School Library Development and Information Literacy:

The Cook Islands ExperienceElizabeth Jones and Kathy George

Pacific Knowledge Societies:Developing Equitable Access to Quality Resources

and Information Literacy 9th PRIDE Regional Workshop, September 2008

Overview of Presentation

• Background

• Aim and Goals

• Development and Support Model

• Programme Framework: Phase 1 – Phase 4

• Core Training Content

• Development Support

• Impact of programme

• Where to from here? – Challenges & Opportunities

Background of Project

• Cook Islands Ministry of Education (CIMOE) identified the school library as a specialist learning area to promote student learning including information literacy

• CIMOE wanted to see the school library extended to the wider community as community learning centres

• Applied for Pacific Regional Initiatives for the Delivery of basic Education (PRIDE) funding

Background Information on School Libraries

• Current state of Cook Islands school libraries was assessed by a detailed survey conducted by CIMOE

• Information was collected by CIMOE assisted by the PRIDE project

Mangaia School Library, Cook Islands

Establishment of Cook Islands Project• PRIDE & CIMOE approached National Library of New

Zealand to help establish and organize an interactive and capacity building training programme focusing on information literacy and library learning environments. The training programme included funding for resources, shelving and library software

Mangaia School Library, Cook Islands

Educational Objectives of the Project

• Training literacy lead teachers in school library management and information literacy

• Training literacy lead teachers how to connect the library across the curriculum programmes

• Building capacity of lead teachers to provide ongoing training and support to other schools

• Assisting an audit staff member in developing school library indicators for Cook Island schools

Development Model• Phased development: Building knowledge and skills of participants and

practical library developments in incremental phases

• Programme style: Interactive, and clearly structured

• Mix of training: professional development – building knowledge and awareness, practical support, hands on learning experiences and reflections

• Build on existing strengths: Directed at those with influence in the school sector, to further build leadership and capability

• Development of supportive professional learning community: Focusing on

group learning and support (include online mentoring)

• Relevance to and respect for the Cook Islands environment

• Set in the broader educational context of effective learning and literacy

The PeopleCook Islands Participants• Anna Katoa, CIMOE Audit Officer

• Kathy George, CIMOE Literacy Adviser

• Liz Kapi, Literacy Lead Teacher

• Peo Potini, Literacy Lead Teacher

• Takau Daniel, Literacy Lead Teacher

National Library Advisory Team • Lisa Alcott

• Rob Finlay

• Alice Heather

• Dyane Hosler

• Fiona Mackie

• Pauline McCowan

• Rosemary Tisdall

Programme Framework

Programme Developed in Four Phases

• Phase 1 – 2 weeks professional development and support in Auckland, NZ (May 2008)

• Phase 2 – Action planning and beginning implementation in the Cook Islands, supported via blog, updated by NLNZ remotely (June – Sept 2008)

• Phase 3 – Return visit from two National Library Advisers to the Cook Islands to support ongoing implementation and offer professional development (October 2008)

• Phase 4 – Wider implementation in the Cook Islands including training and workshops for all schools (2009)

Programme Framework

• Coverage of core content and knowledge

• Visits to a range of school libraries and youth libraries

• Practical development support– Purchase of library resources– Demonstrations of automated school

library systems

• Development of audit/evaluation framework for school libraries

• Reflections and action planning

Phase 1 : Two Week Programme in Auckland

Coverage of Core Content & Knowledge

• Role of the school library and its link to literacy and classroom learning

• Overview of NZ kura kaupapa Maori schools and differences to NZ mainstream schools

• Electronic resources to support student learning

• Place/environment of the school library

• Literacy, Learning and the role of the library

• Introduction to information literacy

• Evidence based practice

• The role of library staff, teachers, student librarians and helpers including community and public libraries

• An overview of library resource cycle

Example of a daily schedule

Morning:Overview of the day prior including the school visit and thoughts from overnight

Workshop 1: The role of library staff, student librarians and helpers including the community

Workshop 2: Overview of the library resource cycle

Afternoon: Visits to school libraries

Reflection using action sheets

INFORMATION RESOURCES

ACCESS

INFORMATION LITERACY and

READING

PLACE

SERVICE

The School Library and Learning in the Information Landscape:

Guidelines for New Zealand Schools

Guiding Principles

• Information Literacy: The school library is a learning environment central to the development of an information-literate school community

• Service: The school library is managed centre of professional expertise and support for the school community.

• Reading: The school library is a foundation for the school’s literacy programmes and a catalyst for the development of lifelong readers

• Access: The school library is a hub and interface with organised systems for accessing and managing information and resources.

• Information resources: The school library is a provider of information resources selected to meet the curriculum and information needs of the school.

• Place: The school library is a student-centred facility designed to play a key role in the intellectual, educational and cultural life of the school.

Information Literacy

The school library is a learning environment central to the development of an information-literate school community

Point View School, Auckland

Reading

Papatoetoe High School , Auckland

The school library is a foundation for the school’s literacy programmes and a catalyst for the development of lifelong readers

Service

aThe school library is a managed centre of professional expertise and support for the school community

Information Resources

Glamorgan School, Auckland

The school library is a provider of information resources selected to meet the curriculum and information needs of the school

Access

The school library is a hub and interface with organised systems for accessing and managing information and resources

Onepoto School, Auckland

Place

.

Glen Innes School, Auckland

Diocesan Senior School,Auckland

New Lynn PrimaryOpaheke Primary

The school library is a student-centred facility designed to play a key role in the intellectual, educational and cultural life of the school

Phase 1- Reflection and Action Planning

Workshop Title:

The key messages for me were…

Implications for my teaching and learning What I will do with what I learned

Other eg questions I have, resources I need:

Workshop Title: The role of the school library and its link to literacy and classroom learning

The key messages for me were… The importance of using the library as a learning centre rather than for reading alone To use the library as a learning space, a classroom Implications for my teaching and learning Establish and promote children’s work or written stories, poems etc in the library What I will do with what I learned Assist teachers in using the library effectively Collect more efficient ideas from all the staff and share out ideas to my people and maintain, - keep it going Share learning and assistance with others Evaluate the stage of the school library and see what can be improved Share it with other staff members of the school

Other eg questions I have, resources I need:

Phase 1

Development Support

• Practical Support– Purchase of library resources

• $30 000 budgeted to buy books and shelving for 2 schools• Library Systems: money budgeted for school library automation of 2

school libraries• Shelving: money budgeted for face out steel shelving for 2 school

libraries

• Evaluation & Development Support– Development of audit/evaluation framework with Anna Katoa,

CIMOE Audit Officer– Tools & Guides for use

Practical SupportPurchase of Library Resources

$30 000 – books and shelving for two schoolsBook purchasing – based on needs assessment :

Non-fiction : for eg – Bible stories, Pasifika folklore & Curriculum topics (insects, solar system, science concepts, celebrations etc.)

Reference : Encyclopaedias, Dictionaries

Fiction :Picture Books – From pre-school concepts to sophisticated picture booksBooks for emerging readers and reluctant readersContemporary fiction for older readers

Library Management System: allows the school to add catalogue records and and to monitor the issuing and returning of library items. It also provides detailed reports on how many items are borrowed for example from year groups, most popular items etc

Cataloguing Records:(Schools Catalogue Information Service - SCIS) An Australian company which provides a cataloguing service for Australian, New Zealand and international schools. Schools access the catalogue records over the Internet and load them directly into their school library management system such as Musac. SCIS saves time over manual cataloguing methods, creates consistency and alleviates the need for an expert cataloguer in each school

Practical Support - Library Systems – Providing Effective Access to & Management of

Resources

Development Support : Audit Checklist for Cook Islands School

Libraries

COOK ISLANDS

MINISTRY OF EDUCATION

AUDIT CHECKLIST FOR

SCHOOL LIBRARIES

Development Support : Audit Checklist for Cook Islands School

Libraries

Programme FrameworkPhase 2

• Action planning back in the Cook Islands

• Support and communication maintained through the blog

• Library resources arriving

• Library shelving arriving

• Library systems progress

Phase 2 – ongoing support

Phase 2 : Progress and Activity

Programme – Phase 3• Return visit from National Library advisers to the Cook

Islands for implementation support and ongoing professional development. Dates : 29 September – 15 October, 2008

Alice HeatherDyane Hosler

Programme – Phase 3National Library advisors working with the lead training group in the

Cook Island for ongoing professional development and implementation support

Two week programme will include:

• Help resolve issues around arrival and processing of the new resources

• Workshops with teachers on information literacy, the library resource cycle, library services, access and reading for students

• Training in use of Blog as a communication tool

• Joint planning and confirmation with the Literacy Adviser and Lead Teachers of objectives for the Library and Information Literacy Workshop planned for April 2009

• 3 day workshop on the six guiding principles of school libraries with all teachers in charge of Library Management from all Rarotonga schools.

Programme – Phase 4

• Continuing implementation of school library development in the Cook Islands

• Workshop for all teachers in April 2009

Impact of ProgrammeSummary of Results to Date

Impact of Programme

Avarua LibraryMONTH PLAN PEOPLE INVOLVED Completed

date

M

AY

PD with Principal

Principal

Lead teacher

4th Jun

JU

NE

Organize a library committee consisting of teachers and student librarians Extension of cable lines to allow network into the library computer

Purchase local reading materials

Sky Riders Fiction Novels purchased for the library

Put bar codes on every reading material within the library

Lead teacher/Staff members/Senior students

Principal/PTA

Lead teacher

Principal/AP/Lead teacher

Lead teacher/senior students

9th

18th

JU

LY

Install MUSAC automation programme

Identifying and cataloguing borrowers into the MUSAC programme

Lead teacher

Lead teacher/student librarians

3rd

7th

A

UG

UST

Catalogue library readers into MUSAC programme Setting up of Library computers provided by MOE

Lead teacher/committee/library students

Lead teacher

SE

PTEM

BER

Catalogue library readers into MUSAC programme

Implementation of MUSAC programme as main automation programme for Avarua School

Train library committees and student librarians how to implement the MUSAC

programme in terms of ‘Issue’ and ‘Returns’

Lead teacher/committee/library students

O

CTO

BER

Plan a class display timetable for school where each class is given a week or two to

display what they have done at the end of a unit study Upgrade library building (doors & windows)

Lead teacher/staff/

The FutureChallenges and Opportunities

• Sustainability and resources

• Continuing professional development and learning

• Long-term planning and implementation

• Develop exemplars and models

• Integration with the curriculum and assessment

• Involve Champions and decision makers

• Create ownership of the vision – government, teachers, community, students

• Collaboration

Farewell photo of group with NLNZ staff in Auckland

Sustainability and Working Together

Kaua e rangiruatia te hä o te hoe; e kore tö tätou waka e ü

ki uta.‘Do not lift the paddle out of

unison or our canoe will never reach the shore.’