School libraries in a European Worldwide context: Trends, competences, needs and demands by Lourense Das Presentation at SLAMIT4 course in Caparica Portugal 2009

1. Trends, competences, needs and
demands
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The school Library of the 21st century: The 3 P’s
pupils, power, paradise

3. I want it all I want it all I want it all and I want it now
I want it all I want it all I want it all and I want it now
Queen
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Source:
www.emimusic.nl/page/artist/11002
Lourense Das

4.  Friendships - Communities (FaceBook, MySpace,
LinkedIn, Plaxo)
 Shopping (E-bay, Amazon)
 Publishing (blog)
 Creating (YouTube, Flickr)
 Sharing (Delicious, Wiki, Ning)
 Laboratory (Voicethread, Jing)
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http://dehaagsemarkt.nl/images/pics/overzict/dhmtotaal.jpg

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6. reading, studying,
relaxing,
communicating,
working, discussing,
watching, doing,
listening, playing,
recording … etc.
-> LEARNING
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Inspiration ->
Stimulation ->
Inventive
Lourense Das
http://www.manchestereveningnews.co.uk/news/technology/s/1023136_boy_invents_robo_rucksack

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‘Homo Zappiens’
sophisticated, digitally focused, multitasking
Lourense Das
Oslo (2005)
Taipei (2007)

9.  Do we understand our PUPILS?
 What is their new social & cultural environment?
 What kind of Facilities, Services and Teaching?
 Improvement of Student Outcomes
 Preparing for Life-Long-Learning
 >> POWER
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11.  Learning anywhere and everywhere
 24/7
 Building knowledge
 Multiple literacies
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Curriculum 2.0
“If it were possible to define generally the mission of education, it could be said that its
fundamental purpose is to ensure that all students benefit from learning in ways that
allow them to participate fully in public, community, [Creative] and economic life.”
— New London Group (2000, p. 9)
Lourense Das

12.  Hybrid Library
 Content : ‘all and quick’
 Spaces
 Professionalism
 Collaboration
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Learning
environment!
Lourense Das

13.  Leadership
 Learning
 Empowerment
 Knowledge-building
 Quality
 Collaboration
 Attractiveness
 Surplus Value
 Community
 Creativity
 Perception
 Experience
 Inspiration
 Stimulation
 Student outcomes
 Cooperation
 Competition
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• Participation gap
• Transparency problem
• Ethics challenge
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Information management &
Information literacy

15. SELLING POINTS:
 The school library is a learning environment
 School Libraries boost student achievement
 Technological developments -> creative use of media and tools
 ‘digital natives’ using web 2.0 tools daily
 School librarian - > School library team
 Need for new competencies (skills and knowledge)
 Need for an integrated concept ->
 to learn effectively, efficiently, pleasure
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“In never teach my pupils; I only attempt to provide the conditions in which they
can learn” (Albert Einstein)
Lourense Das

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Source:
http://mharrison.wordpress.com/2006/04/18/eslite/
Lourense Das

17.  Facilities
 Resources
 Working places
 Social spaces
 Services
 Reading lounges
Guidance & Content
Gateway to
Information, inspiration,
pleasure, knowing and doing….
KNOWLEDGE
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20. • communication
• knowing the subject(s) / topics
• collaboration
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Collection
Staff
Collaboration

21.  IASL
 IFLA
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22.  Largest website with resources and information
http://www.iasl-slo.org
 International conferences
 Newsletter
 Research Magazine: School Libraries World Wide
 International School Library Day
 List serv
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23.  Website with Manifesto, Guidelines and Advocacy Kit
 http://www.ifla.org/en/school-libraries-resource-centers
 Newsletter – free downloadable
 WLIC World Library and Information Conference (2010 in Gothenburg)
 List serv
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24. ©http://devakhandel.nl/product_info.php?products_id=24040
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25.  Diversity
 No data available
 Research
 Language problems
 Training for school librarians
 Historical context: education
versus libraries
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Countries with a ‘Law and/or regulations’,
i.e. a library in the school is compulsory:
Denmark,
France (secondary schools),
Croatia,
Hungary (secondary schools),
Iceland (primary and secondary school),
Portugal,
Serbia,
Slovenia
Source: Ms. Helen Boelens – “The role
played by (secondary) school libraries in
digital Europe". PhD research
 Süd-Tirol (Northern Italy)
 Austria
 Portugal

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www.wallpapers.nl/.../image/408/Euro%20biljetten

28. Multifunctional School premises
Public library premises
Separate building
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29. How are public and school libraries organised,
Are public libraries wide spread all over the country,
Are there many community libraries and school libraries,
What about the rules and regulations for pl & sl
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30. Networks and resource sharing
Cooperation in building collections - sharing collections
Cooperation in providing information services
Cooperation to encourage reading and literacy
Joint memberships
Joint personnel
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31. role in the primary
educational process
role in Life-
Long-Learning
process
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32.  primary educational process
 Integrated in the curriculum
 Role of the school librarian
 Instruction and coaching
 Security and Filtering
 total services for recreation,
personal interests and
personal information
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PUBLIC LIBRARIESSCHOOL LIBRARIES

33. OPPORTUNITIES
 Access to a greater quantity of resources
 Colleagues to work and discuss with
 Extended hours for students
 Efficient use of public money
 Contribution to the community
 Fits seamlessly in the life-long-learning
process
 Meeting place for the community
CHALLENGES
 Different missions and starting points
 Different collection profiles
 Public library membership fees
 Public librarians inadequately trained for dual
role
 Different standards and guidelines
 Geographical distances between the two
organisations
 Insufficient commitment from both sides
 Economic reasons as a starting point
 Organizational differences
 Absence of an independent consultant
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34. ‘what do the public
libraries want from us?’
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35. SUCCESS-FACTORS
 Prepare an agreement
 Define budgets
 Agree on the policy
 Define standards that fit both libraries
 Define the activities, user groups etc.
 Look carefully at similarities and differences
 Look for complementary roles - not
duplication
 Make sure there is a surplus value for both
parties
 Commitment and involvement of all partners
 Define responsibilities and record them
 Design an evaluation program
 Focus on improvement not on saving money
 Make sure all user-groups feel comfortable
with the situation
 Negotiate for the best solution and
opportunities
 Provide training for librarians in special
(educational) skills
RECOMMENDATIONS
 Joint-use library in the school
 Research before starting the
process
 Make sure all partners contribute
equally
 Stir the staff
 Recruit a professional school
librarian
 Determine the level of co-operation
 Set a time schedule
 Professional development
 Find enough budget
 Draw an agreement
 Independent consultant
 Develop an evaluation plan
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36. Collaboration aiming at improvement of outcomes
Sharing personnel and resources
Educating and learning from each other
Combining Reading – Information – Media literacy training >
holistic approach
Using the competences of a range of professionals:
educators, librarians, technicians, administrative assistants
Basis for LLL
Public Relations for the Public Library
Co-operation: 1 + 1 = 3
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37.  Professional staff
 School library is a ‘function’ in the school
 Integration School Library into curriculum
 Implementing new tools -> from information to
building knowledge
 Adding value to web-content
 Offering ‘safe’ environments (live and virtual)
 Guidance and support
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‘What I hear, I forget
What I see, I remember
What I do, I understand’
Confucius
Lourense Das

39. Lourense Das
Consultant Meles Meles SMD
Coordinator ENSIL
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