School Libraries and Student Learning: School Libraries and Student Learning: Essential Partnerships for SuccessEssential Partnerships for Success

Dr Ross J ToddDirector, Center for International Scholarship in School Libraries

Professor, Master of Library and Information Science ProgramRutgers, The State University of New Jersey

cissl.scils.rutgers.edu rtodd@scils.rutgers.edu

Skåne 2008 2008

Stay FocusedStay Focused

Pick one Card

It is YOUR card

Think about YOUR card for

20 seconds

Stay focused on YOUR card

Ross is now going

To remove YOUR Card!

YOUR card has been removedYOUR card has been removed

Get out of the BoxGet out of the Box

The Research ProblemThe Research Problem

Ban those “Bird” UnitsBan those “Bird” Units

Many types of research assignments using library or Many types of research assignments using library or web-based sources contribute little or nothing to learningweb-based sources contribute little or nothing to learning

Very little evidence of building new knowledgeVery little evidence of building new knowledge

Rarely guided and sustained throughout the research Rarely guided and sustained throughout the research projectproject

Rarely equip students with the range of information and Rarely equip students with the range of information and technical competencies necessary to complete the tasktechnical competencies necessary to complete the task

Make very “low-level” use of the libraryMake very “low-level” use of the library

How do we design learning through the school library?How do we design learning through the school library?

Typical Research ScenarioTypical Research Scenario

Teacher introduces topic in classroomTeacher introduces topic in classroomTextbook work is doneTextbook work is doneTeacher asks class to do project in library / using Teacher asks class to do project in library / using internet, and provides question sheet or worksheet internet, and provides question sheet or worksheet for information (fact) collectionfor information (fact) collectionStudents pick a ”bird” “dinosaur” to researchStudents pick a ”bird” “dinosaur” to researchLibrarian introduces students to a few resources Librarian introduces students to a few resources and websitesand websitesStudents copy information from sources on to their Students copy information from sources on to their paperpaperStudents report back to class or turn assignments Students report back to class or turn assignments in form gradingin form grading

““Bird” units are generally a Bird” units are generally a disasterdisaster

Cut and paste information: COLLECT AND Cut and paste information: COLLECT AND TRANSPORT informationTRANSPORT information

Little TRANSFORMATION of informationLittle TRANSFORMATION of information

Focus on making a product rather making Focus on making a product rather making new knowledgenew knowledge

Typically produce superficial descriptive Typically produce superficial descriptive knowledgeknowledge

Interaction

Printout

Final version

Presentation

Rewriting

TRANSPORT OF TEXT

Prof Louise Limberg

”Get the material from the Net, I read it. Write down some good sentences, make a few changes and read through it again. Making my own, sort of! Then I think - Replace here and there. Pick certain words and make my own text by adding new words. I recognise the text if I read it several times. Use those expressions that fit in.” (Kris)

Prof Louise Limberg

”I borrowed a book on sharks, picked out words from the book, from the text. I jotted these down in a little notebook as rough notes, then I rewrote it and then I painted a front page and then I put the whole thing into a booklet and the job was done.” (David)

Prof Louise Limberg

Transformation of TextTransformation of Text

Building background knowledge firstBuilding background knowledge first

Develop focus questionsDevelop focus questions

Collect facts. viewpoints, perspectives, Collect facts. viewpoints, perspectives, arguments pertinent to specific focusarguments pertinent to specific focus

Analyze and synthesize ideasAnalyze and synthesize ideas

Critically reflecting on themes to develop Critically reflecting on themes to develop personal conclusions and positionspersonal conclusions and positions

Why do students transport text Why do students transport text rather than transform text?rather than transform text?

It is rewarded: plagiarism is undetectedIt is rewarded: plagiarism is undetected

False notion that more facts = deep False notion that more facts = deep knowledge and deep understandingknowledge and deep understanding

Do not have the skills to do the taskDo not have the skills to do the task

Low level of assignments – no critical Low level of assignments – no critical thinking requiredthinking required

Assessment of product only Assessment of product only

MEANINGFUL RESEARCH TASKSMEANINGFUL RESEARCH TASKSWhat do we want students to do?What do we want students to do?

Construct deep knowledge and deep understandingConstruct deep knowledge and deep understanding

Directly involved and engaged in the discovery of Directly involved and engaged in the discovery of new knowledgenew knowledge

Encounter alternative perspectives and conflicting Encounter alternative perspectives and conflicting ideas so that they are able to transform prior ideas so that they are able to transform prior knowledge and experience into deep understandingsknowledge and experience into deep understandings

Transfer new knowledge and skills to new Transfer new knowledge and skills to new circumstancescircumstances

What do we expect?What do we expect?

Show a good understanding of their topics

Be interested

Be motivated

Be engaged

These do not happen simply because we want them to do research!

Great Minds at

work?

BuildingEffective Inquiry

Learning habits

New Jersey ResearchNew Jersey ResearchSchools Context and SampleSchools Context and Sample

10 New Jersey public schools 10 New Jersey public schools

Experienced and expert school librariansExperienced and expert school librarians

Diverse public schools Diverse public schools

10 school librarians working on curriculum projects 10 school librarians working on curriculum projects with 17 classroom teacherswith 17 classroom teachers

574 students in Grades 6 – 12; range of disciplines574 students in Grades 6 – 12; range of disciplines

Did they learn anything? Did they come to develop new Did they learn anything? Did they come to develop new knowledge of their topics, and what did this new knowledge of their topics, and what did this new knowledge look like?knowledge look like?

Changes in Knowledge

Two distinctive approaches to Two distinctive approaches to knowledge construction: knowledge construction:

-- Transport-- Transport

-- Transform-- Transform

“Transport” Approach to Knowledge Construction

Gathering facts, then more facts, then more factsGathering facts, then more facts, then more facts

Stockpile of facts, even though facts were sorted, Stockpile of facts, even though facts were sorted, organized and grouped by end of task.organized and grouped by end of task.

Remained on a descriptive level throughoutRemained on a descriptive level throughout

Limited intellectual engagement with the ideasLimited intellectual engagement with the ideas

Surface knowledgeSurface knowledge

Saw the collection of facts as the end of the research Saw the collection of facts as the end of the research

“Transform” Approach to Knowledge Construction

Initial: superficial sets of propertiesInitial: superficial sets of properties

Moved beyond gathering facts:Moved beyond gathering facts:- building explanations- building explanations- address differences in information- address differences in information- organizing facts in more coherent ways- organizing facts in more coherent ways

Interpret information Interpret information

Establish personal conclusions and reflectionsEstablish personal conclusions and reflections

Collecting facts was the beginning and not end Collecting facts was the beginning and not end

Facts were the basis for personal choiceFacts were the basis for personal choice

Factors contributing to differences Factors contributing to differences across Schoolsacross Schools

No significant variations across the age, grade, No significant variations across the age, grade, and gender groupsand gender groups

Nature of task you set: collection of facts or Nature of task you set: collection of facts or transformation of factstransformation of facts

Engagement and ownershipEngagement and ownership

Nature of Interventions: Development of skills Nature of Interventions: Development of skills to construct knowledge rather than finding to construct knowledge rather than finding informationinformation

Hall of Fame ResearchHall of Fame Research“Greatness”“Greatness”

Where/when born, died, Where/when born, died, livedlivedEducation/Jobs/CareerEducation/Jobs/CareerChallenges overcomeChallenges overcomeQualities that led to Qualities that led to greatnessgreatnessAwards/Commendations Awards/Commendations Political offices heldPolitical offices heldBest remembered for whatBest remembered for whatConnection to NJConnection to NJ

Critical thinking and Deep Critical thinking and Deep Knowledge?Knowledge?

Walt Whitman Walt Whitman (Camden) (Camden) Considered by many to Considered by many to be the most influential be the most influential poet in U.S. historypoet in U.S. history

Lonely, Nervous, Brave, Determined, SassyDaughter of parents who filled their house with musicMusic must have filled her loneliness when her father diedMoved to New York for a better life.Who loved the night magic of Harlem, Who loved the celebrities and begging for autographs with her friendsWho really loved singing and scatting Who loved her Aunt that took care of her as a child.Who felt loss, when her mother died Who felt anger when she was put in an orphanageWho felt trapped in those walls but they couldn’t keep her down because she felt the pull of her song and the night magic of Harlem.Who felt nervous and fear at auditionsWho feared not being able to sing because she had no one to care for her Who feared dying from diabetes and possibly going blind, Who feared whom she would pass her singing crown down toWho wanted to see someone take over her singing crownWho would have liked to have spent more time with her late parentsWho wanted to work with the best bandsWho changed the world of jazz and swingWho was very proud of her awards and achievementsShe was “The First Lady Of Song”; she was “Sassy” and a Legend of JazzBorn in Virginia, grew up in New York, adopted by the world.Ella was greatFitzgerald

Ella

Information Search ProcessInformation Search Process

Tasks Initiation Selection Exploration Formulation Collection PresentationTasks Initiation Selection Exploration Formulation Collection Presentation------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ →→FeelingsFeelings uncertainty optimism confusion clarity uncertainty optimism confusion clarity sense of satisfaction or sense of satisfaction or(affective)(affective) frustration frustration direction/ disappointment direction/ disappointment

doubtdoubt confidence confidence

ThoughtsThoughts vague---------------------------------------vague---------------------------------------→→focusedfocused(cognitive)(cognitive) ----------------------------------------------- -----------------------------------------------→→

increased interestincreased interest

ActionsActions seeking relevant information---------------------------- seeking relevant information----------------------------→→seeking pertinent informationseeking pertinent information(physical)(physical) exploring exploring documenting documenting

Information-to-knowledge experienceInformation-to-knowledge experience

THE INFORMATON SEARCH PROCESSC. Kuhlthau

Stages of the Information Search Process represent critical Zones of Intervention

Meaningful Research Tasks: Meaningful Research Tasks: Check ListCheck List

Initiated though compelling situations which provide challenge Initiated though compelling situations which provide challenge and opportunity. and opportunity.

Focus on identifying and solving real-world problemsFocus on identifying and solving real-world problems

Exercise some choice over the specific questions they want to Exercise some choice over the specific questions they want to answer and how to present their new understandings.answer and how to present their new understandings.

Connect with students’ background knowledgeConnect with students’ background knowledge..

Instructional activities involve the students in thinking, acting, Instructional activities involve the students in thinking, acting, and reflecting, discovering and linking ideasand reflecting, discovering and linking ideas

Instructional activitiesInstructional activities model and provide opportunity to model and provide opportunity to experienceexperience the knowledge construction process.the knowledge construction process.

Opportunities for sustained dialogue and feedbackOpportunities for sustained dialogue and feedback

Build Background KnowledgeBuild Background Knowledge

It is the beginning of the research task, not It is the beginning of the research task, not the endpointthe endpoint

Foundation for building engaging Foundation for building engaging questionsquestions

Foundation for motivation and interestFoundation for motivation and interest

Read

View

Listen

Connect

I didn’t know that! Questions I have???

I agree / disagree I wonder ….

Developing Background Knowledge, Interest, Developing Background Knowledge, Interest, MotivationMotivation

Who are the early Jazz greats

What is Jazz?

How is Jazz different to my favourite music

When did jazz begin

Jazz jargon

How is Jazz similar to my favourite music

Why is Jazz an important music form

What are important characteristics of Jazz

Main Jazz instruments

Jazz music / musicians I recognize /video clips /podcasts I like

My feelings about Jazz

What next? Questions I want to explore, and why

Topics of Topics of interest to meinterest to me

Intriguing factorsIntriguing factors PositivesPositives NegativesNegatives RankRank1- 51- 5

1.1.

2.2.

3. 3.

4.4.

5.5.

Rank your topics on a scale of 1 – 5 (1 = of Rank your topics on a scale of 1 – 5 (1 = of little interest; 5 = very interesting)little interest; 5 = very interesting)Circle your two most interesting topicsCircle your two most interesting topics

Explain your choice in your Explain your choice in your conference with your class teacher / conference with your class teacher / librarianlibrarian

Choosing Research Topics

Dealing With Conflicting Information to Develop Knowledge

Central Central QuestionsQuestions

Source 1 eg Source 1 eg encyclencycl

Source 2 Source 2 eg Poor eg Poor quality web quality web sitesite

Source 3 egSource 3 egHigh quality High quality web siteweb site

Source 4 egSource 4 egNewspaperNewspaper

Source 5Source 5High quality High quality print sourceprint source

What I can What I can say? say? Evidence for Evidence for my my statement?statement?

whowho

whatwhat

whenwhen

wherewhere

whywhy

howhow

resultresult

Transformation of Text:Help Organizations

The Information BaseThe Information BaseAMNESTY AMNESTY INTERNATIONALINTERNATIONAL

Creating the TextCreating the Text Transforming the textTransforming the text

History of OrganizationHistory of Organization

Vision and Goals of Vision and Goals of OrganizationOrganization

Significant AchievementsSignificant Achievements

BarriersBarriers

The Information BaseThe Information BaseAMNESTY AMNESTY INTERNATIONALINTERNATIONAL

Creating the Text:Creating the Text: Transforming the textTransforming the text

History of OrganizationHistory of Organization

Vision and Goals of Vision and Goals of OrganizationOrganization““research and action focused on preventing research and action focused on preventing and ending grave abuses of the rights to and ending grave abuses of the rights to physical and mental integrity, freedom of physical and mental integrity, freedom of conscience and expression, and freedom from conscience and expression, and freedom from discrimination, within the context of its work discrimination, within the context of its work to promote all human rights”to promote all human rights”http://web.amnesty.org/pages/aboutai-index-http://web.amnesty.org/pages/aboutai-index-engeng

Synthesizing sets of Synthesizing sets of ideas into your own ideas into your own wordswords

Creating a bullet point Creating a bullet point summarysummary

Significant AchievementsSignificant Achievements

BarriersBarriers

Transformation of Text:Help Organizations

A TIME OF BOLD ACTION Edna St Vincent Millay 1892-1950

““Upon this gifted age, in its dark hourUpon this gifted age, in its dark hour

Rains from the sky a meteoric showerRains from the sky a meteoric shower

Of facts, they lie unquestioned, Of facts, they lie unquestioned, uncombined.uncombined.

Wisdom enough to leech us of our illWisdom enough to leech us of our ill

Is daily spun, but there exists no loomIs daily spun, but there exists no loom

To weave it into fabric.To weave it into fabric.””