Opening Address:
IASL 2001 Conference, Auckland, New Zealand
Frances Kelly

Senior Manager, Learning and Evaluation Policy, Ministry of Education, Wellington, New Zealand

Frances, Penny, Blanche
Frances Kelly (left)
with Dr Penny Moore (IASL Executive Director)
and Dr Blanche Woolls (former IASL President)

Tena koutou, tena koutou tena koutout katoa

In an environment of instant universal access to bodies or bytes or bits of what is frequently represented as data or information, the role of the school library, and the school librarian has changed, and will continue to change.

While librarians may have seemed in the past, and maybe in the present too, to act as censor -- determining which information is deemed worthy of the provision of access, such behaviour today is akin to that of King Canute believing he could turn back the tide.

Todayıs school librarian faces a new set of challenges and I believe needs to focus on creating new sets of relationships in order to take full advantage of the opportunities such challenges present.

The questions facing you as attendees at this conference will include your role in helping others to make sense of learning objects embedded in an online resource, and respecting the intellectual property rights of the creators of digitized images, and incorporating sound bytes in a multi-media research presentation.

Data from the 1997 Information Skills report of the National Education Monitoring Project study in New Zealand showed that while students were generally able to locate data, they were not so able to take the material found and create of it information which addressed the question posed.

For example, in a question on "Famous People", they were generally able to locate the year of birth of the people named, but were less successful in distinguishing the source of their fame from less important details. For example Mahatmah Ghandi was thought by many to be most important because he was a lawyer.

Similarly in the 1999 Maps, Tables and Graphs report a question involving the interpretation of a double line graph showed that most Year 8 students were not able to comment in fine detail on information presented to them. They could recognize that the population had increased, but not take it further to, for example, compare the patterns across the North and South Islands, or consider changing rates over time.

The New Zealand Curriculum operates within a framework that identifies essential learning areas, essential skills, attitudes and values. Across the Essential Skills we see exemplification of a number of behaviours which are to be discussed in this conference.

In using information skills for example, students will:

  • identify, describe, and interpret different points of view, and distinguish fact from opinion.

In using problem-solving skills for example, they will:

  • analyze problems from a variety of different perspectives.

In using communication skillsfor example, they will:

  • develop skills of discrimination and critical analysis in relation to the media and other sources.

In its totality then the curriculum sets expectations for students in terms of access to, interpretation of and judgement about those bits, bytes or bodies, those learning objects, sound bytes or digitized images, or those words, pictures and diagrams.

This conference offers a significant opportunity for school librarians, teachers, academics and researchers to come together to ensure that these skills are embedded in and integrated across all learning.

In an age where the snake oil salesman of the 19th century Western is still alive and well, peddling his or her wares, potions and miraculous wonders, whether through Internet, television or DVD, whether through magazines, newspapers or microfiche, or whether through personal contact from idols or peers, developing the skills to locate the salesman is not enough -- in fact one might argue that without the skills to discern his wares it represents the little learning that is a dangerous thing. Can I end though by making a plea for pleasure? It was one of the children's librarians at New Plymouth Public Library in the 1960s who introduced me to the delights of literature, to the novel, and to drama in particular. She helped me access the world of a reader in a way which has remained with me throughout my adult life, and which to this day and beyond provides refreshment for my mind and spirit. Do not underestimate your role in this area.

It gives me great pleasure to declare the 30th International Association of School Librarianship Conference open. I hope it succeeds in Inspiring Connections.

Reprinted with permission from the October 2001 issue of the IASL Newsletter

Last Updated 23 February 2003 (LAC)