What is an Information Literate School Community?

The Role of Principals andTeacher Librarians…

Lyn HaySchool of Information Studies

Charles Sturt University

are together

responsible

for establishing

environments for

effective teaching

and learning

to take place.

Principals and teacher librarians

What might that environment

look like?

An Information Literate

School Community...

whole school information policies and ICT plan

benchmarked information competencies and student portfolios

funds for information services provision

members understand TL role as teacher as well as information expert

teacher in charge of info services is qualified TL

teachers as learners

information skills across curriculum/ in context

process of learning from information – resource based, problem-solving learning

learning contexts varied/wide range of resources

teaching teams encouraged

student drafts included in assessment

information tasks negotiated with stakeholders

social justice issues considered re use of information process in homework

student feedback encouraged

student records of self-assessment

principal expects TL to meet ‘corporate’ information needs

What does an

information literate person

look like?

Information Power

Build partnerships for learningthrough collaboration, technology& leadership

American Association School Librarians (AASL) & Associationfor Educational Communications and Technology (AECT)

9 information literacy standards with 31 indicators

Links content-area standards to IL standards

Information Literacy Standards for Student Learning

accesses information efficiently and effectively

evaluates information critically and competently

uses information accurately and creatively

I. Information Literacy

The student who is information literate…

Refer to IL Standards handout

pursues information related to personal interests

appreciates literature and other creative expressions of information

strives for excellence in information seeking and knowledge generation

II. Independent Learning

The student who is an independent learner is information literate and…

Information Literacy Standards for Student Learning

recognises the importance of information to a democratic society

practices ethical behaviour in regard to information and information technology

participates effectively in groups to pursue and generate information

III. Social Responsibility

The student who contributes positively to the learning community and to society…

Information Literacy Standards for Student Learning

Creation ofan information literate

school community

Inhibitors & enablers

analyse school for primary inhibitors and basic enablers inhibitors – lack of time, confusion of roles, poorly designed assignments

basic enablers team approach to teaching understanding of constructivist learning commitment to lifelong learning competence developing learning strategies

(Kuhlthau, 1993)

Information literacy traits

invention fluency support navigation searching selection

questioning planning interpretation deep thinking commitment

(McKenzie, 1998)

A review of the literature…

role of the Principal in developing school library and information services

Teacher librarian’s role in developing the school library program

involvement of principal in implementation processes essential Fullan (1982; 1993)

the most powerful and pivotal force behind educational change roles of visionary, enabler, role model and motivator to achieve successful change Wilkes (1992)

plays crucial role in school improvement Rosenholtz (1985; 1989)

If principals and TLs are responsible

for establishing environments for

effective teaching and learning...

what factors are critical to a successful

and professional partnership?

Research findings

Phase 1.....

Principals....

understanding of information literacy and encouraged teachers to embrace it

preferred verbal communication

support TLs as a quasi-senior member of staff as long as the TL is credible

identified TLs as ‘natural’ ICT leaders

rely on TL’s professional judgement

not exposed to TL issues at Principals’ conferences and meetings

provide TLs with major freedom to ‘do their own thing’

allow release to plan/teach collaboratively, and undertake professional development

Principals....

Principals....

support information literacy via major ICT funding and ongoing support of collection development

are uncertain how to evaluate the success of information literacy programs

place high value on TL qualifications and merit selection for the school’s TL position

Principals have high expectations....

They have high expectations of....

TLs being ICT literate and having a vision of the future development of information services in the school

what the TL should achieve in and beyond the library

the TL as information advisor to the Principal

Teacher Librarians....

indicated while principal support was essential, it was not sufficient for success – staff support had to be won

sought support of a senior mentor as a ‘sounding board’ and potential advocate

Principal/TL relationship....

principals gave TLs ‘what they wanted‘ because they believed the TL would only make ‘legitimate’ demands

TLs tended to be ‘conservative’ in their requests - did not abuse the principal’s trust

TRUST

SHARED VISION

Development of an ILSC could only be achievedthrough an integrated school library program:

close alignment between the TL’s and principal’s vision was essential

TL had to be credible and act as a change agent

TL needed broad based support and not seen as part of factional politics

Research findings

Phase 2.....

Themes of principal support

understanding and believing in a collaborative school library program

recognising the importance of the TL

ensuring collaborative planning time and other program resources

providing appropriate staff development

monitoring implementation of a collaborative school library program

Level of principal support

measuring perceptions identifying the level of attention given at present and in future

measuring beliefs indicate strength of alignment between P & TL

open-ended questions identify barriers & support, P & TL roles and contributions

Findings

Ps and TLs demonstrated close affinity across perceptions and beliefs

Ps viewed themselves as spending less time on critical matters than their TLs thought they did

Ps perceived current allocation of time on information literacy support as all they could give

Ps needed to increase support in 5 areas

TLs disagreed with some belief statements

Findings

Ps and TLs differed in 3 beliefs about TL absence, credibility and professional competence

Ps & TLs viewed TL critical contributions to quality teaching and learning as:

professional development of teaching staff collegiality collection management process orientation ICT expertise

Findings

Ps & TLs strongly agreed barriers hindering IL across curriculum were:

funding teacher knowledge & beliefs teachers desire planning time credentials

TLs saw lack of top-down support as major impediment in ability to influence curriculum

What do we need to do?

Follow these 8

‘Guiding Principles’...

1. Communicate regularly

2. Don’t assume anything. Keep yourself and your partner informed

3. TL must be visible

4. TL must seek alliances

Guiding Principles...

5. Ensure a balance in TL duties

6. Lead by example as information users

7. Work and learn together

8. Develop an ILSC blueprint – work from ‘emerging’ thru to ‘advanced’

Guiding Principles...

Define your role in designing an information literate school community...

…with your Principal or Teacher Librarian today.

Further ReadingThe Principal's Role in Developing and Supporting an Information Literate School Community, 1995-2000 [Online] farrer.csu.edu.au/principal/survey/report.html

Hay, L., Henri, J. and Oberg, D. (1999). The role of the principal in an information literate school community: Think global, act local. In Henri J. and Bonanno K. (eds). (1999) The information literate school community: Best practice. Wagga Wagga: CIS, 119-144.

Henri, J., Hay, L. and Oberg, D. (2002). The role of the principal in an information literate school community: Findings from an international research project. School Libraries Professional Session at the Libraries for Life: Democracy, Diversity, Delivery, 68th IFLA Council and General Conference, Glasgow, Scotland, 18-24 August. [Online] http://www.ifla.org/IV/ifla68/papers/031-097e.pdf

Henri, J., Hay, L. and Oberg, D. (2002). The School Library-Principal Relationship: Guidelines for Research and Practice. [International Federation of Library Associations and Institutions (IFLA) Professional Report]. The Hague, Netherlands: IFLA Headquarters.Oberg, D., Hay, L. and Henri, J. (2000). The role of the principal in an information literate school community: Design and administration of an international research project. School Library Media Research. Vol. 3. (Refereed journal) [Online] www.ala.org/aasl/SLMR/vol3/principal/principal.html

Oberg, D., Hay, L. and Henri, J. (2000). The role of the principal in an information literate school community: Cross-country comparisons from an international research project. School Library Media Research. Vol. 3. (Refereed journal) [Online] www.ala.org/aasl/SLMR/vol3/principal2/principal2.html

BibliographyBredeson, P.V. (1987). Principally speaking: an analysis of the interpersonal communications of school principals. Journal of Educational Administration. 25(1): 55-71.Fullan, M. (1982). The meaning of eduactional change. Toronto, Canada: OISE Press.Fullan, M. (1993). Change forces!: probing the depths of educational reform. London: Falmer Press.Hartzell, G.N. (1997). Invisible school librarian. School Library Journal, 43 (11), Nov: 24-29.Haycock, K. (1992). What works: research about teaching and learning through the school's library resource center. Seattle, Wash: Rookland Press.Haycock, K. (1981). Getting to first base: developing support from school principals. School Libraries in Canada 1(3): 17-18.Kulleseid, E.R. (1985). Beyond survival to power for school library media specialists. Hamden, Conn.: Library Professional Publications.Linderman, WB (1944) What should the school librarian expect of the school principal? The School Review: 611-617.Lipham, J. (1981) Effective principal, effective school. NASSP, Reston. Va.Martin, B. & Carson, B. (1981). The principal's handbook on the school library media center. Hamden, Conn.: Library Professional Publications.Rosenholtz, S. (1985). Effective schools: interpreting the evidence. American Journal of Education. 53(3): 352-359. Rosenholtz, S. (1989). Teachers' workplace: the social organisation of schools. New York: Longman.Wilkes, D. (1992) Schools for the 21st century: new roles for teachers and principals (Hot topics, usable research). SERVE, Tallahassee: FL.