Teacher Training Students and the School Library

1. Teacher Training Students and the School Library Creating Knowledge Conference Turku, 2008

2. Outline The new Bergen Model for teacher training The research group Why school library in this research Pilot questionnaires Examples from previous research Preliminary data Biggs’ 3P model regarding teacher training students practicum

3. The Bergen Model University of Bergen (UoB) Collaboration Other universities Norwegianschools Collaboration Forreign schools UoB School-owners UoB School-partners 3 2 school school school school 1 ©Kari Smith

4. Development of Competencies Instruction competencies Teaching competencies Action research Education for teacher training Students’ practice Subject learning Education for subject teaching Synergic learning in dialogue with students Higher quality in Teacher Training Programme and professional development for all partners involved Strengthening student competencies ©Kari Smith

5. Members of the research group Professor Kari Smith (leader) Ass. Professor Rune Krumsvik Ass. Professor Odd Inge Steen Senior Lecturer Marit Ulvik Faculty Librarian Anne Sissel Vedvik Tonning

6. Student competence starting HE – do they include information literacy? Information literacy is knowing: when and why information is needed how to find information how to evaluate information how to use and communicate information in an ethical way http://www.cilip.org.uk/policyadvocacy/informationliteracy/definition/default.htm

7. Curriculum and information literacy According to the Norwegian national curriculum - Kunnskapsløftet/Knowledge Promotion from 2006, which applies to all levels of primary and secondary school, digital literacy is among the five central competencies which are to be integrated into curricula in all subjects.

8. School libraries and the law The Norwegian Law of Education, §9-2, obliges schools to provide for school library facilities The Norwegian school library study (Barstad et al, 2007) shows a great variation among different Schools (primary vs. secondary) Facilities / resources / use within the groups Integration in school strategies

9. Pilot questionnaires Electronic questionnaires were sent to 119 teacher training students –57 (47,8 %) answered – 37 questions 158 instructing teachers – 79 (50 %) answered – 22 questions The main focus:How do students and instructors experience practicum in the teacher training programme?

10. School library questions to teacher training students “Were you presented to the school library?” Yes: 70 % No: 30 % “How satisfied are you with the teacher instructions to the library as a pedagogical resource and learning arena?” Ca. 65 % are less or not satisfied Ca. 35 % are satisfied or very satisfied

11. School library questions to instructing teachers “Do you use the school library as a pedagogical resource?” Yes: 68 % No: 32 % “If not, why?” – The answers are categorized in these statements: Relevant subject literature unavailable Use other sources instead Do not experience the need Need more knowledge of the topic

12. The Ohio Research Study 39 school libraries, 13.123 students in grades 3 to 12, 879 faculty members Surveys that produced both quantitative and qualitative data Teaching faculty valued the school library and saw it having an important role in student learning, e.g. using computers, finding and locating information, using information in assignments Students rated the library very highly in using computers, finding and locating information, using information in assignments (Todd & Kuhlthau, 2005)

13. School library in research from Scandinavia Rafste (2001): A place to stay and learn Students’ perspective on use and experiences with school libraries Limberg (2003): Multiple aspects in a complex environment = school culture Barstad et al (2007): Very heterogenic substance in Norwegian primary and secondary schools

14. Primary and lower secondary schools have less resources than upper secondary schools If the school library is in the school’s strategic plans – the teachers’ attitude towards library use is more positive Teachers who use the school library, cooperate with the librarians in finding background material, manly regarding Norwegian language and social science subjects Teachers say that their students are trained to use the library regarding information literacy Barstad et al (2007)

15. Our preliminary findings Most teacher training students were presented to the school library in their practicum are not satisfied with the given instructions in how to use the library as a pedagogical resource in their own teaching Most teachers use the school library in their own teaching Many teachers are not aware of the potential pedagogical resources of today’s school library

16. Biggs’ 3P model of teaching and learning PRESAGE PROCESS PRODUCT STUDENT FACTORS prior knowledge ability motivation LEARNING OUTCOMES quantitative: facts skills qualitative: structure transfer affective: involvment LEARNING-FOCUSED ACTIVITIES appropriate/deep inappropriate/surface TEACHING CONTEXT objectives assessment climat/ethos teaching institutional prcedures

17. Teacher training programmes and school library include school library as a pedagogical resource in teaching, within the curriculum introducing the use of the school library in their teaching students collaborating with the school librarian in their practicum include the school library as one of the criteria in assessing (both formative and summative) the learning outcomes in their practicum give further education courses in how to use school library as a pedagogical resource in teaching

18. Conclusion The school library in collaboration with the teacher, has the potential to be a pedagogical resource in pupils’ learning include instruction for using the school library in teaching into the teacher training students’ curriculum give courses to teachers (further education) in how to use the school library in their own teaching

19. Comments? Questions?

20. References Barstad, J., Audunson, R., Hjortesæther, E. & Østlie, B.(2007). Skulebibliotek i Norge. Kartlegging av skulebibliotek i grunnskule og vidaregåande opplæring. Retrieved 10.7.2008 from http://www.utdanningsdirektoratet.no/upload/Rapporter/Skulebibliotekrapport_fullstendig.pdf Biggs, J. (2003). Teaching for Quality Learning at the University: What the Student does. (2nd edition). Buckingham: SRHE and Open University Press CILIP (2004) Information Literacy: Definition. Retrieved 10.7.2008 from http://www.cilip.org.uk/policyadvocacy/informationliteracy/definition/default.htm KD (2007) Knowledge Promotion - Kunnskapsløftet. Retrieved 10.7.2008 from http://utdanningsdirektoratet.no/templates/udir/TM_Artikkel.aspx?id=2376 Limberg, L. (2003). Skolbibliotekets pedagogigiska roll. En kunnskapsöversikt. Stockholm: Skolverket Opplæringslova. (1998) Lov om grunnskolen og den vidaregåande opplæringa av 1998-07-17 nr 61 Rafste, E. (2001). Et sted å lære eller et sted å være? En case-studie av elevers bruk og opplevelse av skolebiblioteket. Oslo: Unipub Todd, R. & Kuhlthau, C.C. (2005). Student Learning Through Ohio School Libraries, Part I+II. School Libraries Worldwide, 11(1), 63-110

21. Thank you for your attention!