IASL2006

The 2006 IASL Conference

Lisbon, Portugal, 3-7 July

Speaker Topics and Abstracts

Friday 7th July 2006

9.30 to 10.15 -- Research and Professional Papers

P.G.01 -- Maria da Graça Borges Castanho, Professor, Universidade dos Açores (Portugal
Maria da Graça Castanho, PhD, is professor of Methodologies and Didactics of Portuguese at the University of Azores (Portugal). She is making post-doctoral studies at Harvard University and is a researcher of the teaching of the Portuguese language in the USA, responsible for projects of teachers training and culturally relevant materials production. Author of a study on Diplomacy of the European Languages most taught in the USA, she was Counsellor of the Portuguese Government for the USA and Bermuda, at the Portuguese Embassy in Washington, DC, between 2003 and 2005. She coordinated the Portuguese National Plan of Reading, by invitation of the Portuguese Government (2004-2005). Graça Castanho is also author of books for children and young people, and she has published several books and articles in scientific journals.

The role of School Libraries in the teaching of reading across the curriculum
O papel das bibliotecas escolares no ensino da leitura através do currículo
Abstract:
School libraries, at the classroom, as well as at the school level, perform an important role in the promotion of interdisciplinary reading, when put at the service of the interests of the scholar community and the teaching and learning process.
This paper presents part of the results of an investigation on the teaching of reading across the curriculum. Particular attention will be given to the discussion of some concrete activities that teachers of different disciplines can develop in reading, writing and oral expression, with the support of possible materials produced at the school library.

Resumo:
As bibliotecas escolares, quer as de sala de aula quer as da escola, desempenham um papel fulcral na promoção da leitura multidisciplinar, quando postas ao serviço dos interesses da população escolar, bem como das necessidades decorrentes da prática lectiva. Na nossa comunicação, após a apresentação de alguns resultados de um estudo realizado em Portugal sobre o ensino da leitura através do currículo, incidiremos a nossa atenção em actividades concretas que os professores de diferentes disciplinas poderão promover no âmbito da leitura, escrita e oralidade, recorrendo aos possíveis materiais escritos nas bibliotecas escolares.

Conference Programme

R.G.02 -- Lucília Salgado, Professor, Escola Superior de Educação, Coimbra (Portugal)
Lucília Salgado is Doctor on Educational Sciences since 2005 and made her university studies in Geneva (Switzerland), Coimbra and Porto (Portugal). She is a Professor and member of Scientific Board of the Education Superior School, Coimbra (Portugal). Courses: Teachers Training (initial training – professional degree), Social-Education Animators (initial training – professional degree). Research projects: Local Development, Literacy.

Literacy and school success
Literacia e sucesso escolar
Abstract:
This work starts with the social assignment commanded to Social Sciences: to create knowledge that guides the reasons for change proposals to present to Educational System and to Society in general, in order to achieve that all children, at the very moment they enter school, can be able to accede to learning, so they may acquire citizenship developing skills, starting for their school success building.
So, we start this research by searching the answer to the question: how is school failure produced, centred on the non-learning of reading and writing, at the Basic School beginning, and specially among children from illiterate social contexts. This question raises from this hypothesis: according to Constitution principles of democratic States, school is up to create conditions that allow every children learning. If a significant number of children does not succeed in this goal, it may exist inadequate proposals presented to these target-population, leading to the impossibility to access to basic knowledge, acquired since the first school stages, as well to further learning skills development. Nevertheless, attention to community role in education, through different ways, shows increasing importance in researches. Pierre Furter (1983), in his work on Training Spaces proposes, and we share, somehow, his proposal, to search and enrich communities educogenia, identifying and developing the ways used by them to offer education to their citizens: children, youngs, and adults. During our research we identify some learning obstacles as well as we verify the hypothesis within the problem explanation: this non-learning should have effects on schooling achievement, preventing further studies to those who, in the very first years in school, find impossible the knowledge access the educational system proposes.
First approaches of localized studies showed the connection between school success building and literacy level achieved by students during their first 4 years in school. Using several research tools selected from Reading Literacy researching forms International Association of the Evaluation of Educational Achievement IEA has applied, in 1988, among 32 countries, including Portugal, we were able to verify that students, when they enter second degree Basic Schools (10 years aged), presented less than 50% learning skills required, and they repeat at least one year of studies during Basic Education (6-15 years aged), or, the worst part, they left school without finishing this Education degree.
Then, we have the problem of finding what strategies we must be applied to allow educational success to children, creating, since the very beginning of the first Elementary School degree, reading and writing learning conditions
Thus, in 1993, in a small municipality of the Center of Portugal, we follow up a group (coorte) of children that had begun that year their school education process, evaluating, from the first moment, and with Psycogenesis tests on reading ad writing, their raising literacy level: what was their willing to read, what writing and reading representation they revealed, what concepts have they already developed on this social practice.
We intend to present this longitudinal inquiry, in its quantitative, qualitative and intervention aspects, developed during 12 years (1993-2005).

Resumo:
Na génese deste trabalho encontraremos o mandato social feito à investigação em Ciências Sociais, de produzir conhecimento que oriente a fundamentação das transformações a propor ao sistema educativo e à sociedade em geral, no sentido de conseguir que todas as crianças, à entrada na escola, possam aceder às aprendizagens que lhes permitam adquirir competências de desenvolvimento da sua cidadania começando pela construção do seu sucesso escolar. Assim, avançamos nesta investigação com a procura de resposta à questão de saber como se produz, no início da Escola Básica, o insucesso escolar, focalizado na não aprendizagem da leitura e escrita, sobretudo das crianças de meios não letrados. Esta questão parte da hipótese que, de acordo com os princípios constitucionais dos estados democráticos, compete à Escola criar condições à aprendizagem de todas as crianças e que, se um número significativo de crianças não consegue atingir este objectivo, existirá uma desadequação das propostas apresentadas a estes destinatários conduzindo à impossibilidade de acederem aos conhecimentos básicos, apreendidos à partida da escolaridade, ficando-lhes vedadas as aprendizagens subsequentes. No entanto, cada vez mais se tem atribuído atenção ao papel que a comunidade tem vindo, de várias formas, a contribuir para a educação. Pierre Furter (1983) no seu trabalho sobre Os Espaços de Formação lança a proposta, a que não fomos alheios, de procurar e enriquecer a educogenia das comunidades, identificando e desenvolvendo os modos como estas oferecem educação aos seus concidadãos: crianças, jovens e adultos. No decorrer da nossa pesquisa identificámos não só alguns dos obstáculos à aprendizagem como verificámos ainda a hipótese contida na explicitação do problema de que esta não aprendizagem viria a ter consequências na prossecução da escolaridade, impedindo a continuação daqueles que, logo nos primeiros anos de entrada da escola, encontram vedados o acesso ao conhecimento proposto pelo sistema educativo.
Agravando pela situação de crise acentuada pelo desenvolvimento da sociedade do conhecimento, a nossa perspectiva não foi apenas a de conhecer um sistema parado no tempo mas perceber o que nele se perfila de potencialidades e bloqueios face às necessidades sociais, e consequentemente, educativas emergentes.
A realização de estudos localizados tinha, numa primeira abordagem demonstrado a relação entre a construção do sucesso escolar e o nível de literacia conseguido pelos alunos durante os 4 primeiros anos de escolaridade. De facto, a passagem de um conjunto de instrumentos retirados de uma bateria de provas do estudo Reading Literacy que em 1988 a International Association of the Evaluation of Educational Achievement (IEA) realizou, em 32 países, incluindo Portugal, permitiu verificar que os alunos que, à entrada para Escolas do 2º ciclo, revelaram competências inferiores a 50% dos resultados das provas repetiram pelo menos um ano de escolaridade durante o Ensino Básico ou, no pior dos casos, tinham abandonado a escola.
Colocava-se então o problema de saber que estratégias de intervenção desenvolver que permitissem que as crianças obtivessem sucesso educativo criando, à partida, condições de aprendizagem da leitura e escrita à entrada no 1º ciclo do Ensino Básico.
Assim, em 1993, num concelho da Região Centro com elevados níveis educativos à escala nacional, seguimos uma coorte constituída por todas as crianças que e nesse ano entraram nas escolas deste concelho avaliando, à partida, através de provas de Psicogénese de leitura e escrita o seu nível de literacia emergente: que vontade tinham de aprender a ler, que representação demonstravam sobre a funcionalidade da leitura e escrita e que conceptualizações já desenvolveram acerca desta prática social.
No fim do 1º ano de escolaridade avaliamos igualmente a sua competência de leitura e no fim do 4º ano de escolarização qual o nível de literacia que tinham atingido. Foi sendo possível pilotar o (in)sucesso escolar destas crianças durante todo o Ensino Básico relacionando com os níveis de literacia que identificámos à partida. Nos 3 anos seguintes foi possível estudar o seu percurso permitindo a avaliação dos níveis prévios dos 25% de alunos que conseguiram entrar à primeira tentativa no Ensino Superior.
É esta investigação longitudinal, com componentes quantitativas, qualitativas e de intervenção que decorreu durante 12 anos que nos propomos apresentar exibindo os seus resultados estudados.

Conference Programme

P.G.03 -- Jadranka Lasic-Lazic, Professor, Department of Information Sciences, Faculty of Philosophy, University of Zagreb (Croatia)
Jadranka Lasic-Lazic is a Professor of Information Science and the Head of Information Science Department at the University of Zagreb. She is also the former head of a public library in Zagreb and has fifteen years of teaching experience in the field of information and library science. She is the author of several researches and publications on information infastructure, knowledge organization, science classification, general and technological education of librarians and information professionals.

Sonja Špiranec, Research and teaching assistant, Department of Information Sciences, Faculty of Philosophy, University of Zagreb (Croatia)
Sonja Špiranec, M.Sc., is a research and teaching assistant at the Department of Information Sciences in Zagreb. For several years she was a a librarian at the Croatian National- and University library where she was actively involved in creating an user education program and information literacy tutorial.

Mihaela Banek-Zorica, Research and teaching assistant, Department of Information Sciences, Faculty of Philosophy, University of Zagreb (Croatia)
Mihaela Banek Zorica is a PhD student and research and teaching assistant at the Department of Information Sciences in Zagreb. She published a book on school libraries and several journal and conference papers. Main interest areas are knowledge organization, information retrieval, school libraries and education.

Information literacy: the backbone of curricular school reforms of Croatia
Abstract:
In the knowledge society capabilities like informed decision making, managing the information flow and self-directed learning (learning-to-learn) have become a basic tendency of educational processes and systems on all levels. Libraries have always been a part of the educational infrastructure, and the contemporary context strengthens this position, encompassing transformations of content offered, the media used, the audience focused on and the overall relevance for the society. The result of the described shift is the worldwide known concept of information literacy. The paper will examine how new information and educational environments are build in an EU candidate country, Croatia, and weather information literacy is an integral element of the launched strategies and reformal efforts. A crucial element for the intended transformations is the educational sector, which is thriving for curricula modifications, but also for reconceptualizations of pedagogical processes with a focus on student-centeredness and the quality of education. The authors will investigate information literacy perceptions in the Croatian school library environment, specifically in relation to computer literacy, and the actual current state of influence of libraries on the creation of constructivist classrooms. The results of this study will be analysed in the light of contemporary features of Croatia’s information and educational policies and strategies, specifically regarding the weight of information literacy in the eyes of the educational system, the labour market and the wider social concept.

Conference Programme

P.G.04 -- Gert Larsen, Principal of the Pedagical Center in Albertslund (Denmark)
From 1996 to 2004, Gert was Deputy Principal of the Pædagogisk Center (Teachers Learning and School Library Resource Centre) in Albertslund, Denmark, and from 2004 appointed to the post of Principal of the centre. 1988 member of the executive board of the Danish Association of School Librarians. 1992 - 1999 Chairman of the Danish Association of School Librarians. 2001 President of the Nordic Association of School Librarians. Since 1998, Gert has undertaken a role as assistant co-ordinator for the SLAM and GrandSLAM projects and for many years he has be a given lectures, advisory lessons and work shops on school library and information centre management.

Per Fagerland, Norway, Educational adviser at Karmøy Pedagogisk Senter, Educational Advisory Service (Norway)
Per is experienced in the use of ODL and trans-national projects and for many years he has be a given lectures, advisory lessons and work shops Learning styles and classroom management. Since 1998 Per has undertaken a role as co-ordinator for the SLAM and GrandSLAM projects.

Slam and GrandSlam - Transnational European School Library Development
Abstract:
Slam & GrandSlam projects 1998 - 2005 SLAM saw the development of basic school libraries to become full scale multi media resource centres within their school sites, supporting and extending work through the curriculum by enriching the learning experience. GrandSLAM took the concept further, developing the multi media resource centre into a fully fledged learning resource centre encouraging the introduction of new learning styles and project/enquiry based methods and embedding these within curriculum practice and purpose. Through these developments the projects were able to demonstrate the importance of the original Comenius vision, uniting words, pictures and other media resources to encourage more complex learning and understanding. The success of the methods and practices of SLAM and GrandSLAM were apparent in the success of the conferences organised by the projects. Bringing together over 50 delegates to learn about new learning styles, school library management and project based methods they kindled a new awareness across the eight partner countries. The SLAMIT project 2005 – 2008 seeks to extend the work of these two earlier successful projects and to make the experience, knowledge and practice developed within these available to a far wider European audience. The project seeks to offer three annual conference events targeted at teachers, school librarians, headteachers and other education professionals and managers, local authority managers and others with responsibility for education policy and provision. The outcomes of these events will be a new cohort of education professionals willing to develop their local provision and acting as beacon sites to initiate changes throughout their local, regional and national provisions.

Conference Programme

R.G.05 -- Ray Lonsdale, Reader in Information Studies, Department of Information Studies, University of Wales, Aberystwyth (UK)
Chris Armstrong, Managing Director, Information Automation Limited, Aberystwyth - Wales (UK)

A study of information literacy initiatives between secondary schools and universities in the United Kingdom
Abstract:
An initial investigation into the collaborations taking place between UK secondary schools and universities in the provision of information literacy skilling relating to the use of e-resources was conducted in 2002. It was funded by the Joint Information Systems Committee which is responsible for information and communications technology in higher and further education. This paper reports on a further phase of this work, which commenced in late 2004 and ended in Summer 2005. The second phase – a detailed investigation of practice – comprised a combination of quantitative and qualitative research. As a precursor to a qualitative study, a survey of all university libraries in the UK was undertaken using an e-mail questionnaire to identify the incidence of current collaboration, and university libraries for the case studies. Face-to-face and telephone interviews were conducted with the university librarians, and an analysis was undertaken of teaching and learning materials.
With respect to general incidence of provision, the survey revealed that over 40% of the university libraries which responded to the questionnaire have some form of link with local secondary schools. Within these, training in information skills offered to: pupils (60%); teachers (28%); and school librarians (16%). Five types of training for school pupils were identified: Access to, and informal support for, e-resources; Developmental information skills programmes; Information literacy skills projects; Day- and summer-training programmes; and Online information literacy skills packages.
The research revealed at least seven distinct positive aspects of cross-sectoral collaboration for school pupils, and delineated the major constraints to the organisation and administration of programmes. A fundamental lack of understanding of the respective roles of secondary and higher education librarians was evident, and a range of issues to be addressed by librarians in both educational sectors was identified. A set of strategies for enhancing collaboration and suggestions for further research are offered.

Conference Programme

10.15 to 11.00 -- Research and Professional Papers

P.G.06 -- Boemo Nlayidzi Jorosi, University Lecturer, Dept. of Library and Information Studies, University of Botswana, Gaborone
Formerly a practising librarian, Dr Jorosi is a lecturer in the Department of Library and Information Studies at the University of Botswana. He is a holder of BA, MA and PhD from the University of Botswana, Sheffield, and Strathclyde respectively. His research interests centre on school library management, reference and information services, user studies and business information.

Goitsemang Gladness Isaac, Librarian, Library Services, University of Botswana, Gaborone
Mrs G. G. Isaac is a practising Social Sciences Librarian at the University of Botswana. She is a holder of BA (Social Sciences) and MIS conferred by the Universities of Botswana and Natal (South Africa) respectively. Her research interests centre on information literacy teaching skills, user education and political studies.

The teaching of information literacy skills among junior school students: an exploratory survey of schools in the South East region of Botswana
Abstract
Over the past four decades or so, information literacy has been catapulted to the fore in the educational landscape as a survival skill that twenty-first century students out to possess for lifelong learning. In fact, information literacy skills are now seen as an integral part of the modern school curriculum. In the Republic of Botswana, government has consciously embraced the information literacy skills movement via Vision 2016 and the Revised National Commission of Education, both of which echo the value of information in life-long learning. As a first step towards the broad of objective imparting information literacy skills, government has built a network of community junior secondary schools (CJSS) and each school boasts a dedicated school library. Each library is staffed by a trained teacher-librarian although in situations where teacher are not available, the responsibility of running the school library shifts to the teacher of English. However, the vast majority of students that enter secondary schools lack basic information literacy skills, largely because the primary schools, from where they come do not possess school libraries. Although the CJJS , as first contact point between students and libraries provide a rich setting to investigate the development of information skills, no studies were found in the professional literature that deal with the teaching of information literacy skills in Botswana’s junior education system. Therefore the purpose of this study is to investigate the teaching of information literacy skills in selected secondary schools within the South east District. Data will be gathered via mailed questionnaires to teacher-librarians (N=15) and/or teachers of English. Additional data will be collected through face-to-face interviews. Upon completion of the data collection process, data will be fed into the Excel for analysis. Finally, a project report will be produced for presentation at the Portugal Conference.

Conference Programme

P.G.07 -- H. Inci Onal, Associate Professor, Department of Information Management, Faculty of Letters - Hacettepe University Ankara (Turkey)
Dr Önal is an Associate Professor at Hacettepe University, Department of Information Management, Ankara – Turkey. She holds a BA, MLIS., and Ph.D. in library and information science. Dr. Önal has also worked as a lecturer and advisor in the Ministry of National Education. Her research focus is on school librarianship, the information–seeking behaviour of children and young adults, archives, and evaluation of information services. In 2004, she received the Takeshi Murofushi Research Award given by IASL.

The national policy on teaching information literacy skills
Abstract:
At present, school library services do give adequate support to the teaching and the learning process. In order to equip students and teachers with the information and skills required, educational institutions and libraries have the primary responsibility for providing the users with these skills.
School libraries are ineffective and do not strengthen the library’s role as a dynamic factor in the advancement of education system in Turkey. Students need to read a variety of printed media, to review and listen to different non-print materials, to develop personal skills in using computers, and to have access to information related to the curriculum. Recently, particular emphasis has been placed on instructing users in information literacy, defined as the ability to access, evaluate, and use information effectively while understanding the legal, ethical, and social issues involved. This type of information literacy program is particularly important for the development of the national policy in education system because students and teachers who lack information literacy proficiency cannot use information intensively.
The objectives of this research are to :

  1. Present the most complete chronological overview of studies on information literacy conducted in Turkey;
  2. Explore the positive and negative impacts that the National Policy on education will have on the development of school library services in Turkey;
  3. Analyze the current status and usage of information literacy programs in Turkish school libraries;
  4. Describe the strengths and weaknesses of these programs;
  5. Evaluate the effectiveness of information literacy programs;
  6. Discuss the problems and challenges of creating and implementing information literacy programs.

Based on survey method, data was gathered through interviews and literature analysis. In conclusion while this study revealed that students had some difficulties in terms of information literacy skills it also evaluated the Turkish National Education Policy on information literacy applications.

Conference Programme

P.G.08 -- James E. Herring, Lecturer in Teacher Librarianship, School of Information Studies - Charles Sturt University, Wagga Wagga (Australia )
James Herring is the author of 9 books on school librarianship, information literacy in schools and the use of the internet in schools. James has taught in universities in the UK and Australia and has been involved in a number of research studies relating to information literacy. He is the designer of the PLUS information literacy model which has been used in schools in the UK, Australia, New Zealand and South Africa. James has presented conference papers and workshops in the UK, Australia, Canada, USA, Portugal, Belgium, South Africa and New Zealand. His current research is investigating the extent to which students transfer information skills over time and between subjects in schools.

A critical evaluation of year 7 students’ reflections on the use of information skills when completing a curriculum related project.
Abstract:
While there have been a large number of books, articles and reports on information literacy in schools, there is a lack of empirical evidence in relation to the use of information literacy models in schools, Wolf (2003) and Herring, Tarter and Naylor (2000 and 2002) being exceptions. The purpose of this study was to examine students’ reflections on the information skills process following the use of an information skills scaffold (the PLUS model) during the completion of an assignment in a secondary school in the UK. Data was gathered via a post-assignment questionnaire given to students. Results show that students’ confidence was variable at the start of the assignment; that students found the completion of a concept map to be generally helpful; that students generally found that completing a concept map had little effect on confidence; that students did use the concept map when searching for information; that students used a range of print and electronic sources of information; that students’ preferences for using particular types of resources included both print and electronic sources; that students found the PLUS model to be helpful with their project; and that most students were prepared to consider using the model when completing future assignments.

Conference Programme

P.G.09 -- José Antonio Merlo Vega, Subdirector, University of Salamanca, Germán Sánchez Ruipérez Foundation, Peñaranda de Bracamonte, Salamanca (Spain)
José Antonio Merlo Vega is the Deputy Director in the Center for Sociocultural Development of the Fundación Germán Sánchez Ruipérez. His duty is the coordination of the public library, the management of several cultural activities, and the research about libraries and reading promotion. He is a Library and Information Science lecturer in Salamanca University (Spain). He has published numerous works and articles about libraries and he has joined, as a speaker, national and international conferences. He belongs to the scientific committee of Spanish professional journals.

School libraries, information literacy and reading promotion initiatives in Spain
Abstract:
School libraries in Spain have evolved in a very quick way in the last years. The education administrations are approving policies of school libraries development, and this made that the school libraries situation in Spain has improved a lot. In this paper four aspects different about school libraries in Spain are studied: current situation, plans for reading promotion, activities about information literacy and future initiatives that will improve the situation of the school libraries in Spain. As a group, is obtained a very complete state of the art. Firstly a report of the current situation of the school libraries in Spain is made. It offers data on the school libraries in different Spanish regions, offering the special characteristics for each area. Spain has got different education authorities. It is analyzed the integration of the library in the educational system, the financial funding, the resources and the administration. It also offers results from a study carried out in 2005 in libraries. In second place, the different plans approved in Spain of promotion of the reading will be studied. The school library is present in many of these plans. In this work a summary of the role of school libraries in the policy of reading promotion is made, so much national, as regional. Also, in third place, the work analyzes the initiatives about information literacy that are being made in Spain. As a conclusion, this paper offers a complete vision of the current situation of school libraries in Spain. The report informs of the main data about school libraries and most outstanding initiatives that have taken place in the last year or those which will be carried out in Spain.

Conference Programme

P.G.10 -- Amália G. Bárrios, Teacher, Calouste Gulbeankian Foundation, Lisbon (Portugal)
Amália Bárrios is a school teacher and also lectures in the context of teachers continuous training. She coordinates the THEKA Project, a program of the Calouste Gulbenkian Foundation for the training of teachers in order to develop school libraries.

To develop the School Library is to promote learning
Desenvolver a Biblioteca Escolar é promover aprendizagens
Abstract:
What does it mean nowadays to develop the School Library? A variety of different elements, such as library collections, new technologies, informational systems, rules and regulations, infrastructures, staffing, resources, are important to ensure the normal functioning of the School Library. But, are they enough to ensure quality? Today’s schools challenges demand Schools Libraries interventions that require teacher education processes involving not only the school librarians but, in different ways, all the teaching staff. Teacher education processes oriented towards creating and developing teaching and learning contexts, in order to achieve the educational goals of a nowadays knowledge and information society. Such contexts do engage all the school community in the development of shared co-constructions, which include but move beyond the School Library organization or the usual classroom activities. As a knowledge space, not only as an information place, SL is a dynamic means, which foster multiple ways of teaching conducive to multiple ways of learning. It is a vital means, which do make a tangible difference to student learning, preparing them to be self-confident in today’s complex world. Difference based upon the development of new competencies, new understandings, new perspectives, new skills and values, in the search and use of information to construct significant knowledge. The great importance of SL must be perceived through educational research data, which should produce research evidence, not just about resources and means, but on the School Library mainstream: Learning.

Resumo:
Que significa hoje desenvolver a Biblioteca Escolar? Elementos diversificados, como fundos documentais, gestão de colecções, novas tecnologias, sistemas de informação, conexões em rede, programas de animação, serviços, normas e regulamentos, infra-estruturas, recursos, são fundamentais e determinantes para o normal funcionamento da BE em todos os níveis educativos. Serão, no entanto, elementos suficientes para garantir a qualidade da intervenção da Biblioteca Escolar? Perante os desafios que se colocam à escola actual, a qualidade da acção da BE implica práticas adequadas de formação de todos os professores e, de forma diferenciada, dos responsáveis pela sua gestão e dinamização. Formação orientada para criar e desenvolver contextos de ensino e aprendizagem em consonância com as metas da educação na e para a sociedade da informação e do conhecimento, contextos estes exigindo de toda a comunidade escolar uma co-construção partilhada, a qual inclui, mas largamente ultrapassa, a organização da BE e as actividades da sala de aula. Enquanto espaço de construção de saberes e não apenas como local de informação, a BE constitui um meio dinâmico privilegiado para desenvolver múltiplas formas de ensino, conducentes a múltiplas formas de aprendizagem. Trata-se de um meio vital que marca uma diferença tangível na preparação dos alunos, capacitando-os para agirem com confiança na complexa teia de interacções do mundo que os rodeia. Diferença que se concretiza na promoção de novas compreensões, perspectivas, competências e valores; na pesquisa e no uso da informação para produzir conhecimento. A importância fulcral da BE tem de ser posta em evidência através da investigação educacional. E o campo da investigação deve privilegiar, não tanto os recursos e meios, mas a sua principal missão: promover Aprendizagens.

Conference Programme

9.30 to 11.00 -- Workshops

W.G.11 -- Julie Granger, Teacher Librarian, Kanahooka High School (Australia)
Julie began teaching English, History and Art at Catholic schools in Sydney, Australia in the 1970’s, specialising in teaching senior Ancient History. During that time she was fortunate to be taught by the foremost Australian Art historian, Bernard Smith and to travel with him on a study tour of Italy where the wealth of literary allusion in the visual arts began a life-long interest in the bases of cultural literacy. In 1980, she also travelled with Alexander Cambitoglou, then Professor of Archaeology at Sydney University, to Greece and the Aegean to study, first hand, the contributions of the Ancient Greeks to cultural literacy. Theories developed during those trips were applied in the teaching of literacy in English lessons. In the mid 1980’s Julie trained as a Teacher Librarian and continued the teaching of Literacy in that broader role. She is currently employed as Teacher Librarian in the New South Wales Public School system at Kanahooka High School where the “quest” for literacy has become a “battle” in recent years.

Allusion, Illusions and Learning: integrating story into the broader curriculum
Abstract:
Workshop presentation based on the following: Integrated learning; Critical literacy; Literature/ reading promotion.
The workshop will be a visual presentation covering the rationale for a unit of research that involves integrated learning/curriculum and concentrates on critical literacy. The presentation will also involve a complete example unit and accompanying course booklet. Participants will be involved in a hands-on evaluation of the unit presented and assess its suitability to adapt to other “core literature genres”. The unit of work involves the “multiple faces of literacy: Reading. Knowing. Doing.” at the practical teaching level.
I have long held the belief that Literacy levels can be significantly affected by ignorance of allusions to literature, in what is read. Not only have many parents stopped reading to their children the traditional bedtime story, but also many of those who continue to do so have substituted the old favourites for some of the new and often wonderful, picture books currently available. Modelling reading is great for encouraging in children the desire to read, but other patterns can be set down at the same time by choosing to read, at least some of the time, the “core genres of literature”, which I believe, are critical to the development of the literate individual.
This workshop aims to use some of these texts as vehicles for learning, not only about the texts themselves, but also about their wider cultural significance. To try to place everything examined in a meaningful context and to provide opportunities for students with diverse learning styles to enjoy the unit and to succeed. My aim is to make classic stories the integrating vehicles for learning, and so change them from literary illusions to allusions once more.

Conference Programme

Last Updated 11 June 2006 (KSB)