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School Libraries and Student Learning: School Libraries and Student Learning: Essential Partnerships for SuccessEssential Partnerships for Success
Dr Ross J ToddDirector, Center for International Scholarship in School Libraries
Director, Master of Library and Information Science ProgramRutgers, The State University of New Jersey
cissl.scils.rutgers.edu [email protected]
SWEDEN 2007
Stay FocusedStay Focused
Pick one Card
It is YOUR card
Think about YOUR card for
20 seconds
Stay focused on YOUR card
Ross is now going
To remove YOUR Card!
YOUR card has been removedYOUR card has been removed
Get out of the BoxGet out of the Box
Ban those “Bird” UnitsBan those “Bird” Units
Many types of research assignments using library or Many types of research assignments using library or web-based sources contribute little or nothing to learningweb-based sources contribute little or nothing to learning
Very little evidence of construction of new knowledgeVery little evidence of construction of new knowledge
Rarely guided and sustained throughout the research Rarely guided and sustained throughout the research projectproject
Rarely equip students with the range of information and Rarely equip students with the range of information and technical competencies necessary to complete the tasktechnical competencies necessary to complete the task
Make very “low-level” use of the libraryMake very “low-level” use of the library
How do we design learning through the school library?How do we design learning through the school library?
Typical Research ScenarioTypical Research Scenario
Teacher provides background to topic in classroomTeacher provides background to topic in classroomTextbook work is doneTextbook work is doneTeacher asks class to do project in library / using Teacher asks class to do project in library / using internet, and provides question sheet or worksheet internet, and provides question sheet or worksheet for information (fact) collectionfor information (fact) collectionStudents pick a ”bird” “dinosaur” to researchStudents pick a ”bird” “dinosaur” to researchLibrarian introduces students to a few resources Librarian introduces students to a few resources and websitesand websitesStudents copy information from sources on to their Students copy information from sources on to their paperpaperStudents report back to class or turn assignments Students report back to class or turn assignments in form gradingin form grading
““Bird” units are generally a Bird” units are generally a disasterdisaster
Cutting and clipping of information: Cutting and clipping of information: TRANSPORTATION of informationTRANSPORTATION of information
Make decisions based on limited prior Make decisions based on limited prior knowledgeknowledge
Focus on product construction rather than Focus on product construction rather than knowledge constructionknowledge construction
Typically produce superficial descriptive Typically produce superficial descriptive knowledgeknowledge
Transportation of TextTransportation of Text
Cutting and pasting: plagiarismCutting and pasting: plagiarism
Go to schoolsucks.com phuckschool.com Go to schoolsucks.com phuckschool.com evilhouseofcheat.com and get the essay they needevilhouseofcheat.com and get the essay they need
Collect facts without imposing any organizational or Collect facts without imposing any organizational or reflective structurereflective structure
No interpretation of facts or development of No interpretation of facts or development of positional stancepositional stance
Little evidence of internalization of factsLittle evidence of internalization of facts
Interaction
Printout
Final version
Presentation
Rewriting
TRANSPORT OF TEXT
”Get the material from the Net, I read it. Write down some good sentences, make a few changes and read through it again. Making my own, sort of! Then I think - Replace here and there. Pick certain words and make my own text by adding new words. I recognise the text if I read it several times. Use those expressions that fit in.” (Kris)
”I borrowed a book on sharks, picked out words from the book, from the text. I jotted these down in a little notebook as rough notes, then I rewrote it and then I painted a front page and then I put the whole thing into a booklet and the job was done.” (David)
Transformation of TextTransformation of Text
Building background knowledge firstBuilding background knowledge first
Develop focus questionsDevelop focus questions
Collect facts. viewpoints, perspectives, Collect facts. viewpoints, perspectives, arguments pertinent to specific focusarguments pertinent to specific focus
Analyze and synthesize ideasAnalyze and synthesize ideas
Critically reflecting on themes to develop Critically reflecting on themes to develop personal conclusions and positionspersonal conclusions and positions
Transformation of Text:Help Organizations
The Information BaseThe Information BaseAMNESTY AMNESTY INTERNATIONALINTERNATIONAL
Creating the TextCreating the Text Transforming the textTransforming the text
History of OrganizationHistory of Organization
Vision and Goals of Vision and Goals of OrganizationOrganization
Significant AchievementsSignificant Achievements
BarriersBarriers
The Information BaseThe Information BaseAMNESTY AMNESTY INTERNATIONALINTERNATIONAL
Creating the Text:Creating the Text: Transforming the textTransforming the text
History of OrganizationHistory of Organization
Vision and Goals of Vision and Goals of OrganizationOrganization““research and action focused on preventing research and action focused on preventing and ending grave abuses of the rights to and ending grave abuses of the rights to physical and mental integrity, freedom of physical and mental integrity, freedom of conscience and expression, and freedom from conscience and expression, and freedom from discrimination, within the context of its work discrimination, within the context of its work to promote all human rights”to promote all human rights”http://web.amnesty.org/pages/aboutai-index-http://web.amnesty.org/pages/aboutai-index-engeng
Synthesizing sets of Synthesizing sets of ideas into your own ideas into your own wordswords
Creating a bullet point Creating a bullet point summarysummary
Significant AchievementsSignificant Achievements
BarriersBarriers
Transformation of Text:Help Organizations
Why do students transport text Why do students transport text rather than transform text?rather than transform text?
It is rewarded: copying and pasting by being undetectedIt is rewarded: copying and pasting by being undetected
Erroneous notion that more facts = deep knowledge and deep Erroneous notion that more facts = deep knowledge and deep understandingunderstanding
Poor information handling skills: particularly those involving Poor information handling skills: particularly those involving analysis, manipulation and synthesisanalysis, manipulation and synthesis
Stress and competitionStress and competition
Poor time management and planning skillsPoor time management and planning skills
Unwillingness to ask for help and when they do ask, told this is an Unwillingness to ask for help and when they do ask, told this is an independent project – you have to work it out for yourselfindependent project – you have to work it out for yourself
Low level of assignments – no critical thinking requiredLow level of assignments – no critical thinking required
Assessment of product only Assessment of product only
MEANINGFUL RESEARCH TASKSMEANINGFUL RESEARCH TASKS
What do we want students to do in this information What do we want students to do in this information environment?environment?
Construct deep knowledge and deep understandingConstruct deep knowledge and deep understanding
Directly involved and engaged in the discovery of new Directly involved and engaged in the discovery of new knowledgeknowledge
Encounter alternative perspectives and conflicting ideas so Encounter alternative perspectives and conflicting ideas so that they are able to transform prior knowledge and experience that they are able to transform prior knowledge and experience into deep understandingsinto deep understandings
Transfer new knowledge and skills to new circumstancesTransfer new knowledge and skills to new circumstances
NOVICE KNOWLEDGE TO EXPERT KNOWLEGENOVICE KNOWLEDGE TO EXPERT KNOWLEGE
MEANINGFUL LEARNINGMEANINGFUL LEARNING
What do I want students to produce? What do I want students to produce?
What do I expect students to be able to show me?What do I expect students to be able to show me?
Great Minds at
work?
BuildingEffective Inquiry
Learning habits
New Jersey ResearchNew Jersey ResearchSchools Context and SampleSchools Context and Sample
10 New Jersey public schools 10 New Jersey public schools
Experienced and expert school librariansExperienced and expert school librarians
Diverse public schools Diverse public schools
10 school librarians working on curriculum projects 10 school librarians working on curriculum projects with 17 classroom teacherswith 17 classroom teachers
574 students in Grades 6 – 12; range of disciplines574 students in Grades 6 – 12; range of disciplines
Did they learn anything? Did they come to develop new Did they learn anything? Did they come to develop new knowledge of their topics, and what did this new knowledge of their topics, and what did this new knowledge look like?knowledge look like?
Substance of KnowledgeSubstance of KnowledgeStatement typeStatement type DefinitionDefinition ExampleExample
PropertyProperty statements describing statements describing characteristicscharacteristics
The color of Valentine’s day is redThe color of Valentine’s day is red
MannerManner statements describing processes, statements describing processes, styles, actionsstyles, actions
People drive aggressively in USAPeople drive aggressively in USA
ReasonReason statements of explanations of how statements of explanations of how and whyand why
The wall was constructed to block The wall was constructed to block invadersinvaders
OutcomeOutcome statements providing end resultstatements providing end result (People eat too much) As a result, (People eat too much) As a result, people got very sick people got very sick
CausalityCausality statements showing some event statements showing some event causally leads to anothercausally leads to another
Too much alcohol can lead to liver Too much alcohol can lead to liver failurefailure
Set MembershipSet Membership statements about class inclusionstatements about class inclusion Michelangelo created works such Michelangelo created works such as statue of David, Cistine Chapel as statue of David, Cistine Chapel and the famous Pietaand the famous Pieta
ImplicationImplication statements showing predictive statements showing predictive relations, inference, implied relations, inference, implied meaningmeaning
He was suspected of poisoning He was suspected of poisoning himhim
Value JudgmentValue Judgment statements presenting personal statements presenting personal position or viewpointposition or viewpoint
That’s not rightThat’s not right
Changes in Knowledge
Two distinctive approaches to Two distinctive approaches to knowledge construction: knowledge construction:
-- Additive : Transport-- Additive : Transport
-- Integrative : Transform-- Integrative : Transform
Additive Approach to Knowledge Construction
Gathering facts, then more facts, then more factsGathering facts, then more facts, then more facts
Stockpile of facts, even though facts were sorted, Stockpile of facts, even though facts were sorted, organized and grouped by end of task.organized and grouped by end of task.
Remained on a descriptive level throughoutRemained on a descriptive level throughout
Limited intellectual engagement with the ideasLimited intellectual engagement with the ideas
Surface knowledgeSurface knowledge
Saw the collection of facts as the end of inquiry, the goalSaw the collection of facts as the end of inquiry, the goal
Integrative Approach to Knowledge Construction
Initial: superficial sets of propertiesInitial: superficial sets of properties
Moved beyond gathering facts:Moved beyond gathering facts:- building explanations- building explanations- address discrepancies- address discrepancies- organizing facts in more coherent ways- organizing facts in more coherent ways
Interpret found information to establish personal conclusions Interpret found information to establish personal conclusions and reflect on these. and reflect on these.
Students saw that collecting facts was the beginning of Students saw that collecting facts was the beginning of meaningful inquiry, not the end pointmeaningful inquiry, not the end point
Facts were the basis for personal choiceFacts were the basis for personal choice
Factors contributing to differences Factors contributing to differences across Schoolsacross Schools
No significant variations across the age, grade, No significant variations across the age, grade, and gender groupsand gender groups
Nature of task: imposed task or negotiated task; Nature of task: imposed task or negotiated task; collection of facts or transformation of factscollection of facts or transformation of facts
Engagement and ownershipEngagement and ownership
Nature of Interventions: Development of skills Nature of Interventions: Development of skills to construct knowledge rather than finding to construct knowledge rather than finding informationinformation
Information Search ProcessInformation Search Process
Tasks Initiation Selection Exploration Formulation Collection PresentationTasks Initiation Selection Exploration Formulation Collection Presentation------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ →→FeelingsFeelings uncertainty optimism confusion clarity uncertainty optimism confusion clarity sense of satisfaction or sense of satisfaction or(affective)(affective) frustration frustration direction/ disappointment direction/ disappointment
doubtdoubt confidence confidence
ThoughtsThoughts vague---------------------------------------vague---------------------------------------→→focusedfocused(cognitive)(cognitive) ----------------------------------------------- -----------------------------------------------→→
increased interestincreased interest
ActionsActions seeking relevant information---------------------------- seeking relevant information----------------------------→→seeking pertinent informationseeking pertinent information(physical)(physical) exploring exploring documenting documenting
Information-to-knowledge experienceInformation-to-knowledge experience
THE INFORMATON SEARCH PROCESSC. Kuhlthau
Stages of the Information Search Process represent critical Zones of Intervention
Relevance: how will I connect this to students’ existing Relevance: how will I connect this to students’ existing knowledge and interestsknowledge and interests
Does it matter if they never know? Solving real world Does it matter if they never know? Solving real world problemsproblems
Strategies to build engagement; develop curiosity and Strategies to build engagement; develop curiosity and motivation for their topicsmotivation for their topics
Give opportunities to build background knowledgeGive opportunities to build background knowledge
Strategies which deal with emotions: doubt, Strategies which deal with emotions: doubt, uncertainty, “too hard”, “boring”uncertainty, “too hard”, “boring”
MEANINGFUL RESEARCH TASKSMEANINGFUL RESEARCH TASKSChecklistChecklist
Choice of focus topic – key question emerges from background Choice of focus topic – key question emerges from background knowledgeknowledge
Negotiating the nature of the product. Does the product reflect the Negotiating the nature of the product. Does the product reflect the way the real world does itway the real world does it
Engage students in dealing with conflicting informationEngage students in dealing with conflicting information
Build and verify new knowledge through arguments, evidence, Build and verify new knowledge through arguments, evidence, reflection; Teach students to build arguments and evidences, reflection; Teach students to build arguments and evidences, counter arguments and counter evidencescounter arguments and counter evidences
Use of a variety of analytical methods to sort, organize and Use of a variety of analytical methods to sort, organize and structure ideas cause/effect; pro/con; error analysis; structure ideas cause/effect; pro/con; error analysis; compare/contrastcompare/contrast
What skills does it take for students to do this? How will the What skills does it take for students to do this? How will the students get these skills?students get these skills?
MEANINGFUL RESEARCH TASKSMEANINGFUL RESEARCH TASKSChecklistChecklist
Create Meaningful TasksCreate Meaningful Tasks
Unravel a Mystery:Unravel a Mystery: Build a case for solving a history / Build a case for solving a history / mystery problem; Build background knowledge to determine mystery problem; Build background knowledge to determine specific focus of evidence needed; Study pertinent primary / specific focus of evidence needed; Study pertinent primary / secondary evidence to gather best evidence; Gather secondary evidence to gather best evidence; Gather evidence in the field; Compare evidence; deal with evidence in the field; Compare evidence; deal with conflicting information; Check evidence: accuracy and bias conflicting information; Check evidence: accuracy and bias of sources; Construct arguments and counter argumentsof sources; Construct arguments and counter arguments
Reinventing a Better WayReinventing a Better Way: Brainstorm, decide, select a : Brainstorm, decide, select a system for study: system analysis; Build background system for study: system analysis; Build background knowledge; Investigate / research into current methods; knowledge; Investigate / research into current methods; Compare / contrast current methods, establish strengths Compare / contrast current methods, establish strengths and weaknesses; Reinvent; Evaluate: test, try, reflect, and weaknesses; Reinvent; Evaluate: test, try, reflect, marketmarket
Create Meaningful TasksCreate Meaningful Tasks
Advice-to-Action: Advice-to-Action: Gather, sort, analyze expert advice Gather, sort, analyze expert advice (sources and people) / witnesses (detailed, specific (sources and people) / witnesses (detailed, specific authoritative sources); Test ideas with others (reflect, authoritative sources); Test ideas with others (reflect, react – feedback); Decide on course of action (propose react – feedback); Decide on course of action (propose solution)solution)
Take A Position: Take A Position: Background reading of topic to identify Background reading of topic to identify issues; Investigate possible positions through focused issues; Investigate possible positions through focused sources; analyze feasible positions: pros, cons, sources; analyze feasible positions: pros, cons, evidence; form an opinion, build evidence; Take a evidence; form an opinion, build evidence; Take a position; Prepare an argument; Present the position; So position; Prepare an argument; Present the position; So what? Understand impact of positionwhat? Understand impact of position
Build Background KnowledgeBuild Background Knowledge
It is the beginning of the research task, not It is the beginning of the research task, not the endpointthe endpoint
Foundation for building engaging Foundation for building engaging questionsquestions
Foundation for motivation and interestFoundation for motivation and interest
Who are the early Jazz greats
What is Jazz?
How is Jazz different to my favourite music
When did jazz begin
Jazz jargon
How is Jazz similar to my favourite music
Why is Jazz an important music form
What are important characteristics of Jazz
Main Jazz instruments
Jazz music / musicians I recognize /video clips /podcasts I like
My feelings about Jazz
What next? Questions I want to explore, and why
Read
View
Listen
Connect
I didn’t know that! Questions I have???
I agree / disagree I wonder ….
Developing Background Knowledge, Interest, Developing Background Knowledge, Interest, MotivationMotivation
Topics of Topics of interest to meinterest to me
Intriguing factorsIntriguing factors PositivesPositives NegativesNegatives RankRank1- 51- 5
1.1.
2.2.
3. 3.
4.4.
5.5.
Rank your topics on a scale of 1 – 5 (1 = of Rank your topics on a scale of 1 – 5 (1 = of little interest; 5 = very interesting)little interest; 5 = very interesting)Circle your two most interesting topicsCircle your two most interesting topics
Explain your choice in your Explain your choice in your conference with your class teacher / conference with your class teacher / librarianlibrarian
Choosing Research Topics
Dealing With Conflicting Information to Develop Knowledge
Central Central QuestionsQuestions
Source 1 eg Source 1 eg encyclencycl
Source 2 Source 2 eg Poor eg Poor quality web quality web sitesite
Source 3 egSource 3 egHigh quality High quality web siteweb site
Source 4 egSource 4 egNewspaperNewspaper
Source 5Source 5High quality High quality print sourceprint source
What I can What I can say? say? Evidence for Evidence for my my statement?statement?
whowho
whatwhat
whenwhen
wherewhere
whywhy
howhow
resultresult
A TIME OF BOLD ACTION Edna St Vincent Millay 1892-1950
““Upon this gifted age, in its dark hourUpon this gifted age, in its dark hour
Rains from the sky a meteoric showerRains from the sky a meteoric shower
Of facts, they lie unquestioned, Of facts, they lie unquestioned, uncombined.uncombined.
Wisdom enough to leech us of our illWisdom enough to leech us of our ill
Is daily spun, but there exists no loomIs daily spun, but there exists no loom
To weave it into fabric.To weave it into fabric.””
“It is hard to set in motion what is still, or to stop what
is in motion”