IASL 2001

The 2001 IASL Conference

Auckland, New Zealand, 9-12 July

VIRTUAL CONFERENCE SESSION

Comments and Messages from Participants

Introduction to the Virtual Conference Session, by Elizabeth Probert, Pakuranga College, New Zealand

It is some years since I first attended one of Ross's workshops -- at the National Library I think it was, and I still have the handout material he gave us and I still use it.
I also remember a 1995 ASLA (Auckland School Library Association) function we held at Auckland Girls Grammar School where Ross was our featured speaker. I seem to recall vaguely that it poured with rain on one of the days but I can vividly recall the excellent workkshop Ross held on the subject of choosing CDROMs for libraries (I still have that list of features to check) and also the thought provoking and fascinating address Ross gave at the AGGS auditorium.
When a new edition of Scan arrives in my pigeon hole at work, The Research Column is the first place I turn to because I always find so much of internest and practical application there.
Ross, as everyone here probably knows, has been a teacher librarian in both Australia and New Zealand schools before moving in the realms of academia. He has published over 80 papers and book chapters and has been an invited speaker at many international conferences.
His main teaching and research interests focus on, among other areas, adolescent information seeking and use, ICT and learning, the information and critical literacies with emphasis on digital information environments and how school libraries and teacher-librarians may more effectively empower student learning.
At present he is working with Professor Carol Kuhlthau at Rutgers University looking at the impact of implementing an inquiry-based approach to learning centering on the ISP developed by Professor Kuhlthau and at student learning outcomes.
In his paper, Ross looks at the traditional role of the teacher librarian and challenges us to re-examine that role. Even though the situation in New Zealand may be different in some cases, we all need to take a very close look at our aims and objectives and practices within our school libraries. For some of us this may mean a rather uncomfortable reassessment of the part we play in our schools but as usual Ross's assessment of the situation and his recommendations based on his research are overwhelmingly practical and of extraordinary value.

Message from Dr Ross Todd:

Greetings, everyone, and welcome to IASL's virtual conference. It is a real delight to be in New Zealand and to meet so many people from around the world. Day one of the conference is in full swing. And it is certainly engaging, thought provoking and reflective. One of the central ideas coming through is the importance of school librarians reflecting on their roles and focus in the context of learning and technology. My paper for the virtual conference picks up on these themes ... and I hope people will engage in discussion. With best wishes to everyone,
Ross Todd

Greetings from the U.S.!

As a graduate research student at U of I, Urbana's Graduate School of Library and Information Science, I had to respond enthusiastically to Dr. Ross Todd's call for more research of inquiry-based learning in schools and, in particular, the libraries within them.
I am on a project that is building relationships aming teachers and librarians using an online tool, The Inquiry Page, whereby teachers and librarians can create units that encourage educators themselves to engage in the inquiry process. It is also a collaboratory, , where professors and kindergarten teachers, librarians and informal educators can co-create an inquiry-based environment.
When I read Dr. Todd's paper, I wished I could have been there live to ask questions! It truly is an exciting time to study not "if" children were using the digital tools allowed tham, but "how"; and more than that, to evaluate and document *how* we foster knowledge construction using inquiry methods. Many thanks for an informative paper. I've already forwarded it to *many* fellow librarians and educators!

Cheers from the States --
Sharon L. Comstock

Unable to get to the International Association of School Librarianship's conference this year, I looked on the IASL Web site and discovered the virtual conference, which is centred around a brilliant keynote address by Dr Ross Todd.
It is very challenging in its concepts of the role of the school librarian -- or teacher librarian as it is in many other countries a dual qualification -- and gives lots of food for thought...

Kathy Lemaire
Chief Executive, School Library Association (UK)

I am grabbing a few moments between sessions here in Auckland and want to give you a flavor of this event. I've only skimmed through Ross's keynote paper for the virtual conference and am looking forward to having time on the plane home to read it carefully.His point about evidence rather than just advocacy resonates strongly with a growing awareness of the need for "hard data" about school libraries in Canada. Our National Librarian has offered to be a political voice for school libraries, and it was with great dismay that we were not able to supply him with any acceptable systematic data about the state of school libraries arcross the country. You can guess what one of our major tasks is now!
I had the pleasure of sitting with Ross at dinner last night and watched as his discussion of critical issues in his paper became the focus of conversation.. It seems everywhere I turn I see all the principles of learning that Ross outlines in his paper being enacted. Those principles don't apply just to schools but to all learning contexts. Enjoy the rest of the conference -- virtually and with colleagues near by!

Marlene Asselin

A quick one, before it ends, have had visitors from Vancouver this week, they've left for Perth now. I've been nervous about replying because I have a concern about one aspect of Ross's proposal, but the rest is very useful.
Ross, can I ask for your permission to use your compilation of the research findings in student use of information technology? I would like to use it for the collection of research findings put together for NSW TLs. I'll send you the file or link when it is ready. This is SO useful. The research columns in the journals are great, but an up to date compilation like this is invaluable for busy practitioners. Unfortunately our professional associations haven't felt they could endorse the work we've done on evidence that suggests using primary TLs for RFF / Prep is inappropriate, which is a shame because these research findings should be readily available on a public website. It's been forwarded to the Teachers' Federation for approval, hopefully they'll put it on their web page, but it's not really typical of union concerns. Maybe that will change???
I think it is vital to get these research findings accessible and circulating and usable. However I wonder how reasonable an expectation it is for individual schools to gather their own 'evidence'? In an ideal world -- yes. But when we are understaffed, and under developed, (prof dev), there are serious workload implications. Caroline confirmed some of what I had been thinking. Here's what Caroline said...

snip...
The school librarians and teachers involved in the study found it difficult to engage in the concept of indicators of impact and found it challenging to get involved in collecting evidence of impact on learning. Although aware of the learning processes involved in information handling, they were not necessarily in a position to look critically at how the activities set in the SLRC supported those processes and they were unsure of how to get to grips with some of the less tangible or the less direct and immediate learning that goes on in the SLRC . .... snip

As teachers we have been urged to evaluate and assess student learning since the year dot. However evidence???
Thought 1. For evidence to be scientifically reliable and valid wouldn't there have to be comparison points? And isn't that out of the reach of most of us? I'll take it on board to keep thinking about, but I am RESISTING :)
Thought 2. Perhaps this is more relevant to private independent schools, but in public systems, I can't help feeling evidence scattered around schools would not be as useful as more centralised efforts. Academics, associations and consultancies can (and do) help.
Thought 3. Some regions have been going down the track of ONLY using achievement evidence to argue their case. I would not be comfortable to work in a situation where staffing and resource had been allocated on a basis of achieving 'results'. That would exert extreme pressure, and I understand you are saying we may need to rise to that in this new era, but to add that pressure to the already bursting pressure cooker we are in ....?
What happened to the intrinsic values of learning (and literature) we used to espouse? I am starting to miss them. I have a wonderful supportive principal who is (however) results oriented. I am lucky, evidence falls in my lap sometimes. And that pleases her very much. But I am beginning to see a different slant.
Well, I have dared to do it. Great paper with lots in it, Thank you so much IASL. I also REALLY APPRECIATED the principles of learning. Have been trying to get hold of the old ones we used to refer to but they have gone out of circulation. It is encouraging to be reminded of positive interpretions of library use. Now off to resume holidays.

Maggie Roche

Professor Dorothy Williams and I are just about to publish a research report on "The Impact of the School Library Resource Centre (SLRC) on Learning" (Library & Information Commission Research Report 112). Our research touched on some of the issues discussed in Ross Todd's Keynote Paper.
The school librarians and teachers involved in the study found it difficult to engage in the concept of indicators of impact and found it challenging to get involved in collecting evidence of impact on learning. Although aware of the learning processes involved in information handling, they were not necessarily in a position to look critically at how the activities set in the SLRC supported those processes and they were unsure of how to get to grips with some of the less tangible or the less direct and immediate learning that goes on in the SLRC.
A few individuals have shown an understanding of our findings and are helping us with the next phase of the study to develop the findings into a more practical format, using the findings to look critically at the relationship between the SLRC and learning in order to ensure effective learning takes place within their own context and finding manageable ways of capturing the evidence.
I personally see the use of information technology as a means of meeting some of these challenges as I listen to the interaction and sharing of knowledge and ideas in the electronic discussion lists. I hope this continues to develop into good evidence-based practice to ensure effective learning by all not just the students.

Caroline Wavell

Elizabeth -- the main advantage to being certified and working as a teacher first and then getting qualifications as a librarian is a knowledge of the curriculum needs of the teacher and the students. Also, personally understanding and having the knowledge of the demands of the job of the teacher is invaluable in serving teachers and their needs. Particularly for new teachers but also for teachers who my be working in a new area or dealing with different types of children, I serve as a curriculum support person and teaching specialist and provide technology support to teachers in conjunction with our technology coach (certified teacher with specialization in technology). My background of experience and perspectives adds value to my services. I give suggestions to teachers about how their students specifically can proceed with research projects that I know support the state curriculum for that grade level. The challenge for the future is having enough well qualified teachers and teacher-librarians. Our city center Houston School District, has a shortage of 900 teachers at this point. A group from California is coming in to Houston to recruit Texas teachers offering $10,000 more pay per year (25-30% more), but teachers know the cost of living in California is high compared to Texas. I predicted this would be the case 15-20 years ago because women who graduate in the top of their high school and college classes are not going into teaching now but into business. Traditional, high quality teachers are now retiring and need to be replaced! I know from experience of living in the UK in Weybridge in Surrey, that education in the UK is of very high quality in general, which helps all the way around. I love sharing some of the educational approaches I learned there with my teachers at my school!
Cheers :)
Linda Alexander
Library Media Specialist

In a message dated 7/11/01 4:02:09 PM Central Daylight Time, Elizabeth A. Bentley wrote:
Thank you for a most stimulating discussion of the challenges facing us. The emphasis on the need to actually make a difference and show how we are making a difference was particularly valuable. I think it is easy to see the introduction of an activity as an end in itself rather than only a stage to an improvement somewhere. On the other hand we are more and more often expected to provide evidence of the value of activities, so we need to focus on how to do this.
As a school librarian without a teacher qualification, as is the norm in the UK, I was disappointed in the expression of such negative views on 'librarians' by teacher librarians. I am wholeheartedly committed to the process of education and see myself as an educationalist (I've just finished a Dip.ED), but am always disheartened by the implication that only teachers can be adequate school librarians.
Just a small beef :-) , and in the context of a country where teacher librarians are normally not qualified librarians.
EB

Some thoughts in reply to Sue's question. I have been experimenting with distance education here in Ontario, Canada. I have created a web site that enables students, teachers and parents to access an interactive research process guide at the point of need, whether it be in the library, in their classroom, or at home. I found that it worked exceptionally well with Independent Study projects and with specific assignments such as WebQuests, in an enrichment program. I think that I will discover more ways to use it as I move back into a grade 7 and 8 school library in the fall. The current address if you want to take a look is http://researchhelper.cjb.net .
I am thrilled with the way Ross has synthesized and crystallized the heart of the issue facing us. We need to be seen to be making a difference in inquiry based learning. I plan to use Ross' paper in the Information Studies and Technology part of the School Library Part II course I will be teaching next week. Very timely Ross!
Thanks!!!!
Sandra Hughes

Just read with fascination Ross Todd's keynote address. Sitting here in my school library in Cornwall, Britain, I feel very connected... by the technology, but also because the issues you raise are so very relevant.
Under research evidence, you state: "The development of student competence is most effective when it is integrated into flexibly delivered classroom instruction at point of need." Do we look at the books in the library as being more available than the web-site information on the internet? Books are carefully selected for our libraries, for relevance, interest and ability level -- and yet the students rush willy-nilly to find information on x y or z. We must supply the support and selection to help our students. If we are faltering under information overload, it's hard to do this. When students have only so long in the library to "do some research, Miss/Sir" -- how do we give the information skills instruction in the library or in the classroom..."at point of need"?

Sue Cousins

Greetings from Sweden - wish I was there with you! Have you got time to read my comments?
Some thoughts about librarians (? not only in schools) after reading the paper of Ross Todd:
How to reach the goals of knowledge construction and human understanding? How do we evaluate our work as librarians? Teacher-librarians and librarians working in schools have a lot in common with all types of librarians and we can learn from each other. Even in public libraries (I work in both) big stress is now put on the pedagogical role of the library ? how do we make it possible for our users (public libraries also have students and adult lifelong learners) to utilize our enormous and valuable resources ? especially ICT? And how do we again evaluate our efforts?
 We must all be persons who inspire development of culture/s/ and language: in the library exhibitions, poetry, arts, creative working environment as well as useful web sites are important. The real room, meeting place for human beings, has importance as well as the virtual!
 Team working ? all modern organisations work in teams! Different categories of personnel work together with the same students and they should plan inquiry based working areas together (and as much as possible also together with the students) in good time before they need to begin their ? knowledge construction ?. Then we all can try to get our view and/or professional angle known to each other and learn from each other.
 Pedagogical methods like inquiry-based learning must become more known by the whole ?learning organisation?. But it is possible that a group within the organisation can begin working in new ways before the others and lead the way. Then you can show your learning results: an exhibition, a festival or a fair, where the students can show different abilities, is a good way to show your work for parents, for newspapers and for the rest of the school! Creative and collaborative working methods like Storyline makes the work more fun and you can play a new role. Your colleagues get curious and want to try!
 We must from the beginning be especially aware of the needs of the students who have a special difficulty to express their thoughts and cannot work so independently. We have to work together with the specialist teachers, who know these students best. But on the other hand the library might be the absolutely right place for some of them!
 For countries with well developed ICT in our schools: Can ?distance or web-based learning? solve some of our problems to reach all students and to reach them when they choose the time and place individually? If some of the students like to be more independent (but they should still work together with others!), they can study some parts, prepared by the team of teachers and librarians, on the web. They can ask all questions they want by e-mail. In this way students who need more personal help maybe can get more time for that at school? And together with them we also can make web sites or CD-ROMs which they can use at school (maybe in a 'learning zone' in the library?), with the possibility to ask questions and repeat the content as many times as they want.
 Evaluation must be a part of the everyday work ? how do the library users/students manage to ?construct their knowledge?? How do we get the answers? We need more simple ways of evaluating, it seems that we all have to be researchers to succeed!? Instinctively I think we know if we are on the right way, but the evidence is hard to produce. One possible way: At the end of every week our students will answer some routine questions for their teachers and make their own evaluation of the weeks work in their 'log book'. Maybe we could have some questions there too?
Ross, it was inspiring, demanding and thought evoking to read your paper. The 10 Learning principals in the end I must read again many times and try to make them principals for my own work! Thank you!
Best wishes
Maud Hell, school and public librarian,
Vikingaskolan(6-16 years), Lund, Sweden

The IASL conference has ended, after a very good programme of papers and presentations, and many meetings and extra-curricuular activities. We have had beautiful weather for the week, and it has been great to catch up with friends and colleagues in the gardens and beside the lake, as well as inside the conference venue. The conference report will be posted to IASL-LINK, and soon afterwards it will be available on the IASL Web site, School Libraries Online. Lyn Hay, Gene Cady, and one or two others, have promised digital photos for the Web site, too. In addition, some of the keynote papers will be available on the Web site soon, where they will join Ross Todd's paper from the virtual conference session.
This message more or less brings the virtual conference discussion to a close. Ross Todd will be providing a summary message, and within a few days (perhaps by the middle of the week) more of the discussion messages (plus Ross's closing message) will be available on the IASL Web site. I had hoped to have them all on the Web before the conference closed, but in the end, life was much too busy. We will be discussing this small experiment with a virtual conference paper and considering this and other options for virtual conferencing in association with future IASL conferences. Meanwhile, thank you to those who sent messages, not just to IASL-LINK but also to OZTL_NET and SLN.

Very best wishes,
Anne Clyde

Hallo Anne and everybody.
This is great. I had always thought I would be able to go over for this conference, and I am disappointed not to be able to make it. So, looking forward to "virtual" involvement!! Thanks and best wishes for a great "Kiwi" conference to all. Maggie
Maggie Roche (Australia)

Introducing
Dr Ross Todd 		Read
Ross Todd's
Keynote Paper 		Information and
instructions
for participation
Read
the comments of other
participants 		The New Zealand Conference Page  

Last Updated 17 April 2003 (LAC)