School Libraries and the VELS:Great Minds at Work

Dr Ross J Todd

Director of ResearchCenter for International Scholarship in School Libraries

School of Communication, Information and Library StudiesRutgers, The State University of New Jersey

cissl.scils.rutgers.edu rtodd@scils.rutgers.edu

The Foundation of Education

"Education is not an affair of telling and being told but an

active constructive process.”

At the heart of great minds at work is

constructing knowledge John Dewey

Great Minds at Work

Learners

VELS

Teachers

Teacher Librarians

SchoolLeaders

Community

VCAA

BEliefBElongBEhaviour

Great Minds at

work?

Inclusiveness InnovationCreativity

Clarity of focus

The Essential Question

“The Victorian Essential Learning Standards– does your library stack up?”

VELS = Constructivist frameworkWritten by and for Teacher-Librarians

Not justCommunication (Listening, Viewing and Responding, Presenting)Thinking Processes (Reasoning, Processing and Inquiry; Creativity; Reflection, Evaluation and MetacognitionInformation & Communications Technology (ICT) (ICT for Visualising Thinking; ICT for Creating; ICT for Communicating)Personal Learning (The Individual Learner, Managing Personal Learning)

But every VELS is an opportunity for leading of learning through the school library

Core Dynamics of VELSConstructivist Learning:

learners construct deep knowledge and deep understanding rather than passively receiving it

learners are directly involved and engaged in the discovery of new knowledge and development of new skills, attitudes and experiences

learners transfer new knowledge and skills to new circumstances

learners encounter alternative perspectives and conflicting ideas so that they are able to transform prior knowledge and experience into deep understandings

learners take ownership and responsibility for their ongoing learning and mastery of essential content and skills

learners contribute to social well being, the growth of democracy, and the development of a knowledgeable society.

VELS Evidence of Constructivist Learning

English: “understanding”, “interpreting”, “critically analysing”, “reflecting upon”; ‘interpret the main ideas”; “support interpretations with evidence drawn from the text”

Civics and Citizenship: “think critically”; “articulate and justify their own opinions”; “apply their knowledge”

The Humanities: “direct observation or observation from a variety of media”

Mathematics: “mathematical inquiry”

Humanities-History: “historical reasoning and interpretation”, “multiple, conflicting and often partial interpretations of events”

VELS: Key Implications for School Libraries

Constructivist frameworks must underpin the pedagogy, collections and access of school libraries

learners construct deep knowledge and deep understanding rather than passively receiving it

learners are directly involved and engaged in the discovery of new knowledge and development of new skills, attitudes and experiences

learners transfer new knowledge and skills to new circumstances

}PEDAGOGY ANDINSTRUCTIONALINTERVENTIONS

OF TEACHER LIBRARIANS

VELS: Key Implications for School Libraries

Constructivist frameworks must underpin the pedagogy, collections and access of school libraries

learners encounter alternative perspectives and conflicting ideas so that they are able to transform prior knowledge and experience into deep understandings

}READING

FOUNDATIONS OF SCHOOL LIBRARIES

------------NATURE OF

COLLECTIONSOF SCHOOL LIBRARIES

VELS: Key Implications for School Libraries

Constructivist frameworks must underpin the pedagogy, collections and access of school libraries

learners take ownership and responsibility for their ongoing learning and mastery of curriculum content and skills

learners contribute to social well being, the growth of democracy, and the development of a knowledgeable society.

}LEARNING

ENVIRONMENT OF SCHOOL

LIBRARY-----------

SCHOOL LIBRARY AND

LIFELONG LEARNING

Pedagogy: Key Priority

Through the school library, a pedagogy directed to:

Learning for all

Pursuit of excellence

Engagement and effort

Respect for evidence

Openness of mind

} KEY PRINCIPLES

OF THE VELS

Reading to LearnLearning to Read

The Reading Foundation of the VELS

The core assumption of the VELS is reading:

Reading the word – textual, visual, oral, tactileReading the world – self, others, cultures, societies

When reading is at risk, it is not just school libraries that are at risk; more critically, it is knowledge that

is at risk.

View of Reading that underpins the VELS

Not merely acquiring sound-print and writing techniques

“Complex system of deriving meaning from print”.

The transformation, communication and dissemination of text and the development of meaning and understanding.

“An attitude of creation and re-creation, a self-transformation producing a stance of intervention in one's context” (Paulo Freire,1973)

The school library as a transformational agent in the reading-information-knowledge life cycle begins with reading

Reading-Information-Knowledge Life Cycle: Delaware

Survey of 154 public school libraries in Delaware (2004-2006)(100% of public school libraries)

Typical activities to foster reading through the school library: literature displays, book talks, promoting information resources, reading incentive programs, and to a much lesser extent story telling, book clubs and author visits.

Primarily passive activities.

Reading activities that foster active student engagement, discussion and creative outputs far less frequently reported.

Reading for knowledge construction given little attention in school libraries.

Learning Outcomes: Delaware

Number of instructional collaborations is low.

Information literacy instruction initiatives typically center on knowing about school library, different sources and formats, learning how to use resources, and evaluating information.

48% of school librarians are involved in the provision of professional development on information literacy in their school communities.

39% indicated school library had helped students develop skills in locating, selecting, organizing and evaluating information

37% indicated school library helps improve reading skills; interest & motivation in reading

22% indicated improvement in technology skills

16% indicated development of positive attitude to libraries

4.5% indicated outcomes linked to curriculum standards and goals

Consider this….

Think of the most recent time you worked with a teacher and a class in your school library.

What did your students really learn?

What deep knowledge and understanding of essential learning standards did they develop through their SL experience?

What skills and attitudes did they continue to develop? How do you know this?

How did they transform information into deep knowledge?

How did they use this knowledge in a critical way?

How would you explain the learning outcomes to your school community?

How did it inform your practice? ACTION RESEARCH

New Jersey IMLS Funded Research 2003 - 2005

What knowledge outcomes does the school library enable as students make use of diverse digital and print information sources?

How might these knowledge outcomes be identified, measured, and embedded into professional practice?

Develop a learning impacts measure for use by school-based teams. (SLIM Toolkit: School Library Impact Measure)

KNOWLEDGE CONSTRUCTION THROUGHTHE SCHOOL LIBRARY

Schools Context & Sample

10 New Jersey public schools

Experienced and expert school librarians

Diverse public schools

10 school librarians working on curriculum projects with 17 classroom teachers

574 students in Grades 6 – 12; range of disciplines

Inquiry Training Institute Feb 24, 2004: overview and critique of units, use of data collection instruments, procedures and ethical guidelines

Central Research Questions

As they proceed through the stages of a collaborative inquiry project:

What changes, if any, are evident in students’ knowledge of a curriculum topic

What changes, if any, are shown in the students’ feelings?

How does the students’ study / learning approach influence knowledge construction of a curriculum topic?

What interactions exist between knowledge construction, feelings, and study approach?

How did school librarians and teachers help students with their learning

Changes in Knowledge: 5 Approaches to Measurement

Substance of knowledge

Amount of knowledge

Structure of knowledge

Personal estimate of knowledge

Labeling of knowledge

Study / Learning Styles Measure

Feelings measure

Substance of Knowledge

Statement type Definition Example

Property statements describing characteristics

The color of Valentine’s day is red

Manner statements describing processes, styles, actions

People drive aggressively in USA

Reason statements of explanations of how and why

The wall was constructed to block invaders

Outcome statements providing end result (People eat too much) As a result, people got very sick

Causality statements showing some event causally leads to another

Too much alcohol can lead to liver failure

Set Membership statements about class inclusion Michelangelo created works such as statue of David, Cistine Chapel and the famous Pieta

Implication statements showing predictive relations, inference, implied meaning

He was suspected of poisoning him

Value Judgment statements presenting personal position or viewpoint

That’s not right

AIM (Achievement Improvement Monitor) 2006 Year 9 English Test

Analysis of Grade 9 English Test based on Graesser & Clark’s typology (34 multiple choice questions)

Properties: statements describing characteristics Set Membership: statements about class inclusion Manner: statements describing processes, styles, actionsReason: statements of explanations of how and whyOutcome: statements providing end resultCausality: statements of some event causally leads to anotherImplication: statements showing predictive relationsValue judgment: statements presenting personal position, viewpoint

Reason, Outcome, Consequence, Causality, Implication, Conclusion based on evidence predominate in this test!!!!

Limited focus on properties, manner: limited recall of facts; expectation is that students engage with facts in building deep understanding

AIM 2006 English Grade 9Nature of Questions Asked

Have depth and breadth of knowledge and understandingTest ability to engage in intellectual explorationAsk students to think deeply about ideasAsk students to deal with conflicting data and information: problematic knowledgeDemand higher order, flexible thinking: analysis, synthesis, evaluation, problem solving; able to think creatively and laterallyAble to reason with with evidence, particular to the discipline area Relevant, connected knowledgeAble to use the complex language of a discipline: Meta-language

NJ Study:Changes in Knowledge

Two distinctive approaches to knowledge construction:

-- Additive

-- Integrative

Additive Approach to Knowledge Construction

Knowledge development characterized by progressive addition of property facts

As the students built knowledge, they continued to add property and manner statements, and to a lesser extent, set membership statements

Stockpile of facts, even though facts were sorted, organized and grouped to some extent into thematic units by conclusion.

Remained on a descriptive level throughout

Integrative Approach to Knowledge Construction

Initial: superficial sets of properties

Moved beyond gathering facts:- building explanations- address discrepancies- organizing facts in more coherent ways

Interpret found information to establish personal conclusions and reflect on these.

Some students subsumed sets of facts into fewer but more abstract statements at the end

NJ Study: Study Styles

Deep Learners:Demonstrated knowledge change by synthesized replies.Confident and optimistic throughout the process. Conveyed a specific interest for their topics, and this interest was a key basis for learning more about topic.Strong awareness of information quality.

Surface Learners:Knowledge remained on a factual level throughout and showed little increase. Estimates of knowledge showed little change. The easiest aspect of the search process was availability of information. Information seeking seen foremost as a process of collecting facts.Seemed particularly relieved when the projects ended.Low levels of interest and engagement.

VELS:“Personal Learning”

Understanding of preferred learning stylesUnderstanding strategies that enhance personal learningLearning strengths and weaknessesFeedback on developing contentSet and monitor learning improvement goalsUnderstand how different perspectives and attitudes shape learningLearning habitsEthical frameworksCriteria based evaluation

Factors contributing to

differences across Schools

Changes in knowledge (knowledge growth) did not occur evenly in the schools

No significant variations across the age, grade, and gender groups

Nature of task: imposed task or negotiated task

Engagement and ownership

Nature of Interventions: Development of skills to construct knowledge rather than finding information

Information literacy instruction typically focuses on “finding” information: transport rather than transformation; stockpiling of facts rather than engagement with facts to develop deep knowledge and deep understanding

Typically treat information literacy as a separate discipline (teacher teaches content and school librarian teaches information skills)

Scope and sequence models of Information Literacy (akin to “fixed schedules”)

Students do not go beyond the basic knowledge level of Bloom’s Taxonomy: recalling and recognizing information

VELS calls for a constructivist approach to learningthrough the school library: Inquiry, not Information Literacy

VELS: A time to Rethink Information Literacy

Multiple Models of Information Literacy

The standard “define, locate, select, organize, present, assess, reflect” model of information literacy is inappropriate for the VELS

Starting point for the school library is not information literacy, but a critical Zone of Intervention in the VELS, and the nature of disciplinary knowledge and how a discipline / field of study develops knowledge

The Burning Question

Can you live with multiple models / conceptions of

Information Literacy?

An Approach to Auditing VELS

Identify ZONES OF INTERVENTION where information-to-knowledge processes and knowledge outcomes are embedded and lend themselves to inquiry in the school library = opportunities for developing authentic research

Understanding how disciplinary knowledge is constructed

Frame information-to-knowledge processes (Information Literacy) in the language of the particular discipline and based on how knowledge is constructed in the discipline

Establish learning outcomes as established by the VELS, using language of standards

Construct instructional interventions, building in approaches to Evidence-Based Practice

An Approach to Auditing VELS

Dimension aspect

Zone of Intervention

Disciplinary Knowledge Construction

Instructional Intervention

Outcomes Measures (EBP)

Outcomes

VELS: ……………….

Dimension, or part of a dimension, at any level thatlends itself to inquiry and authentic research throughthe school library, and where the pedagogical expertiseof the teacher-librarian can contribute to reaching VELS

VELS Science:Zones of Intervention

Level 4: Analyse a range of science related issues;

Contributions of Australian scientists made to improve and / or change science knowledge

Level 6: Debating contentious and / or ethically based science-related issues of broad community concern

VELS Science:Knowledge Construction

Develop curiosityUse scientific understanding and processesEstablish existing understanding: describe, classify, explain informationFormulate hypotheses / questionsDesign and pursue investigation related to their questionDevelop systematic approach to data collectionRecord observations from sources, environment, testingGenerate, validate, analyse, critique and interpret evidenceDraw valid conclusionsExplain how scientific knowledge is usedConstruct working models to demonstrate scientific ideasPresent results using data appropriate formats

VELS Mathematics:Knowledge Construction

Especially the “Working Mathematically” dimension: Aims to developstudents sense of mathematical inquiry: problem posing, problemsolving, modeling and investigation

Zone of Intervention: Level 4: “recognize and investigate the use ofmathematics in real life”

Mathematical Inquiry framework (= IL Framework)CONJECTURE, FORMULATION, SOLUTION, COMMUNICATION

Find ideas, examples, counter examplesExplore patternsDevelop conjecturesTest simple conjecturesExplain propositionsAnalyse reasonableness of points of viewDevelop generalisations by abstracting featuresTest truth statements and generalisationsDevelop models

VELS Civics & Citizenship:Knowledge Construction

Zones of Intervention: Level 3: Identify a local issue and plan possible actions toachieve a desired outcomes

Level 4: Present a point of view of a significant current issue

IL Model: Establish existing knowledge and develop background knowledgeDraw on a range of sourcesExplore and consider different perspectivesContest different opinionsArticulate and justify own opinion using supporting evidenceRefine own opinions, values and attitudesDevelop an action plan which demonstrates knowledgeApply knowledge and skills in a range of community based activities

VELS History:Knowledge Construction

IL Model = Historical Reasoning and Interpretation Research and Inquiry Skills

Own knowledge and experiencePlan investigationFraming questionsGathering evidence from a variety of sourcesDocumenting evidence from sourcesMake judgments about sourcesCritically evaluate completeness of evidenceRepresenting values, cultures, literal and symbolic meaningsMultiple, conflicting, partial interpretationsCommunicate understanding of history using conventional forms to report findings and conclusions

VELS: Zones of Intervention for Authentic Learning through

the School Library

The Arts Level 5: Compare, analyse, evaluate and interpret the content, meaning and qualities in arts works created in different social, cultural and historical contexts

The Arts Level 6: Analyse, interpret, compare and evaluate the stylistic, technical, expressive and aesthetic features of arts works created by a range of artists

Health & PE: Level 4: Describe and analyse the various roles required in competitive sports

Health & PE: Level 5: identify the health concerns of young people and the strategies that are designed to improve health

Integrating “Thinking Processes”

Existing knowledge and experienceExplore ideas and perspectives and collect information from a range of sources to build background knowledgeQuestion validity of sourcesGenerate, predict and test ideas / claimsEstablish points of viewResearch to develop reasoned arguments with supportive evidenceGenerate imaginative solutionsDocument changes in ideas

VELS and School Libraries: An Approach to Auditing Standards

Dimension aspect

Zone of Intervention

Disciplinary Knowledge Construction

Instructional Intervention

Outcomes Measures (EBP)

Outcomes

VELS: ……………….

Teacher Librarians must develop exemplars of pedagogy to demonstrate to teachers how these

standards can be developed and measured

Building Background Knowledge Framing / Testing / Questioning

Ideas

Read

View

Listen

Connect

I didn’t know that! Questions I have???

I agree / disagree I wonder ….

Dealing With Conflicting Information to Develop

Knowledge

Central Questions

Source 1 eg encycl

Source 2 eg Poor quality web site

Source 3 egHigh quality web site

Source 4 egNewspaper

Source 5High quality print source

What I can say? Evidence for my statement?

who

what

when

where

why

how

result

Pedagogy of CRITICAL THINKING

Observations. From a series of observations, we can come to establish: Facts. From a series of facts, or from an absence of fact, we make: Inferences. Testing the validity of our inferences, we can make: Assumptions. From our assumptions, we form our: Opinions. Taking our opinions, we use the principles of logic to develop: Arguments. And when we want to challenge the arguments of others, we employ: Critical Analysis (through which we challenge the observations, facts, inferences, assumptions, and opinions in the arguments that we are analyzing).

Argument Analysis

Toulmin, Stephen. Uses of Argument. New York: Cambridge University Press, 1958.

Claim: statement that you are asking the other person to accept Data: evidence / truth on which the claim is based Warrant: underpinning assumptionsQualifier: limits eg 'most', 'usually', 'always', 'sometimes' Rebuttal: counter-arguments that can be used Backing: additional support to an argument

Guided InquiryDesign Principles for

Instructional Interventions

Initiated though compelling situations and questions

Instruction puts emphasis on meaningful, authentic activities; focus on identifying and solving intellectual and/or real-world problems

learning activities resemble ways that students will create and use knowledge and skills in the real world

Students are more motivated to engage in their inquiry when they are able to exercise some choice over questions and how to present their new understandings

Implementing Guided Inquiry: Design Strategies

Attempt is made to connect with students’ background knowledge

Instructional activities involve transforming prior knowledge, skills, attitudes and values - higher order thinking and critical analysis occurs throughout.

Instructional activities enable students to develop deep knowledge, deep understanding

Opportunities for sustained dialogue and feedback, opportunities for students to provide their understanding of concepts or ideas during the search process

Implementing Guided Inquiry: Key Strategies

Choice of products to show their new understandings in formats appropriate to the discipline

Students have opportunity to communicate and share their new understandings

Inquiry engages students in dealing with conflicting information

Students are given opportunity to practice their new skills

inquiry learning is responsive to students’ personal, social and cultural worlds, valuing differences and cultivating an inclusive community

VELS and Assessment

Evidence-based practice is at the heart of implementing and assessing the VELS

VELS & School Library Best Practice

Best practice is about working to achieve the highest levels of sustainable performance in order to achieve the highest level of outcomes.

It is not about reaching some kind of idealistic (often thought of as mythical) standard and staying there.

Rather it is both a mindset and action orientation that strives to continuously improve on existing processes as times change, as things evolve, and as research informs.

Move beyond just thinking about improvement, and taking action – implementing local strategies and processes that contribute to a cycle of ongoing improvement

BElief BElong BEhaviour

Taking action means you are living the solution.

Not taking action means that you will be living someone else’s dreams and someone else’s solutions.

And someone else’s solutions may not be in the best interest of student learning outcomes through the school library.

The VELS SchoolLibrary Challenge