EXEMPLARY SCHOOL LIBRARIES IN ONTARIO

1. EXEMPLARY SCHOOL LIBRARIESIN ONTARIO Don A. Klinger Gay Stephenson Elizabeth A. Lee People for Education Christopher DeLuca King Luu Queen’s University

2. Our Goal • Understand the functioning of exemplary school library programs. • Describe the characteristics of exemplary school library programs. • Highlight teachers’ and students’ use of exemplary school libraries. • Describe the policies and practices that support exemplary school libraries.

3. Why Study Exemplary Library Programs • Our previous research found a relationship between library staffing and student achievement and student attitudes towards literacy. • Other research has not focuses closely on actual school library operations. • Exemplary school library programs provide a window that explores effective teaching.

4. Our Model of Study • Case studies • 2 relatively detailed case studies • 6 smaller case studies. • Interviews • Observation • Document Analyses • Student Surveys

5. Principals • Provide key support for the school library • Help to promote and enhance the function of the school library • Find ways to promote the use of the school library and teacher librarian. [I] consider the library as the core place for the school for the success of learning and teaching

6. Teachers • Effective partnerships with the teacher librarian to support teaching and learning • Collaboration • Partnerships • Shared planning, teaching, and assessment. • The teacher librarian is a “master teacher” I wish that we could multiply our teacher-librarian because she’s involved in so many things

7. Teacher Librarians • The library is a place for learning and teaching. • A hub in the school • Collaboration and partnering One of the important qualities makes the program successful is that a lot of it is open flexible partner time. We all bring different strengths so that when we plan a unit, or when we are teaching or marking it; we all bring different perspectives

8. Students • Positive views of the school library and the teacher librarian. • 60% of students want to be able to use the school library more often. • Varied use of the school library.

12. Exemplary School Library Programs • Two common features: • Exemplary programs have teacher librarians who maximize teaching time. • Exemplary teacher librarians continually strive to modify the existing contexts. • Exemplary programs are defined as being exemplary within the context they operate.

13. Factors that Affect Context • Policy, funding & support • Ministry level • Board level • School level • Principal and teacher knowledge & experience. • Teacher librarian’s experience and skills. Context facilitates or hinders implementation of library programming

14. The Interactive Process • Context is not static but shaped by the teacher librarian’s efforts to change it. • In exemplary programs the context evolves through the continuous efforts of the teacher librarian. • Programs exist along a continuum.

15. A Continuum of School Library Programs • Context creates a continuum of school library programs. • It is not set of attributes. • Each level identifies contextual factors that facilitates or hinders the school library program. • Differentiated by a greater emphasis on instruction and deeper integration of the library program into all aspects of the school.

16. Continuum of School Library Programs

17. Level 1 School Library Programs • Current context: Many limiting factors • Part time position. • Flexible open scheduling difficult. • Prep coverage & basic library functions rather than instruction. • Teachers & principal have limited understanding of the instructional role of the library.

18. I have been directed by our Board that right now my role is an emphasis on research skills in Grades 4 to 8. • Teacher librarians provide independent instruction that is not systematically coordinated with the classroom. • Teacher librarians continually work to develop partnerships in order to be more directly involved in instruction. Sometimes I have to go out and hunt people down.

19. Agents of Change The kids are all trained on book exchange so when I'm not here the classes come in. • Initiate procedures that free time to provide instruction and begin to work more directly with teachers. • Efforts to implement change are difficult and may encounter resistance. • Teachers may perceive these partnerships as additional, time consuming work.

20. Looking for Opportunities • Teacher librarians in exemplary Level 1 programs work to establish and build library programs. • Enhance the profile of the school library I was the one who took that Smart Ideas concept and applied it to the research process…I was able to focus on the different stages of the research process

21. Level 2 School Library Programs • Current context: Fewer constraints • More administrative support • Principal has broader view of the role of the library within the school culture. • Principals provide partial funding of prep coverage so librarian can focus on instruction.

22. She’s constantly bringing the library to us…it’s a very proactive type of relationship and that makes it much easier for us to make better use of the library. • Principal’s active support influences how library is viewed and used by teachers. • Teachers more open to working cooperatively. • Teachers acknowledge the important role of the teacher librarian. I think she’s the key, she’ll come in and do anything

23. Agents of Change It's been a process. If you'd have come the first year it would have been … finding the teachers you know would be on board • Proactive efforts to change the way the library is used. • School culture changing due to librarian’s efforts. I can’t even imagine a literacy program without the support of your library and librarian

24. Looking for Opportunities • Teacher librarians in exemplary Level 2 programs are able to have an increased emphasis on coordinating their instruction. • Enhance the role of the school library Staff, students and parents all come together, and every year we change it to keep it fresh but still supporting the whole theme of literacy

25. Level 3 School Library Programs • Current context: Enabling • Prioritized support and funding by administration • Focus on student learning. • Library has a critical and integral role supporting students, staff, and the school’s mandate and mission. • Staff share a vision of the library as a place for learning and teaching.

26. I think it is empowering staff and students. It is not my library, it is not my computer, it is not my collection, it is ours • Ongoing Collaborative teaching a given • Teacher-librarians were outstanding teachers who are able to “shine” • Serve on leadership teams • Involved in school operation • Positive outlook on students and staff What I really try to do is to listen to teachers & try to figure out how I can best support them

27. Agents of Change • Teacher librarians provide ever-changing support to teachers based on shared needs. • Continuous improvement model, with an ever moving target for their program • Life-long learners, seeking opportunities to acquire new skills and enhance their program I took a full year of drama training and created a literacy through drama program and reported on drama expectations for the teachers

28. Looking for Opportunities • Level 3 programs were characterized by intriguing and unique library programs • Teacher librarian recognized the challenges faced by their schools but interpreted these as opportunities I started a parent-child book club after school in the library as I belong to one with my child in my neighbourhood

29. Level 4 School Library Programs • Imagine a Level 3 program with systematic administrative support at the school, board, and provincial levels, both in funding and policy. • Trained teacher librarians with continuous opportunities to build skills.

30. The Reality • We could not find examples of Level 4 school library programs. • Intermittent support • Need to continually justify school role • This lack of systematic support hinders the development of library programs. • Hard won expertise and knowledge vanishing from the educational system

31. Reaching for exemplary Facing the ongoing challenges

32. Dollars and sense Money = exemplary Libraries require adequate funding and support Exemplary libraries require a dedicated and skilled teacher librarian Exemplary libraries = student success

33. Making a commitment Putting it on paper. • Provincial policy The cornerstone we need to move forward.

34. Principals matter • “I have a critical role to play too—it is to be supportive in whatever way I can.” “we consider the library as the core place for the school for the success of learning and teaching”.

35. The peril of excessive prep time coverage. Caught in a bind

36. Becoming an advocate True: “We don’t know what we’ve got till it’s gone.” But: If we never had it and never experienced it, we don’t know what we’re missing...

37. Dire need for systemic policy When will we connect the dots? Province Board School

38. Conclusions Exemplary librarians are outstanding teachers and key providers of instruction in their schools Exemplary libraries can be a hub in the school, a central place of activity and learning. School libraries such as these can only flourish and thrive with support from principals, boards and the Ministry of Education. Our research illustrates ways that school libraries can enhance instruction and learning in schools.

39. Questions?