Literacy (IL) involves the processes, strategies, skills, competencies, expertise and ways of thinking which enable individuals to engage with information to learn across a range of platforms, transform the known, and discover the unknown.â
- 6. He aha te mea nui o te ao What is the most important thing in the world? He tangata, he tangata, he tangata It is the people, it is the people, it is the people
- 10. Survey Results
- 17. Partnerships
- 18. âWorking with our library staff enabled students to access a wide rangeof information in our library I didnât even know existed. Not only (the) resources and texts we had on site, but also external, digitalsources of information.â
- 20. Conclusions
- 21. Follow our progress Website Information literacyspaces.wordpress.com Twitter @il_spaces Facebook Information literacy spaces
- 22. Jacque Russell Southland Boysâ High School jrussell@sbhs.school.nz Contact us
- 23. References Education Review Office (2005). Student Learning in the information landscape. ERO: Wellington, NZ. Feekery, A. (2017, May 4). The Feekery information literacy model. [web log post] Retrieved from https://informationliteracyspaces.wordpress.com/2017/05/04/the-feekery-information-literacy-model/ Information Literacy Spaces. About the project. Retrieved from https://informationliteracyspaces.wordpress.com/about/ Secker, J. (2012, October 12). ANCIL seminar at LSE. Retrieved from https://newcurriculum.wordpress.com/2012/10/12/ancil-seminar-at-lse/ Teaching and Learning Research Initiative. Transforming information literacy space(s) to support student learning. Retrieved from http://www.tlri.org.nz/tlri-research/research-progress/cross-sector/transforming- information-literacy-spaces-support White, S. (2018, May 7). Collaborative planning. [web log post] Retrieved from https://sengawhite.nz/2018/05/07/collaborative-planning/ White, S. (2012). Keys to effective collaboration, SLANZA, 7, 14-15
Hinweis der Redaktion
- Give our mihis and introduce ourselves
- Team of secondary & tertiary librarians, teachers & researchers working with 7 schools & 4 tertiary institutions from Northland to Southland. 2nd of 3 year TLRI funded research project Aims: Improve studentsâ IL competencies & learning across the senior secondary & tertiary sectors. To what extent teacher-librarian collaborative partnerships enhance student learning outcomes in the area of ILS
- Two elements to our research â 1 is student learning and ILS â 2 is the focus of this part of the research, which is the extent collaboration between teachers and librarians will impact that learning Following the only comprehensive survey of school libraries in NZ (ERO 2005) results showed 30% secondary school libraries were not effective in enabling students to connect with the information landscape (NLNZ & MOE publication 2002) 47% not set up to effectively support IL develop. Series of causes including Patterns of poor staffing â including employment of unqualified staff Poor planning â lack of vision & strategic direction Disconnect between teachers and the library QUOTE FROM ERO: âIn many schools where the library infrastructure and resources were set up to support IL, effective links were not being made between the library and the schoolâs teaching and learning programmesâ
- Talk about where we see this in the secondary sector - in education and most specifically in our collaboration
- Year 1 - Gathering Data - Literature review, Surveys, Rubrics Year 2 - Action Research partnerships Year 3 - Building on partnerships - increasing them in project schools - literacy progressions
- We will gather specific data related collaborations in our schools including: Interviews with teachers, librarians and students Evaluative survey data Copies of assessments IL Rubric data from students in Y12 & 13 â pre and post IL interventions (Terms 1 & 3)
- Data set comprised answers to series of open-ended questions in TWO nationwide 2017 surveys Designed to establish comprehensive view how school library & library services understood & positioned in NZ 73 librarians â 69 teachers Responses in each category were quantified and each theme analysed in further depth
- Success â Teachers Resources of the physical library space - (layout â computers â WIFI â staffing â budget) Positive attitude of the librarian towards students & staff - (helpfulness - thinking ahead - being pro-active) Success â Librarians communication building relationships & trust with specific teachers and depts. Multi-faceted approach to success â often linked to teacher attitudes and attributing value to librarian
- Barriers to success â teachers â Resources Barriers to success â librarians - Multi-faceted across the board
- Important - findings in no way suggest that teachers do not value the library. Quite the contrary: teachers who responded placed great deal of value on supportive, helpful librarians, & many expressed considerable frustration at what they saw as under-funding of a significant teaching & learning resource/space. Almost all showed positive attitudes to the library.
- Results reinforced what the librarians were telling us Significant drivers of practice that are hard to shift Inconsistent approach Quals important Misunderstanding about the purpose of libraries Funding crucial But teachersâ beliefs positioned the library as a resource (space, IT services, staffing)
- If teachers only see librarians as âhelpfulâ and not as professionals with complementary skills then library will continue to be only a satellite to the real business of teaching and learning instead of the centre of school life and learning programmes. Points about collaborative practice within the project and how it impacts our work
- Will the teacher/librarian collaboration part of our project provide evidence of benefits to having two education professionals working together? Will this in turn support required changes to staffing and support for school libraries nationally? More survey participants Communication channels Tried everything to increase the response rate â Wish we had a bigger sample, particularly of teachers. Tried to survey principals, but disappointing response. Bigger sample - drill down further into whether different school types (decile, size, regional/urban, private/public) had different approaches to the library. If we had comments from principals, then we would be able to examine their attitudes and beliefs, and whether they impact on practice/resourcing. Many librarians want âwhole of schoolâ approach IL & library seems to be sorely lacking - principals may have shed some light on why this was the case.