School Librarians Want Bigger Role In Information Literacy and Fighting Fake News

Like everyone, over the last year, school librarians have had to find ways to adapt to the changing landscape. They have coped brilliantly. But the return to normal will bring back some difficult frustrations, as Elizabeth Hutchinson reports

The recent crisis would have been a real problem if school libraries were only about the library space and the physical collection. Thankfully this is no longer the case and has not been for years. Yes, there were adjustments to be made but all in all school librarians stepped up to the mark in their hundreds. I would love to say thousands but unfortunately, as school budgets change so does the apparent need for a school librarian.

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      string(2550) "level to support the child’s understanding of language as they look at books together, either on a one-to-one basis or with a group of children. Teachers are encouraged to develop their own Blank templates based on the examples in the BLUSH boxes. Library staff use the skills learned on the training in improving the delivery of Read and Rhyme times in libraries. BLUSH is used to assess a child’s level of language, support understanding at the child’s level as well as to facilitate development to the next level up of language complexity. The provision of the question templates in the BLUSH boxes has enabled teachers and early years staff to implement this soon after the training session, so as to maximise the embedding of learning into everyday practice.The project is still being evaluated, but early feedback from teachers demonstrated that BLUSH has really helped them to put Blank into practice to support and develop children’s understanding in a way that they haven’t been able to before. ‘As we have a provision for ASD and MLD pupils, the BLUSH materials have been extremely useful in working with the children. Additionally, the Speech & Language Therapy Service also recommended use of the materials, which made it really meaningful and purposeful. At our school we have used BLUSH to assess pupils’ comprehension at different levels and use it to address speech and language targets. We have also used the questioning examples to work on questioning in other areas of their learning’ – Meena Viswanathan, SEN teacher, Rectory PrimaryThe partnership is paying dividends in terms of further work. Early Years support is of particular focus for both services, and future work is being planned around Speech and Language delivery from Libraries. This involves further improvements to Read and Rhyme times using the ASCEL (Association of Children’s and Education Librarians) quality toolkit, improving maternal mental health using techniques around pre-natal reading and singing and launching a new project, EmpathyLab, where books are used to instil empathy in children. It is an invaluable partnership that can only bring positive outcomes for the children of St Helens. Schools Library Service and Language Service launch BLUSH April 2016Kathryn Boothroyd, is the Library Service Manager at St Helens Libraries.Julie Hoodless is the St Helens Paediatric Speech and Language Therapy Team Leader."
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Inclusion

Recovering The Lost Boys of St. Helens

17 Apr 2018

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      string(392) "... parents’ evenings and open days– keep the project high profile and ensure parents’involvement in groups for younger children■ Include notices about the group in school newsletters,and the school library service newsletter■ Set up a reading group notice board in the library■ Advertise the group on your library service ..."
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      string(5720) "teaching & learning  ■  december 2006/january 200714KEY STAGE 2LITERACYOver the past few years, the UK has seen a dramaticincrease in the popularity of reading groups. It is believedthat there may be as many as 50,000 people currently inreading groups within the UK Reading groups have alwayshad a place in the context of universities, but now moreand more schools are getting on board.What is a reading group?Reading groups vary dramatically and the nature of yourgroup will depend on who it is aimed at. It could be heldin a library – and/or linked to a specific reading project. Itcould be an informal gathering – or a specific academicdiscussion aimed at analysis.Setting up a reading groupThere isn’t a right or wrong way to establish a readinggroup; what’s important is that you are open to workingwith children and young people to provide the kind ofgroup that is enjoyable to them. The best way to do this isthrough effective consultation, partnership, planning andrecruitment.ConsultationBefore setting up your reading group, it’s a good idea toconsult with young people about the kind of group thatthey’d like to join. This ensures that the group you establishis relevant and appealing. It also ensures that youngpeople feel they have ownership of the project. Talk toowith staff in any partner agencies, with teachers, and withparents and carers of younger children, to find out aboutwhat is already provided for young people in the area andhow a reading group might link in. Remember thatconsultation should be an on-going thing; not a one-off.ReadinggroupsSue Sinclair looks at therising phenomenon ofreading groups and howyou can get involved and setyour own group going.teaching & learning  ■  december 2006/january 2007 15LITERACY  KEY STAGE 2PartnershipThe list of potential partners for reading groups isextensive. Try Sure Start for young children’s groups,primary schools for Chatterbooks, youth clubs for youngpeople’s groups and community groups or social servicesfor making links with looked-after children or refugeegroups. Local bookshops might also be interested inworking with you. Talk openly with your potential partnersand make sure that you have complementary aims andapproaches before setting up a group.PlanningPlanning should be an integral part of consultation andpartnership. Ideally think about establishing aims, rules,reading lists, timings and refreshments in conjunction withthe group members. You might even consider allowingthe group to self-govern with library staff playing asupportive role. Ask young people about the amount ofinput they would like the library to have. Things to discussmight include:■ How often to meet: once a week is probably too often,once a month might lose momentum.■ How long to meet for: younger groups are likely tohave lower concentration levels than older teenagers.Somewhere between one and two hours is likely tobe about right.■ Whether to read the same book, themed books, booksby the same author or a personal choice.■ Whether supplementary activities such as quizzes andcrafts are needed.■ What refreshments would be appreciated!RecruitmentRecruitment should begin with consultation andpartnership. By the time you’ve met with partners andyoung people, establishing the group should be easy.Supplementary approaches might be:■ Flyers and posters in libraries■ Flyers and posters in schools, youth groups and otherorganisations■ Press releases for the launch■ Letters to parents■ Talks to school classes■ Information on library websites and other young-people friendly websitesPublicity and promotion (P&P)To keep up the profile of your group for young peoplewho might want to be involved – and for celebrating thegroup’s achievements, and attracting potential partnersor library advocates, your P&P plans could include:■ Governors’ meetings, parents’ evenings and open days– keep the project high profile and ensure parents’involvement in groups for younger children■ Include notices about the group in school newsletters,and the school library service newsletter■ Set up a reading group notice board in the library■ Advertise the group on your library service website■ Send a press release to local papers and radio/television – and when the group is running invite a localjournalist to join in a meeting.Ideas for chldren’s reading groupsThere are lots of ways to get children reading that youcan use as a focus for your reading group.Carnegie and Kate Greenaway Awardswww.carnegiegreenaway.org.ukThe Carnegie medal is awardedto the writer of an outstandingbook for children; the KateGreenaway Award is for bookillustration. UK librarians areinvited to nominate titles forthe shortlist and once theshort-listed titles areannounced, children have theopportunity to give their viewson the books in a ‘shadowing’scheme. Groups of childrenfrom schools and libraries takepart in the shadowing schemeby reading the books andsharing their opinions with their peers and othershadowing groups across the country using the awards’website.Chatterbookswww.boox.org.uk/projects/children/chatterbooks.htmlwww1.orange.co.uk/about/community/chatterbooksChatterbooks is areading group scheme,developed by TheReading Agency inpartnership withc o m m u n i c a t i o n scompany Orange, aimedat 4–12 year olds andencourages members toread a variety ofdifferent books, visit the library and develop theirconfidence in expressing personal views on reading.teaching & learning  ■  december 2006/january 200716LITERACY  KEY STAGE 2Orange"
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Creative Teaching & Learning

Reading groups

2 Mar 2007

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      string(689) "This School Library Commission’s report finds that while many school libraries are under-utilised resources they have a unique role in raising pupils’ literacy levels, promoting reading for pleasure and improving their access to knowledge. The report also says that many school libraries are an under-used resource in schools. While the report does not make the case for making school libraries statutory, it does call on the Department for Education (DfE) to endorse the role of school libraries in supporting the new government’s renewed commitment to literacy.
Leadership Briefing 5.04 (52)"
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      string(6288) "ResourceSCHOOL LIBRARIES: A PLAN FOR IMPROVEMENTOriginal DocumentSchool Libraries: A Plan For Improvement. This School Library Commission’s report finds that while many school libraries are under-utilised resources they have a unique role in raising pupils’ literacy levels, promoting reading for pleasure and improving their access to knowledge. The report also says that many school libraries are an under-used resource in schools. While the report does not make the case for making school libraries statutory, it does call on the Department for Education (DfE) to endorse the role of school libraries in supporting the new government’s renewed commitment to literacy.KeywordsSchool Library, access, knowledge, resource, pupil achievement, literacySummaryThis School Library Commission’s report finds that while many school libraries are under-utilised resources they have a unique role in raising pupils’ literacy levels, promoting reading for pleasure and improving their access to knowledge. The report also says that many school libraries are an under-used resource in schools. While the report does not make the case for making school libraries statutory, it does call on the Department for Education (DfE) to endorse the role of school libraries in supporting the new government’s renewed commitment to literacy.Main Points:· At a time when fewer than half of all 8 to 14-year-olds have read a book in the last month, it is critical that all the resources available to support pupil achievement are being targeted effectively and used efficiently.· A high performing school library and schools library service plays a powerful role in raising pupils’ literacy levels and improving their access to knowledge.· Young people who read above the expected level for their age are twice as likely as young people who read below their age to be school library users (77.7% as opposed to 35.9%).· If school libraries do not perform to the highest level there will be significant implications for pupil achievement. Cuts to schools library services will exacerbate this problem.· In many schools the school library is a wasted resource, poorly embedded in the infrastructure of the school: encouraging reading for pleasure but resistant to “teaching” literacy and phonics; absent from school development plans, official guidance and inspection frameworks; staffed (in one third of primary school libraries) by people who have no specialist knowledge· of children’s literature.· School library services could be a highly efficient way of ensuring that clusters of schools maximise their value for money by having access to the resources, information and expertise they need to develop children’s reading and literacy, and offering access to knowledge. However outdated business and funding models mean their focus is often on how to make schools “buy back” rather than on rethinking provision in response to the challenge of raising literacy levels.· The report has a series of strong recommendations directed to governors, headteachers, sector bodies and local authorities which, if implemented, would improve literacy and attainment levels. All the recommendations aim to make school libraries more focused on supporting the educational objectives of the school by promoting literacy and access to knowledge.ActionRecommendationsHeadteachers and School Governors:· Recognise the contribution that the school library and the schools library service make to inspiring children’s reading, supporting their literacy and developing their information skills.· Build the school library into the planning and delivery of the curriculum and review its contribution to the whole school delivery plan.· Consider the school library as a tool in the School Improvement Plan and include it in the Self Evaluation Framework (SEF).· Recognise the role the school library can play in the safeguarding agenda and ensure that staff are trained to deliver this and that the role of the library is built into the anti-bullying strategy.· Challenge and champion the service and act as an advocate for it with colleagues.· Review how the service is delivered to see if there are new partnerships which can be developed and/or more cost effective ways of delivering the service.· Examine whether school library provision is a theme for development through primary clusters· Ensure the library is an active player in providing extended services and support for families as well as fulfilling the school’s community cohesion duty.· Review the Continuing Professional Development (CPD) programme for school librarians and ensure that they receive the training which will support them in forging better delivery partnerships across the school.· Ensure that pupils have access to staff who have the expert knowledge of children’s literature which can help build a love of reading and knowledge of how to develop pupils’ information literacy skills.· Give libraries a strategic role in the school’s ICT development and use.· Every governing body should have a governor with designated responsibility for the school library. It may be appropriate to combine this role with the governor who takes a lead on literacy issues.School Librarians:· Understand and influence the vision the school’s leadership has for the school, be up to date with school policies and actively contribute to the School Improvement Plan and SEF.· Work pro-actively in partnership with teachers through curriculum planning to align the school library with their educational purpose and involve"
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Leadership

School Libraries: A Plan For Improvement

21 Sep 2010

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      string(407) "... M. (2005) Motivating learners tobecome information-literate, Library and Information Update,Vol 4 Nos 1-2, pp. 46-47.Zurkowski, P.G. (1974) The information service environment:relationships and priorities. Washington, DC: NationalCommission on Libraries and Information Science.Further ReadingAndretta, S. (ed) (2007) Change and challenge: informationliteracy for the 21st ..."
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      string(5757) "consumer;understanding current issues, such as global warming,the terrorist threat and innovations in science/technology,and how they may affect the individual.●●●●●●●●●Information literacy– what is it?Information Literacy” may not be a phrase that iscommonly heard in the primary school staffroom but itis central to education today. Andrew K. Shenton and WendyBeautyman explain what it is and why we should be buildingit into our curriculum.“The “Information Age”The mass of available information is one of the keycharacteristics of life in the modern Western world. Inno previous era has so much information been availablein so many different forms and from so many diverseoriginators. Although some of it is presented to usunsolicited, much of it we actively seek in relation toactivities we undertake in our capacities as, for example,learners, hobbyists, consumers, parents, carers,employees, managers and citizens.Whilst many of these roles do not pertain to children, it is,perhaps, young people who feel the greatest impact fromthe proliferation of information. Much of the informationwith which children came into contact at school in thepast was either provided by the teacher personally oraccessed via the school library. In both cases, the qualityand quantity of the information was controlled. Since a lotmore material is now available, much of it from the WorldWide Web and of dubious accuracy and trustworthiness,skills that help learners deal with information have neverbeen so fundamental.Teaching Information LiteracyNo single, universally-accepted definition of informationliteracy exists. Nevertheless, the term is widely appliedby information specialists, such as librarians andinformatics academics, to that body of knowledge,skills and understanding required by an individual to findinformation effectively and use it appropriately. It mustbe stressed that “information literacy” is not the same as“computer literacy”. Rather, it provides aset of strategies for coping with thecomplexities of modern lifeby employing informationto solve problems andaddress emergingissues.primaryleadershipTODAY • Issue 1534InformatIon LIteracyReferencesBloom, B.S. et al. (1956) Taxonomy of educational objectives:the classification of educational goals – handbook one,cognitive domain. London: Longman.Harrod’s Librarians’ Glossary and Reference Book (2005) 10thed. Edited by R. Prytherch. Aldershot: Ashgate.Marland, M. (ed) (1981) Information skills in the secondarycurriculum. London: Methuen (Schools Council CurriculumBulletin 9).Shenton, A.K. (2007) OFSTED and libraries in first and primaryschools: some observations on expectations, Journal ofLibrarianship and Information Science, Vol 39 No 2, pp.99-111.Shenton, A.K. & Jackson, M. (in press) Educational practicesand information literacy: where’s the synergy? Library andInformation Update.Smith, M. & Hepworth, M. (2005) Motivating learners tobecome information-literate, Library and Information Update,Vol 4 Nos 1-2, pp. 46-47.Zurkowski, P.G. (1974) The information service environment:relationships and priorities. Washington, DC: NationalCommission on Libraries and Information Science.Further ReadingAndretta, S. (ed) (2007) Change and challenge: informationliteracy for the 21st century. Adelaide, Australia: AuslibPress.Dubber, G. (2008) Cultivating curiosity: information literacyskills and the primary school library. Swindon: School LibraryAssociation.Kuhlthau, C.C. (1987) An emerging theory of library instruction,School Library Media Quarterly, Vol 16 No 1, pp. 23-28.Webb, J. & Powis, C. (2004) Teaching information skills: theoryand practice. London: Facet.Wray, D. (2006) An inquiry-based approach to library instruction,School Libraries Worldwide, Vol 12 No 2, pp. 16-28.Editors CommentAs pointed out in this article, the need for information literacyis not new. We talk about it more because of the concernsaround accessing information via the internet. However, theimportance of children and adults being able to sort throughthe garbage that so many newspapers produce should be afundamental core principle of our curriculum! Children andmany adults have a tendency to believe what is in print butsources of information can be dubious whichever media formthey may be communicated through.In a nutshellInformation literacy is a very important skill. It is the means bywhich we access, sort and process the mass of informationaround us. With the increasing availability of solicited andunsolicited information it is particularly important that we equipour children with the skills to be able to evaluate, summariseand synthesise information whilst discerning the validity oftheir sources. Without these skills, they are more likely tofind themselves cutting and pasting their research – a habitwhich can lead to plagiarism in later life.There remains a lack of recognition within education of theimportance of information literacy and as such schoolsneed to take the responsibility of ensuring that its profile israised through discussing how it is taught and what schoolpolicy is.ProfileAndrew K. Shenton is an ex-primary practitioner and formerlecturer in Northumbria University’s School of Computing,Engineering and Information Sciences. He gained a doctoratein 2002 after a wide-ranging investigation into how youngpeople find information. He has now had over sixty paperspublished in Italy, the USA and his native Britain. They havebeen widely cited in books, periodical articles, conferencepapers, reports, dissertations and student"
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Digital Learning

Information literacy - what is it?

16 Apr 2018

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      string(5758) "consumer;understanding current issues, such as global warming,the terrorist threat and innovations in science/technology,and how they may affect the individual.●●●●●●●●●Information literacy– what is it?Information Literacy” may not be a phrase that iscommonly heard in the primary school staffroom but itis central to education today. Andrew K. Shenton and WendyBeautyman explain what it is and why we should be buildingit into our curriculum.“The “Information Age”The mass of available information is one of the keycharacteristics of life in the modern Western world. Inno previous era has so much information been availablein so many different forms and from so many diverseoriginators. Although some of it is presented to usunsolicited, much of it we actively seek in relation toactivities we undertake in our capacities as, for example,learners, hobbyists, consumers, parents, carers,employees, managers and citizens.Whilst many of these roles do not pertain to children, it is,perhaps, young people who feel the greatest impact fromthe proliferation of information. Much of the informationwith which children came into contact at school in thepast was either provided by the teacher personally oraccessed via the school library. In both cases, the qualityand quantity of the information was controlled. Since a lotmore material is now available, much of it from the WorldWide Web and of dubious accuracy and trustworthiness,skills that help learners deal with information have neverbeen so fundamental.Teaching Information LiteracyNo single, universally-accepted definition of informationliteracy exists. Nevertheless, the term is widely appliedby information specialists, such as librarians andinformatics academics, to that body of knowledge,skills and understanding required by an individual to findinformation effectively and use it appropriately. It mustbe stressed that “information literacy” is not the same as“computer literacy”. Rather, it provides aset of strategies for coping with thecomplexities of modern lifeby employing informationto solve problems andaddress emergingissues.primaryleadershipTODAY • Issue 1534InformatIon LIteracyReferencesBloom, B.S. et al. (1956) Taxonomy of educational objectives:the classification of educational goals – handbook one,cognitive domain. London: Longman.Harrod’s Librarians’ Glossary and Reference Book (2005) 10thed. Edited by R. Prytherch. Aldershot: Ashgate.Marland, M. (ed) (1981) Information skills in the secondarycurriculum. London: Methuen (Schools Council CurriculumBulletin 9).Shenton, A.K. (2007) OFSTED and libraries in first and primaryschools: some observations on expectations, Journal ofLibrarianship and Information Science, Vol 39 No 2, pp.99-111.Shenton, A.K. & Jackson, M. (in press) Educational practicesand information literacy: where’s the synergy? Library andInformation Update.Smith, M. & Hepworth, M. (2005) Motivating learners tobecome information-literate, Library and Information Update,Vol 4 Nos 1-2, pp. 46-47.Zurkowski, P.G. (1974) The information service environment:relationships and priorities. Washington, DC: NationalCommission on Libraries and Information Science.Further ReadingAndretta, S. (ed) (2007) Change and challenge: informationliteracy for the 21st century. Adelaide, Australia: AuslibPress.Dubber, G. (2008) Cultivating curiosity: information literacyskills and the primary school library. Swindon: School LibraryAssociation.Kuhlthau, C.C. (1987) An emerging theory of library instruction,School Library Media Quarterly, Vol 16 No 1, pp. 23-28.Webb, J. & Powis, C. (2004) Teaching information skills: theoryand practice. London: Facet.Wray, D. (2006) An inquiry-based approach to library instruction,School Libraries Worldwide, Vol 12 No 2, pp. 16-28.Editors CommentAs pointed out in this article, the need for information literacyis not new. We talk about it more because of the concernsaround accessing information via the internet. However, theimportance of children and adults being able to sort throughthe garbage that so many newspapers produce should be afundamental core principle of our curriculum! Children andmany adults have a tendency to believe what is in print butsources of information can be dubious whichever media formthey may be communicated through.In a nutshellInformation literacy is a very important skill. It is the means bywhich we access, sort and process the mass of informationaround us. With the increasing availability of solicited andunsolicited information it is particularly important that we equipour children with the skills to be able to evaluate, summariseand synthesise information whilst discerning the validity oftheir sources.  Without these skills, they are more likely tofind themselves cutting and pasting their research – a habitwhich can lead to plagiarism in later life.There remains a lack of recognition within education of theimportance of information literacy and as such schoolsneed to take the responsibility of ensuring that its profile israised through discussing how it is taught and what schoolpolicy is.ProfileAndrew K. Shenton is an ex-primary practitioner and formerlecturer in Northumbria University’s School of Computing,Engineering and Information Sciences. He gained a doctoratein 2002 after a wide-ranging investigation into how youngpeople find information. He has now had over sixty paperspublished in Italy, the USA and his native Britain. 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Leadership

Information literacy - what is it?

10 May 2009