IASL2006

The 2006 IASL Conference

Lisbon, Portugal, 3-7 July

Speaker Topics and Abstracts

Wednesday 5th July 2006

10.30 to 11.45 -- Research and Professional Papers

P.C.01 -- Johnny Hou, Director of Library, National Lotung Senior High School (Taiwan)
Johnny Hou, Director of Library at Lotung Senior High School in Taiwan, has served as librarian for over ten years. He has taught as a teacher for twenty years. His major interest lies in developing better reading environments for readers. He also joined 2005 IASL in Hong Kong and presented another paper meanwhile.

Promotion of campus reading programs
Abstract:
Taiwan is one of the several Asian countries which highly value the advance to a higher education. Students feel so heavy about study pressure that they seldom get the chance to go to the library. But in the past ten years, our school library tried hard to further the possibility of improving learning environment and developed the model of organizing reading groups. Until now, we are happy to hear the sound of reading in the school campus and the society. Experienced for ten years, we might have seen our prospect or difficulty, but we do believe wherever you stepped over, it must be left the track. It is obvious that the organization of class reading group has been developed in the campus. The encouragement of reading is always one of the most important tasks in our school library. But we also encounter some difficulties and limitations. Therefore, the text tries to share our past experiences with the public ; we much hope to submit a new prospect and work hard together with the same trade to build up a better ideal reading environment.

Conference Programme

R.C.02 -- Bernardete Campello, Professor, Federal University of Minas Gerais (Brazil)
Bernardete Campello is a Professor in the School of Library and Information Science at Federal University of Minas Gerais - Brazil where she coordinates the Research Group on School Libraries. She is one of the translators to Portuguese of Carol Kuhlthau’s book School librarians grade-by-grade activities program: a complete sequential skills plan for grades K-8.

Possibilities for implementation of information literacy programs in Brazilian school libraries: information skills in the National Curricular Standards
Abstract:
An analysis was made of the Brazilian National Curricular Standards for basic education in order to identify skills related to information literacy, using AASL Information Power as basis. The objective was to investigate the extent to which these skills are represented in the Brazilian educational policy document and if they are viewed as integral part of student’s comprehensive literacy. The analysis showed that NCS include the basic information literacy skills (to access, evaluate and use information). Emphasis on independent learning by means of a variety of information resources is present in the document as well as issues regarding social responsibility. So, there is a positive perspective for information literacy programs to be developed in Brazilian schools in the context of the official curricular guidelines.

Conference Programme

P.C.03 -- Maria de Lourdes Dionísio, Professor and literacy researcher, Instituto de Educação e Psicologia, Universidade do Minho, Braga (Portugal)

School library as an educational spot for the “teacher-reader” / A biblioteca escolar como lugar de formação do “professor-leitor”
Abstract
Due to the sophisticated textual practices of today, that imply an almost continuous reinvention of what it means “literacy” and “to be literate”, the transformation of the school library into the “nucleus of the life of the school” (Veiga et al., 1997), a kind of “heart” from and to where all knowledge is conveyed, is a more than ever justified wish.
For this necessary transformation, the presence of students and the work of the teachers’ librarians are not enough. The possibility of becoming that “heart” demands the awareness from the part of all teachers that the library is not only a place where students must go because of some homework. Quite the contrary. Without the school library there is no way for the urgent redefinition of the meanings of “to teach” and “to learn” required by the technologisation of language and literacy (Luke & Kapitzke, 1999). But this process begins much before the students enter the library. It begins with all the teachers if they are supposed to plan for literacy learning and to implement new objects and ways of learning.
In this paper, in a first moment, I will discuss the school library as a place broader than the Resource Centre at the service of students, but also as the spot where the teachers both as professionals and as readers meet there needs. If for this to be accomplished it is necessary to begin from where it begun with students – motivation – than the Teachers’ reading club may be an answer. This strategy may a way, among many others, to start the readers community the teachers must belong if they are to be agents of educational change.
References:
Veiga, I. (coord.); Barroso, C.; Calixto, J. A.; Calçada, T. & Gaspar, T. (1997). Lançar a Rede de Bibliotecas Escolares. Lisboa: Ministério da Educação.
Luke, A. & Kapitzke, C. (1999). Literacies and Libraries: archives and cybraries. Curriculum Studies, Vol. 7, Nr. 3, pp. 467-491.

Resumo:
Num mundo em que a produção e acesso ao conhecimento passam por práticas textuais sofisticadas que obrigam a uma contínua re-invenção dos conceitos de literacia e “ser letrado”, a aspiração à transformação da biblioteca escolar em “núcleo de vida da escola” (Veiga et al., 1997), em coração de e para onde flui todo o conhecimento faz cada vez mais sentido.
Os agentes desta transformação não podem ser, sabemos, exclusivamente os alunos e os professores bibliotecários. A possibilidade de participar na revisão profunda do que significa ensinar e aprender, requerida, entre muitas outras coisas, pela tecnologização da linguagem e da literacia (Luke & Kapitzke, 1999), e para a qual a biblioteca, enquanto “núcleo”, visa contribuir, obriga à consciência, por parte dos professores e das professoras, de que a biblioteca não é apenas um lugar onde os alunos devem ser habituados a ir buscar informação para os trabalhos propostos pelos seus professores. Pelo contrário. A transformação da biblioteca em “núcleo da actividade educativa” tem de começar muito antes dos alunos irem à biblioteca.
Nesta intervenção, explorarei, em primeiro lugar, as possibilidades de a biblioteca escolar ser um lugar que acolha os professores e as professoras na sua dupla qualidade: a de profissionais e a de leitores/leitoras e, neste sentido, ser por eles apropriada como mais do que um “Centro de Recursos” ao serviço do aluno.
A partir das exigências que se colocam aos profissionais do ensino enquanto agentes de literacia e multiliteracias (não exclusivamente, o/a professor/a de língua), discutirei o papel que a biblioteca pode desempenhar neste domínio.
Se para isso, uma das condições for começar por onde se começou com a população de alunos, então, o Clube de leitura dos professores pode ser uma forma de a biblioteca ser para o/a professor/a não apenas um CRE, mas um espaço cultural, catalizador de uma “comunidade de leitores” (mesmo no sentido em que esta tem sido entendida por várias agências de promoção da leitura), capaz de articular as dimensões profissional e leitor.
Referências:
Veiga, I. (coord.); Barroso, C.; Calixto, J. A.; Calçada, T. & Gaspar, T. (1997). Lançar a Rede de Bibliotecas Escolares. Lisboa: Ministério da Educação.
Luke, A. & Kapitzke, C. (1999). Literacies and Libraries: archives and cybraries. Curriculum Studies, Vol. 7, Nr. 3, pp. 467-491

Conference Programme

P.C.04 -- Helen Boelens, Chief Librarian, Kalsbeek College, Woerden. The Netherlands.
The author is also a PhD research student at the School of Lifelong Learning and Education, Middlesex University in London, and a founding member of the European Network for School Libraries and Information Literacy (ENSIL)

Specific information literacy instruction, in several different languages, for pupils studying for university entrance examinations: School Library and Information Centre, Kalsbeek College, Woerden, The Netherlands
Abstract:
The purpose of this paper is to describe the instruction in specific information literacy skills, in several different languages, for final examination pupils, which has taken place during 2005. This instruction is part of a matrix for information literacy instruction, for pupils aged between 11 and 18 years of age, which takes place in the School Library and Information Centre. The instruction which will be described in this paper is important for the following reasons:

  1. It is interdisciplinary. This means that is not applicable to one specific school subject, but covers a number of different school subjects.
  2. The importance of language. This instruction teaches pupils to look for information in a number of different languages. Pupils at the Kalsbeek College speak Dutch as their mother tongue, a European language spoken by approximately 19 million people. The school leaders believe that, because of the enormous diversity of information which is available in the world today, in many different languages, it is very important that pupils learn to search for and find information in different languages. Pupils at the Kalsbeek College receive instruction in up to 5 different languages.
  3. This instruction is carried out by the Chief Librarian.
  4. The school leadership believes that this instruction helps to prepare pupils for tertiary education.
The school supports the concepts of individual learning and information literacy, as tools for lifelong learning.

Conference Programme

P.C.05 -- Shu-Hsi Hsieh, Director of Library, National Jhongli Home Economics and Commercial High School
Sheng-Lung Li, Director of Library, tional Jhongli Commercial High School

Discussing the theory and practice of Propelling Class from the aspect of knowledge management
Abstract
In the 21st century, knowledge economy has been growing rapidly. In order to strengthen knowledge competitiveness and face the international competition of the new century, Taiwan should achieve the educational goal of lifelong learning, widely build up learning organizations, foster citizens who can learn through lives, and positively give impetus to whole people reading program. To meet the coming of learning society, knowledge management has become the key to tap the treasury of library-using education. Knowledge can be fully developed only by close sharing and intellectual interchange. Thus, it can diffuse effectively.
Reading and pursuing knowledge are the motive power of working out one’s potentialities and inciting creative thinking. “Knowledge is power” is a wise saying of Francis Bacon, a British philosopher. He also stated, “Histories make men wise; poets, witty; the mathematics, subtle; natural philosophy, deep; moral, grave; logic and rhetoric, able to contend.” This statement brings out very profound meanings. It verifies that reading can not only absorb the essence of books, but broaden one’s general knowledge. The British Education Secretary, David Blunkett, said, “Turning the pages of a book is to open a window on the world. Books are the foundation on which other learning can be built.” The saying well indicates that reading is the communication between mind and mind. It is also a valuable secret of being vigorous and keeping away from loneliness.
Class reading club is a place where one can further extend knowledge, achieve self-fulfilment, and happily learn and share with others. By applying the mechanism of knowledge management, the library is responsible for dividing duties to all the teachers and students. Through the mutual help within the organization, the procedure of knowledge-sharing can carry on, and then a learning organization of a school with creative power can be constructed.

Conference Programme

R.C.06 -- Elizabeth Probert, Lecturer, School of Language, Literacies and Communication, Faculty of Education - University of Auckland (New Zealand)
Elizabeth Probert is a trained teacher librarian who taught at a large Auckland secondary school before taking up her present position as lecturer at the Faculty of Education, the University of Auckland.
She has directed one the first three-year Ministry of Education ICT Strategy contracts to provide ICT PD to the staff of a cluster of six local schools and has presented workshops and seminars at conferences here and overseas. She is a past president of the School Library Association of New Zealand Aotearoa (SLANZA).

An investigation into the teaching of information literacy skills by teachers in New Zealand secondary schools
Abstract:
There is very little research looking at how much teachers from any country actually know about information literacy and at how they develop information literacy skills with their students. This contrasts with the increasing number of research projects in recent years which focus on the influence that school libraries, teacher librarians and/or library media specialists have on student learning. For some time international government and educational bodies have recognised that all citizens need skills and processes to enable them to become information literate. This is also true in New Zealand where as the New Zealand Curriculum Framework states that all students should develop information skills. This paper reports on findings from a research project which investigated the understanding, knowledge and teaching of information literacy processes of secondary teachers from five urban co-educational state secondary schools situated in a variety of socio-economic areas. The inclusion in the national senior school qualification, National Certificate of Educational Achievement (NCEA) of achievement standards requiring the use of some or all of a research process has placed more emphasis on the need for New Zealand secondary schools students to become information literate. It could be expected then that New Zealand secondary teachers have a good understanding of the concept of information literacy and are explicitly teaching these skills in order to develop information literate students at all levels as well as preparing senior students for assessment requirements. However there is little research in New Zealand which has tested this assumption. Similar calls for more professional development in the area of information literacy skills have been heard in other countries and it seemed timely therefore to investigate more closely the situation with New Zealand secondary teachers.

Conference Programme

11.45 to 12.30 -- Research and Professional Papers

P.C.07 -- Claudia Maria Rodrigues Alonso, Master Student, University of São Paulo (Brazil)
Cláudia Alonso teaches Portuguese Language and is a master student at the Faculty of Education of the University of São Paulo, Brazil.

School Libraries in Brazil: what do the official documents tell us?

Conference Programme

P.C.08 -- Amanda Jane Gough, School librarian, Kellett International School (Hong Kong)
Amanda Gough is a school librarian who has worked in the field of both school and public librarianship over a period of 12 years. She has worked in inner city high schools in the North West of England, including a dual use library. She is currently the school librarian at Kellett International School in Hong Kong, an independent British primary school.

Utilising networks in the field of school librarianship
Abstract:
We are all aware how isolating the role of a school librarian can be. In this paper I will discuss how we can build and cultivate networks both within and outside school to form a harmonious environment that will ensure that encouraging the reader is first most in our minds. I will discuss how some networks have worked in one situation and if it is possible to make the networks work in all situations?

Conference Programme

R.C.09 -- Chiu-Hsia Lan, Director of Library, National Yang Ming Senior High School (Taiwan)
Chiu-Hsia Lan is a Chinese teacher and library director of National Yang Ming senior high school, devoted to the operation and management of library in a senior high school for six years, she is a consultant of the third northern district guiding team of library of senior and vocational high school nationwide. She holds great interest in reading activities and enjoys her job.

Shieh, Jiann-Cherng, Associate Professor, Graduate Institute of Library & Information Studies, National Taiwan Normal University (Taiwan)

Library Practice Patterns in Community High Schools Project
Abstract:
One of the main goals of the Community High Schools Project (CHSP), proposed by Taiwan Ministry of Education, is to integrate local resources to create an effective learning community. This concept in many ways echoes the goals of many public libraries to establish an adequate mechanism for inter-library cooperation. This paper examines the roles of high school libraries in the CHSP and recommends several initiatives for library practices. This paper also explores the possibility of expanding the libraries’ services to the surrounding communities and surveys the local community’s expectation on the high school libraries.
We conduct extensive surveys targeting all high school library managers in Taiwan, as well as 13 local mayors of Taoyuan County. Based on the analysis of the survey, the paper reached the following conclusions.

  1. More than 60% of the high school library managers agree with the CHSP.
  2. The Academic Dean’s offices in most schools are responsible for implementing the Community High School Project, and the library personnel typically play a supporting role in such implementation. The most cited difficulties in the implementation are inadequate funding, lack of personnel, and lack of interests among readers.
  3. Among the library managers, the most cited activities used to implement the CHSP includes joint research and studies, joint personnel training, and cosponsoring talks and workshops. The most cited potential activities to serve the local communities are joint forum for discussion of music and films, joint book exhibitions, and joint workshops, conferences, and book exchange. These differ quite significantly with local mayors’.
  4. More than 70% of the library managers are willing to provide services outside of their campus. The most cited activities are adult education, community-sponsored speakers and forum, and community resource database. These are also similar to local mayors’.

Conference Programme

P.C.10 -- Maria José Moura, Director of Library Department, Portuguese Institute for the Book and Libraries - IPLB (Portugal)
Maria José Sabino Moura is graduated in History and Philosophy and post-graduated in Librarianship and Archives by the University of Coimbra. She is Director of the Libraries Department of the Portuguese Institute for the Book and Libraries (Ministry of Culture) since 1987 and coordinated the working group that created the program that launched the Public Libraries National Network.
Between 1989 and 2004 she was Vice-President of the High Council for Libraries. Previously, she was Librarian and Director of the Documentation Services of the University of Lisbon, lecturer of the Post-graduation in Documentation Sciences of the Universities of Lisboa and Coimbra, General Coordinator of the National Inventory of Mobile Patrimony and National Delegate at the PGI/UNESCO.
She is founder and Honorary Fellow of BAD - Portuguese Association of Librarians, Documentalists and Archivists, and was President of its executive committee and General Assembly. She was also president of the National Focal Point - Telematics for Libraries Program (1989 – 1999) and member of the Information Society Forum (Brussels, 1996 – 2000), of the European Comission.
Maria José Moura was as well member of the Standing Committee of IFLA – Public Libraries (1991 – 99) and Library Buildings and Equipment (1999 – 2005).
She received a national honour - Ordem do Mérito (1994) – and received in Amesterdam the International Book Award 1998, of the International Book Committee, under an IFLA proposal.

Maria José Sabino Moura, Licenciatura em Ciências Históricas e Filosóficas. Curso de Bibliotecário – Arquivista (UC).
Directora de Serviços de Bibliotecas / Instituto Português do Livro e das Bibliotecas / Ministério da Cultura, desde 1987, tendo presidido ao Grupo de Trabalho responsável pelo Programa RNBP – Rede Nacional de Bibliotecas Públicas.
Anteriormente:
Vice-Presidente do Conselho Superior de Bibliotecas (1989 – 2004). Bibliotecária e Directora do Serviço de Documentação da Universidade de Lisboa (1968 – 1987). Docente dos Cursos de Especialização em Ciências Documentais das Universidades de Lisboa e de Coimbra (1982 – 1995). Coordenadora Geral do Inventário do Património Cultural Móvel (1991 – 1997). Delegada Nacional PGI/UNESCO (1997 – 1999).
Presidente do National Focal Point - Telematics for Libraries Program (1989 – 1999). Membro do Information Society Forum (Bruxelas) (1996 – 2000), da Comissão Europeia.
Publicou vários trabalhos no domínio da sua especialidade. Presidiu e/ou integrou a comissão organizadora de diversas conferências nacionais e internacionais do sector, tendo também apresentado comunicações em muitas outras.
Sócia Honorária e fundadora da BAD – Associação Portuguesa de Bibliotecários, Arquivistas e Documentalistas, Presidente do Conselho Directivo Nacional (1982 – 86) e da Assembleia Geral (1986 – 90 e 2005 - ). Membros dos Comités Permanentes da IFLA – Public Libraries (1991 – 99) e Library Buildings and Equipment (1999 – 2005).
Foi condecorada com a Ordem do Mérito (1994) e recebeu em Amesterdão o Prémio Internacional do Livro 1998, atribuído pelo International Book Committee, sob proposta da IFLA.

António Maria Braga, Architect, IPLB Consultant (Portugal)
Architect graduated in 1990 by the University of Lisboa.
He is author or co-author of public buildings with cultural functions, such as: the Mesquita and the Islamic Cultural Centre in Lisbon, the National Film Archive – ANIM, the “Cinemateca Portuguesa”, the Archaeological Museum of S. Miguel de Odrinhas, the Largo do Senado, the Tea Pavillion and Garden Library of the “Canal dos Patos”, in Macau, etc.
Since 1987 he’s a consultant of the Portuguese Institute for the Book and Libraries for the Public Libraries National Network and also for the Bibliographical network of the “Lusofonia” (Portuguese speaking countries).
Since 2004 he is consultant of the Municipality of Sintra for the Cultural Landscape of Sintra – UNESCO World Heritage, integrating the team of the architect Leon Krier. He is a member of the ICOMOS - International Council on Monument and Sites and publishes regularly about architecture and urbanism. In 2002 he received the “Prix Européen d’Architecture Philippe Rothier pour la Reconstrution de la Ville – Session 2000 – Mention”, for a group of buildings projected for Odemira.

Arquitecto licenciado em 1980 pela Escola Superior de Belas Artes de Lisboa, exerce como profissional liberal desde 1980, tendo fundado em 1990, com o arquitecto Alberto Castro Nunes, a sociedade ACN & AMB, Arquitectos, Lda.
De entre os projectos de que é autor ou co-autor destacam-se edifícios públicos de carácter cultural, nomeadamente: Mesquita e Centro Cultural Islâmico em Lisboa, Arquivo Nacional das Imagens em Movimento – ANIM, Cinemateca Portuguesa, Museu Arqueológico de S. Miguel de Odrinhas, Escola de Recuperação do Património de Sintra, Museu e Oficina/Escola da Fundação Ricardo Espírito Santo Silva em Lisboa, Paços do Concelho de Odemira, Tribunais Judiciais de Vila Nova de Foz Côa e da Sertã, Auditório Municipal de Reguengos de Monsaraz, Largo do Senado, Pavilhão de Chá e Biblioteca do Jardim do Canal dos Patos, em Macau.
É consultor do Instituto Português das Livro e das Bibliotecas para a Rede Nacional de Bibliotecas Públicas, desde 1987 e para a Rede Bibliográfica da Lusofonia. Desde 2004 é consultor da Câmara Municipal de Sintra para a Paisagem Cultural de Sintra – Património da Humanidade, integrando a equipa do arquitecto Leon Krier. É membro do ICOMOS - International Council on Monument and Sites e escreve regularmente em revistas e jornais sobre arquitectura e urbanismo. Em 2002 foi laureado com o “Prix Européen d’Architecture Philippe Rothier pour la Reconstrution de la Ville – Session 2000 – Mention”, atribuído a um conjunto de edifícios projectados em Odemira.

A Rede Nacional de Bibliotecas Públicas: a maioridade de um projecto fundador
Abstract:
This paper is an approach to the creation of the Public Libraries National Network, the first cultural network that was promoted by the Central Administration in partnership with the local authorities, which served as a model for the networks subsequently developed in the country. It reflects upon the advantages of the cooperation between school and public libraries, considering that this kind of partnerships are today empowered by the use of information and communication technologies, which nevertheless still need a more profound and broad diffusion. Finally, a municipal project is presented to illustrate the spaces functionalities, according to the work that can be developed towards the School and the local community in general.

Resumo:
Aborda-se a criação do Programa Rede Nacional de Bibliotecas Públicas considerando que foi a primeira rede cultural promovida pela Administração Central em parceria com os Municípios e que serviu de modelo às que se constituíram posteriormente.
Fala-se nas vantagens da cooperação entre as bibliotecas públicas e as escolares, hoje potenciada pelo uso progressivo das tecnologias de informação e comunicação, as quais, porém, não tiveram ainda neste sector a difusão necessária e suficiente.
Por fim, apresenta-se um projecto municipal que,  não sendo de grande dimensão, ilustra bem a funcionalidade dos espaços, tendo em conta o trabalho que aí se pode desenvolver, dirigido à escola e à comunidade em geral.

Conference Programme

12.30 to 13.15 -- Research and Professional Papers

P.C.11 -- Gabriella Colla, Adviser, Ufficio Scolastico Regionale per il Piemonte (Italy)
Gabriella Colla is working as adviser for different projects about schools archives and schools libraries at the Regional School Office from Turin. She is taking part in the Education Europe programme and in the “Thinking library” project at national level. She has worked for Turin-Rome: Book’s World Capital 2006 organizing an exchange between schools from Turin and Rome which had innovative projects about reading activities and school libraries. Some of her innovative projects gained the European label in 2000 and 2002. She has presented sessions and published articles at local, national and international levels

Bibliotecando: the new “social” role of school libraries
Abstract:
The project “Bibliotecando” began in September 2005 and lasted till April 2006. Its aim was to define the “new” role of the school library in the region of Piedmont (Northern Italy) from the point of view of the students, of their relatives and of the citizens. It was carried out by the so called Nucleo Biblioteche (Task Force for School Libraries) of the Regional School Office from Turin. “Bibliotecando” consists of three phases: a survey, a competition and an action called “To read or not to read?”. Thanks to the survey online we had information about the best practises which show an interesting and efficient interaction between the school library in Italy that is to say as Centres of Resources where not only students learn and make research but even people can interact in many ways. Moreover we had considered and collected the different links that the school libraries have in the context of local, national and international networks. The greatest challenge for our school libraries is how to promote themselves in the public opinion

Conference Programme

R.C.13 -- Moshe Yitzhaki, Department of Information Studies, Bar-Ilan University (Israel)
Born 1940 in Tiberias, Israel. Received the BA degree in economics and biblical studies and the MA degree in biblical studies from Bar-Ilan University, Ramat-Gan, Israel, Received the Master in Library Science (MLS) degree from Rutgers- The State University of New-Jersey, U.S.A., followed by the PhD degree there, after writing a dissertation, guided by the late professor Henry Voos, on "Citation patterns in the fields of biblical and ancient Near-East studies". Main Areas of interest and research: school library media centers, children’s literature, bibliometrics and informetrics, ( especially title informativity and language barrier), patterns of information seeking and information flow.

Yosef Sharabi, System Librarian, Naiman Library of Science and Engineering, Tel-Aviv University (Israel)
Born 1971 in Tel-Aviv, Israel. Received the BA degree in sociology, anthropology and library science from Bar-Ilan University, where he got also the MA degree in library and information studies. Works as a system librarian and computer expert at Tel-Aviv University Neiman library for science and engineering. Has been doing research during last years, jointly with Dr. Moshe Yitzhaki, on censorship in libraries and plans to write his PhD dissertation on the topic of librarians' theoretical and practical position and attitudes towards Internet censorship.

Attitudes of Israeli High School librarians towards censorship in library collection
Abstract:
As is well known the school librarians' attitudes towards censorship on principle are a critical factor in the process of handling censorship attempts and complying with, or rejecting them. The study sought to determine the attitudes of high school librarians in Israel, a country characterized by an interesting mixture of modern western-oriented society and culture on one hand and strong traditional elements in the population on the other hand. A questionnaire including, besides demographic questions, 17 statements concerning censorship, was mailed to 442 schools (two-thirds of the population) yielding 187 usable replies, a 42.3% response rate. A positive correlation was found between the librarian’s attitude, in principle and in practice, towards censorship and the sectorial affiliation of the school in which she/he was employed at the time of the study. Agreement with the need for control and supervision over the content of the library collection and with censorial practices was much greater among those employed in the more orthodox sector then among their colleagues employed in the less- orthodox one. The latter ones, in turn, displayed greater agreement with censorship than their colleagues in the non-religious sector. Women tended to support the idea of applying censorship to the library collection more than men, whose proportion in the sample was quite low, reflecting the dominantly feminine state of the profession in the country. One may conclude that the single main factor affecting the attitude towards censorship of the library collection is undoubtedly the sectorial affiliation of the school. The greater tendency of the religious sector to apply censorship to the library collection probably stems from ideological outlook underlying its entire educational system, which strives to conserve traditional values and disapprovingly views prevailing trends of excess permissiveness. It is worth noting, however, that differences found between sectors were not at all unequivocal. Some objection to censorship was found among the religious sector, and at the same time, some agreement with censorship was found even in the non-religious sector, especially regarding certain extreme statements unconditionally rejecting censorship.

Conference Programme

R.C.14 -- Marlene Filippi, Schools Adviser, International Education Agency (Papua New Guinea)
I have presented sessions at the local, state and international level. I am currently Schools Adviser, in particular in the areas of Library & Literacy to the 20 schools within the IEA. I am also Treasurer of the PNG Council of Educational Administrators. I have taught in Queensland, New South Wales, and Victoria in Australia and am currently living and working in Papua New Guinea. I have been a classroom teacher, teaching from Kindergarten to Grade 6 in the public system, a teacher librarian and administrator. My qualifications include a Diploma of Education (Primary), Graduate Diploma of Applied Science (Teacher Librarian) and I am currently undertaking a Masters of Applied Science (Teacher Librarian).

School Libraries, digital divide and social inclusion in Papua New Guinea - Making it happen.
Abstract
School libraries, just like the school community, do reflect the social environment in which they operate. This is the story of the emergence of one such library, within Papua New Guinea and its development through the assistance of AUSAID. It looks at an old idea – Resource Based Learning - which has enabled the local community to take ownership of a resource centre which will now be able to provide a true teaching/learning environment for all of the community.
It is more than a collection of books!
The Kaselok Resource Centre, which is situated 20 minutes from Kavieng in far north east Papua New Guinea, has evolved from discussions with the community as to the best way to utilize the funding which was provided by AUSAID. This entailed long discussions with the local community, the development of a 5 day workshop informing teachers of Resource Based Learning and the final production of a resource package which will enable other trainers to deliver the workshops. Even though there are no personnel who have teacher librarian qualifications there is a real purpose to this resource centre. Taking teachers, some of whom have never been in a library and think Dewey is one of Donald Duck’s nephews, into a future where there are resources in a central building and resource based learning is something that can really happen is the way of the future and is now the challenge facing the trainers of teachers within the Papua New Guinean National Department of Education. The workshop was only the beginning and the dream now is to have a resource centre which provides a venue for the local people to use, improve their literacy, and learn how to cook traditional meals, sew clothes for the family and appreciate the culture of which they are so proud.

Conference Programme

11.45 to 13.15 -- Workshops

W.C.15 -- K.E. Hones, School Librarian, Stevenson School, San Francisco, CA (U.S.A.)
K.E. Hones is a National Board Credentialed Library Media teacher and a support provider at Stanford and San Francisco School District for National Board candidate teachers. She has served on school site councils, advocating for and voting on decisions that impact quality teaching and learning. She is the co-chair of the San Francisco School Librarian Association facilitating professional development for district school librarians and working with union to establish school library job description, contract issues and evaluations. Currently a member of two textbook adoption committees 2006-07 (History/Social Science & Health), she also participated on standards committees, content master plans and developing exemplar lessons. She has created and delivered professional development for 20+ years, including for district, state, national & international audiences.

A is for ADVOCACY - School Library Networks: influencing education policy and reform
Abstract:
A is for Advocacy provides a framework for library media teachers to consider the local opportunities they have to influence educational policy and reform. Library media teachers can build on personal strengths find opportunities at hand and capitalize on connections. Four main ideas will be developed: the message they want to spread, the mode in which they want to work, the means by which they can influence others, and how to build momentum to carry through their work.

Conference Programme

W.C.16 -- Barbara Hough, Library Media Specialist, Yonkers High School (U.S.A.)
Barbara Hough has been a Library Media Specialist with the Yonkers Public School System in New York for 10 years. She has been at Yonkers Middle and High School, an International Baccalaureate magnet school for the past 5 years. She was the recipient of the Joseph F. Shubert Library of Excellence Award presented by the New York State Regents Commission on Libraries in 2000. She is a current member of the Yonkers School Library Council, Beta Phi Mu Honor Society, IASL, ALA, NYLA, SLMS and SLMSSENY. Her interest in collaborations grew out of the desire to provide her very motivated students with a greater number of resources than were available and to expand their experience of information and skill seeking outside the school environment

The Village Literate Project: a model for collaboration
Abstract:
The Village Literate project is a three way collaboration involving Yonkers High School (an International Baccalaureate School magnet school), Sarah Lawrence College, and the City of Yonkers Public Library. The collaboration is intended to provide our International Baccalaureate candidates with a broad base of support in terms of both research materials and information literacy skills. The project involves a day long orientation at the public library, individual consultations with the college reference staff, and ongoing access to all library staff members and facilities.
This workshop offers participants a framework on which to design collaboration schemes in their home community. The first part of the workshop will be spent looking at the Yonkers program through a Powerpoint overview that will touch upon how we got started, project goals, planning sessions, student workshops, ongoing student support from all team members, and the team's self assessment. This will be followed by a discussion of the two major portions of the project: Junior Research Day at the public library and the Spring Research Week held at Sarah Lawrence College. We will look at the goals and issues surrounding the Research Day agenda and the actual workshops given (including print reference, online databases, library catalogs, facility tour). Then we will look at the goals and issues pertaining to Spring Research Week (including scheduling issues and orienting students to a college facility).
The second part of the workshop will involve participant discussions and brainstorming among participants in looking at their home school situation and defining goals as well as local issues (needs of student clients, availability of collaboration partners, inside and outside school, school calendar limitations, and other issues as defined by participants).

Conference Programme

15.45 to 16.30 -- Research and Professional Papers

P.D.01 -- Sérgio Tavares, Librarian and Cultural Services Coordinator at the Municipality of Vila Nova de Paiva (Portugal)
The Without Frontiers Digital Literacy Project
Abstract:
While multifaceted information-education-culture agencies, libraries in general are set to combat illiteracy and info-exclusion, that constitute, after analphabetism, the larger obstacles to the communities' social and technological emancipation. Such mission is realised through promotion of equality in information access.
The development of Knowledge Society forwards the double challenge of innovative opportunities and offspring issues to info-exclusion. Digital cohesion is guaranteed when access easiness and the use of IT contribute to economical and social approach of citizens, associating specific strategies for people with disabilities.
After radio and television broadcasting, also the generalization of the Internet represents a big step in information access by the visually impaired.
The breakthrough of digital accessible information systems offer new possibilities in relation with reading, featuring usability easiness (user-friendly software that allows in source navigation and content indexation), portability (with special CD readers) and in real time audio streaming over broadband connections.
The Aquilino Ribeiro Municipal Library, of Vila Nova de Paiva, received funding by Calouste Gulbenkian Foundation and the Knowledge Society Operational Program in two subprojects conceived as an integrated system of services, based on public and private partnership, which extends to a local School Library. The Without Frontiers Digital Literacy initiatives associate: inclusive conversion of computer posts at the Public Library, Itinerant Library and School Library (with technologies of augmentative communication, voice synthesis, optical character recognition and software interface design); the production and acquisition of Digital Talking Book collections, and website contents formatting, under DAISY specifications; a training and certification program in IT basic competences, with technical aid.

Conference Programme

P.D.02 -- Barbara Combes, Lecturer, Edith Cowan University (Australia)
Barbara currently lectures for the School of Computing and Information Science (SCIS) at Edith Cowan University. She lectures in information services management, information literacy, research proposal, library systems and children’s literature. Her major interest areas include the role of teacher librarians in education, plagiarism, online learning and the online experience in distance education particularly for first time users, information literacy, policy and planning. Barbara is currently doing her PhD and examining the information seeking behaviour of the Net generation. During 2001-2002 she worked as the Teacher Librarian and Information Manager at Sevenoaks Senior College. In this role Barbara managed the Library and Information Centre, acted as webmaster for the College and was the WebCT and HarvestRoad Administrator. Another aspect of her role has involved working closely with staff on the development of a range of online curriculum modules and online courses to support teaching-learning programs at the College. Prior to 2001, Barbara worked as an Evaluation Officer and as the webmaster for Curriculum Materials Information Services (CMIS) Evaluation, Department of Education and Training Western Australia.

Techno Savvy and all-knowing or techno-oriented? Information-seeking behaviour and the Net Generation?
Abstract:
During the last twenty years rapid developments in technology have led to changes in the way we work, play and learn. Technology has become an integral part of society’s everyday landscape. Children growing up during what has been called the technological or digital revolution have never known a world without instantaneous communication and easy access to vast quantities of information delivered in multiple formats. For the ‘Net Generation’ of users and consumers, technology is transparent and a part of their social, economic and educational landscape. They are surrounded by information using a multitude of formats, text types, graphics and multimedia. Adult observers of these young people marvel at how they use and cope with a wide range of technologies, often seemingly oblivious to instruction manuals. The Net Generation already seem to have the skills to deal with the array of old and emerging technologies. The terms tech-savvy, web-savvy, Internet-savvy and computer-savvy are being used to describe young people in major educational policy documents and population studies worldwide. While educators recognise that their students have a different culture of use when using and seeking information delivered electronically, they struggle to come to terms with the changes the integration of technology brings to the teaching-learning environment. Teachers are continually being reminded that they are the ones who are being left behind a generation for whom the use of communications technologies appears to be intuitive. The question for researchers and educators is do students have an intuitive grasp of how to use electronic information or is this just an illusion borne of familiarity with the technology?

Conference Programme

P.D.03 -- Manuela Barreto Nunes, Professor and Librarian, Universidade Portucalense, Porto (Portugal)
Doctor in Documentation Science by the University of Granada, Spain. Library director and auxiliary professor at the Universidade Portucalense (Oporto, Portugal), where she coordinates the area of Information and Documentation Sciences. Through a program of institutional cooperation, she also teaches at the University of Aveiro, Portugal (master studies in Information Management). Having worked as a Librarian, responsible for the Public Library of Vila Nova de Famalicão between 1990 and 1995 and for the Public Library and Municipal Archive of Vila Verde between 1995 and 1999, she has published several articles mainly about issues regarding public and school libraries and on-line services for the general public.

Luciana Ferreira, Master student in Information Management at the University of Aveiro, Portugal, Informatics specialist level 1.
Célia Soares, Master student in Information Management at the University of Aveiro, Portugal
Daniel Pereira, Master student in Information Management at the University of Aveiro, Portugal
Paulo Azevedo, Master student in Information Management at the University of Aveiro, Portugal
Ricardo Rego, Master student in Information Management at the University of Aveiro, Portugal

Maria João Mesquita, Master student in Information Management at the University of Aveiro, Portugal
Teacher of Escola Secundária de Gondomar, in Gondomar, Portugal.Degree on Computer Sciences by the Universidade Portucalense(OPorto, Portugal). Member of a teacher team responsible of the Library at the Escola Secundária de Gondomar, where I also coordinate a teachers group on the subject of Computer Sciences.

Portal DAME: um espaço de aprendizagem virtual e responsabilidade social / DAME portal: creating a space for virtual learning and social responsability
Abstract:
The DAME project is a Web platform designed and conceived in the context of the Master on Information Management lectured at the University of Aveiro, Portugal. Its conception is based upon the need for accurate and quality web resources to support the information needs of pupils attending the 2nd and 3rd grade of basic education in Portugal. The platform was designed as a learning environment that not only supports the curricula, but also gives the opportunity for children and their parents to learn and obtain scholar diplomas on several matters, dealing mainly with social responsibility issues. In our presentation, we will discuss the bases and principles that are behind the construction of such platforms as well as the need for a constant dialogue between technical and content issues.

Conference Programme

R.D.04 -- Po-Han Chiu, Chief of Information Section, National Lo-tung Senior High School (Taiwan)
Po-Han Chiu was born on August 24, 1976 in Taipei, Taiwan, Republic of China. He received the B.S. degree in Management Information System from National Chengchi University in 1999 and the M.S. degree in Information and Computer Education from National Taiwan Normal University in 2004. He has been a second lieutenant of R.O.C from 1999 to 2001. From 2004, He works as a computer teacher and teacher librarian in Lo-tung Senior High School. Last year, he presented the paper “The Design and Development of an Online Knowledge Base for Librarians” in 2005 IASL conference, Hong Kong.

The design & application of a virtual field trip system
Abstract
The “Grade 1-9 Curriculum” has been carried out in Taiwan in recent years. This curriculum stresses the importance of the school-based curriculum and instigates teachers to edit appropriate teaching materials for their students under the restriction of schools’ equipment. The Ministry of Education hopes that by following the spirit of the “Grade 1-9 Curriculum” teachers will be able to achieve the learning goals through more close to life and more vivid instructions.
Within the “Grade 1-9 Curriculum,” to develop a “learning road” is an important criterion to judge the instruction environment. Many schools have used the schoolyard and nearby community to construct the learning road. We can induce the concept of “learning road” to “outdoor education” or field trip.
The goal of this research is to use information and communication technology (ICT) to develop so-called “virtual field trip” system and the software follows the principles of the anchored instruction, whereby we can design a worksheet for outdoor education. The system combines the anchored instruction, worksheet, and image-based VR in order to make it as a supplementary tool for students before they have a field trip and to raise their learning motivation.
Besides, the research also discusses the difference between traditional outdoor education and the model mentioned above.

Conference Programme

P.D.05 -- Lee Chi-Lung, Director of Library, The Affiliated Senior High School of National Taiwan Normal University (Taiwan)
Lee, Chi-Lung, Director of Library at the Affiliated Senior High School of National Taiwan Normal University, has published two S SCI journal papers and presented papers at the international levels. He has two master degrees. One is Information and Computer Education at National Taiwan Normal University and the other is Business and Management at National Chiao Tung University. His major interest lies in developing information systems just like web-based learning system or knowledge management system that contribute to students learning and school administration.

A study on implementing a library process-based knowledge management system
Abstract:
The importance of knowledge to human development is beyond doubt. Efficient knowledge management can reduce learning time and avoid repeating mistakes. Many enterprises have applied knowledge management in their organizations to increase the knowledge value of their organizations and effectively enhance their competitiveness. Knowledge management has been paid great attention in enterprise organizations. However, its applications in secondary schools are rarely studied. Related studies generally show that implementing a knowledge management system positively benefits the performance of school administration.
This study generalizes a conclusion from the collection of knowledge management process, and proposes the Library Knowledge Management Process (LKMP) of school. According to the LKMP, the research establishes a Library Process-based Knowledge Management System (LPKMS), and designs the questionnaire to collect the opinions of the system users.
After analyzing the questionnaires of the system users, we have found that they take a positive attitude towards LPKMS, and make some conclusions. Firstly, the LKMP was divided into four processes, including knowledge acquisition, knowledge sharing, knowledge application and knowledge feedback. Secondly, the LKMP is really a practical knowledge management process and LPKMS is actually a useful knowledge management system. Thirdly, all the knowledge documents and conversations will be put into the LPKMS system. With the hard work of LPKMS dedicated users, the Information Service Knowledge Database will collect the useful knowledge for school.
This study proposes a knowledge management process that is applicable to secondary school libraries and a knowledge management system that is designed based on this process and incorporates knowledge management into library services, establishes a Library Information Service Knowledge Database with an aim to further develop a digital library and eventually transform into a learning and teaching resource centre.

Conference Programme

R.D.06 -- Snunith Shoham, Department of Information Science, Bar-Ilan University, Ramat-Gan (Israel)
Zehava Shemer-Shalman, Head, Librarianship & Information Science Department, Oranim Academic College of Education, Kyriat Tivon (Israel)

The lecture is dedicated to the memory of Prof. Ann Clyde. The subject of Web sites in school libraries was close to her heart.

Websites and digital services in school libraries: how is a digital environment changing the way that school libraries work?
Abstract:
The question posed by the researchers is in what situation school libraries currently find themselves. How is the digital environment changing the way that school libraries work? As one of the most prominent characteristics of change in the information world is the provision of digital services and construction of Web sites, this is the subject of the research presented here. The objective of the current study was to examine the extent to which school libraries are changing and adapting to the new and accelerated technology era. The study utilizes both quantitative (survey) and qualitative (content analysis and in-depth interviews) research methods.
Quantitative study:
The study was conducted in two phases: A) In the first phase a survey of libraries in Israel was conducted. Questionnaires were sent to libraries, and the librarians were asked to provide information about the existence of a site and/or other online services in the library along with a list of other services and activities. With respect to innovative services, they were asked about the target audiences as well as what parties at the school is involved in their provision and integration in educational processes at the school. B) In the second phase, a survey of school libraries in various countries will be conducted.
The qualitative study is also comprised of two phases:
A) Analysis of Web site content in a sample of school libraries, to gain insight into the changes in the services provided by school libraries. The services provided through the site will be examined, as will organization of material on the site, its timeliness and links.
B) In-depth interviews with a number of librarians and Webmasters regarding their perception of the “changing” school libraries in school environment and the purpose of innovative services.

Conference Programme

Last Updated 11 June 2006 (KSB)