1. Information Literacy: Challenges at the school level James Henri UPH Session 5 Associate Professor Faculty of Education The University of Hong Kong http://www.cite.hku.hk/people/jhenri/

2. The Big Picture If students are to understand that information literacy has value, it must reach them not as assignments, lists of rules, and checklists, but as enthralling work. If information literacy is to stick for a lifetime, information literacy must be a transformational process that compels students past twilight, imbued with a feeling of investigating something enormous! After: Abilock, D. (2004)

3. More Big Picture Our task is to teach our students the rigorous, analytical, sweaty work of closely examining an argument, questioning our thinking patterns, ferreting out inconsistencies— fundamentals of critical thinking. Rather than teach the skill, if we teach to transfer that skill—in using a library, recognizing bias, or analyzing an argument—from one setting or task to another, students recognize that information literacy is not a school task but a lifetime habit of mind—of evaluating and using information for personal, social, or global purposes. Abilock, D. (2004)

4. Information Literacy: Barriers Information skills in isolation Teacher Librarians in isolation Teachers in isolation

5. Information Literacy: Barriers Focus on knowledge not on learning & understanding (photocopy learning) Focus on the learning not on the learner Textbook/Testing focus Classroom isolation Learning for school, not learning for life Curriculum focus on content

6. Information Literacy: Barriers Lack of planning time Unimaginative time tables Focus on the tools not the transformation Home work (for mum) Lack of information policy development

7. Information Literacy: Barriers Lack of whole school IL focus Inadequate reporting about the learner and progress towards IL Inadequate attention to library support staff Inadequate funding for library collection & services

8. Focus on students rather than focus on teachers and the culture of the workplace

9. IL is about Partnership

10. Partnership relies on a shared: Vision Commitment Capability Capacity Focus

11. What is the vision? Is there a shared understanding of the IL concept? How robust is that concept?

12. What is the vision? Scenario 1 Information literacy is about equipping students to search efficiently. Scenario 2 Information literacy is about information mastery.

13. What is the commitment? Is it reasonable to assume this might be a responsibility associated with delivery of information services? Is it reasonable to assume that the teachers will frame questions that avoid ‘copy and paste’ discoveries? Scenario 1 Information literacy is about equipping students to search efficiently.

14. What is the commitment? Are librarians and teachers masters at this? Is it reasonable to assume that it is part of the mandate of the library? If this is delivered by the library what drives students to take it seriously? Should librarians also instruct the teachers? What pressure would be needed? Scenario 1 Information literacy is about equipping students to search efficiently.

15. What is the commitment? How is progress in subject content mastery measured & reported? How is progress in information mastery measured & reported?

16. What is the capability? Are teachers information literate? Yes: What is their role in this? What is the librarians role in this? How do they ensure synergy? Scenario 2 Information literacy is about information mastery.

17. What is the capability? Are teachers information literate? No: What can be done? 1.Pre-service education 2.Tertiary Teaching Certificate 3.Continuing Professional Development (by whom?) 4.Integrated curriculum 5.Essential Learning Scenario 2 Information literacy is about information mastery.

18. What is the capability? Are librarians information literate? No: What can be done? 1.Pre-service education 2.Tertiary Teaching Certificate 3.Continuing Professional Development (by whom?) 4.Integrated curriculum 5.Essential Learning Scenario 2 Information literacy is about information mastery.

19. What is the capability? Are teachers information literate? Are librarians information literate? YES So what will be the respective responsibilities? Scenario 2 Information literacy is about information mastery.

20. What is the capability? Partnership possibilities

21. Henri, J. (1992) Collaborative teaching and learning: Wagga Wagga, NSW: CIS.

22. Teacher LibrarianSubject Teachers Students Frame a Curricular Unit What do we want to learn? Who is the audience? What will we create? How, when, and with what? What new skills are needed? How will the learning be assessed and rewarded? What is already known? What don’t we want learned? Sharing and recording responsibility for learning Implementation Evaluation Principal approval & support Time for Planning Specialist Teachers The Planning Model

23. What is the capacity? How do librarians add this to their workload? Is it reasonable to assume that there are things librarians can stop doing? Will it work if teachers are left out of the loop? (What drives learning at your place?) Scenario 1 Information literacy is about equipping students to search efficiently.

24. What is the capacity? Are the policies and structures in place to support this? Are there clear role demarcations? Is the destination clear? Scenario 2 Information literacy is about information mastery.

25. What is the focus? 1.The teachers The focus must be on making certain those who deliver learning are equipped to create learning opportunities that enable a coordinated and sustained information literacy education.

26. What is the focus? 1.The teachers How do you gain access to them?

27. What is the focus? 2. Assessment The focus must be on making certain that mastery of information is rewarded.

28. Teachers Rule! No matter how well students make use of information to learn, no matter how skillful they are as information users the design of learning will fall upon the teachers. If the teachers are not skillful information users they will not design learning experiences that enhance information literacy in a planned and systematic way.

29. Focus Questions Who are currently using the schools information services? Do the teachers spend their spare time in the library or using information services to enhance their teaching and student learning? Do teachers spend considerable time collaborating with the teacher librarian to select and evaluate information resources? Do teachers fight for a bigger slice of the budget for information services? Does the teacher librarian offer a sustained program of professional development for teachers to foster their mastery of the processes of becoming informed?

30. Focus Questions Is the teacher librarian providing information leadership in terms of information policy development and knowledge management issues? Does the teacher librarian provide input into curriculum development that highlights the need for constant integration of learning and information processing? Does the school provide information services that are able to meet the decision making needs of the school leadership? Or is the focus of information services focused on the students with only a passing thought being given to the needs of the teachers and the school leadership?

31. Bibliography Abilock, D. (2004) Information Literacy From Prehistory to K–20: A New Definition. Knowledge Quest, 32(4), March/April 2004 (pp. 9-10) http://www.ala.org/ala/aasl/aaslpubsandjournals/kqweb/kqarchives/vol32/32n 4abilock.pdf Farmer, L. and Henri, J. (2008). Information literacy assessment. Lanham, ML: Scarecrow press Fox, R., & Henri, J. (2005). Understanding teacher mindsets: IT and change in Hong Kong schools. Educational Technology and Society, 8(2), 161-169. Henri J. (2004). Building an information literate school community: Putting teachers first. ASLA Online I: Constructing Communities of Learning and Literacy Conference 2004. Retrieved from http://www.asla.org.au/online/il_abstracts.htm. http://www.asla.org.au/online/il_abstracts.htm. Henri, J. (2006). Learning and assessing in the information literate school: A social constructivist perspective. In K. Bonanno and P. Nibbs (Eds.). Visions of learning: ASLA Online II conference proceedings, Australian School Library Association, Zillmere, Australia (pp. 1-10).

32. Bibliography Henri, J. (2005). Mapping the information literate school community. Retrieved from http://www.cite.hku.hk/people/jhenri/doc/MappingtheInformationLiterateScho olCommunity.pdf http://www.cite.hku.hk/people/jhenri/doc/MappingtheInformationLiterateScho olCommunity.pdf Henri, J. (2005). What is an information literate school community and what are the implications for teacher librarians? Retrieved from http://www.cite.hku.hk/people/jhenri/doc/InformationLiterateSchoolCommunit y.pdf http://www.cite.hku.hk/people/jhenri/doc/InformationLiterateSchoolCommunit y.pdf Henri, J., & Asselin, M. (Eds.). (2005). leadership issues in the information literate school community. Westport, CT: Libraries Unlimited. Kong, S.C., Henri, J., Lee, F.L. & Li, S.C. (2005). A study on the development of an information literacy framework for Hong Kong students. Unpublished Research Report. Retrieved from http://www.cite.hku.hk/people/jhenri/doc/IL-Report.pdfhttp://www.cite.hku.hk/people/jhenri/doc/IL-Report.pdf