May/June 2005
Trends and Issues: What's Important for the 21st Century School Librarian?
Carol A. Brown
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As the turn of the century approached, there was much debate as to what would be important topics of conversation among teachers, librarians, and other educators sensitive to change in their professions. At the halfway mark of the first decade of the new century, we ask, “What is really important to the school library media specialist? What are the main issues that affect our success?” As professionals, we know the importance of participation in conferences and seminars related to our work. We also read journals and magazines with current information and innovations for libraries, learning, and information literacy. Some major areas of importance that are reported in these resources are directly related to what you do in your day-to-day tasks.
Looking at major themes reported in journals and professional meetings, let’s think about how the 21st century school library can have an impact on student achievement by using the best methods for teaching with information resources and up-to-date computer technology. The use of information to transform, rather than merely inform, seems to be the most important theme for the profession, both inside and outside schools. In addition, the use of electronic information in the 24/7 virtual libraries has provided access to information never before available in any educational system or library. Techniques for developing collaborative relationships with classroom teachers are important for inquiry, project-based learning and information literacy as a method for teaching across the curriculum. Under girding each of these is the importance of networked computer technology, and electronic resources, all of which are part of the emerging trends for the 21st librarian.
Impact on Student Achievement
Of primary importance in school libraries is the impact on student achievement.1 Whatever progress school librarians and teachers may have made toward using student-centered, constructivist principles for a literacy program has been overshadowed by the emphasis on accountability and annual yearly progress as mandated by U.S. Federal programs for No Child Left Behind.2 It is difficult to provide inviting environments that support reading and information literacy, while at the same time addressing long lists of competencies within state standards. This challenge is compounded by the necessity for ensuring computer literacy is integrated into information literacy within the school library program.
Integration of both computer and information skills can be challenging in terms of time and resources. IMPACT3 is a unique model that is aligned to Information Power: Building Powerful Partnerships,4 the national standards for library media and technology programs. To improve student achievement IMPACT recommends bringing together the classroom teacher, librarian, and technology facilitator for integrating technology and information literacy skills in K-12 classrooms. In North Carolina, IMPACT schools receive large grants for funding new positions, staff development, and equipment. A large portion of the grant is used to place one full-time technology facilitator and one full-time librarian in each school. Working collaboratively with the classroom teacher, they are able to develop and present lessons that use information technology to enhance learning in all content areas.
To achieve the state’s goal for high student achievement, these schools follow guidelines for individualized student instruction and equitable access to opportunities and resources 24/7. Many of the lessons use project-based learning methods. These are successful because schools are encouraged to adopt flexible access to the library resources, including time with the librarians. Evaluations are currently being conducted to determine effect the model has on student performance with end of grade tests. Outcomes from these evaluations will greatly influence funding decisions for mandating the added position of Technology Facilitator (TF) in all North Carolina schools.
Information Literacy
Literacy for the 21st century has come to mean many different things. A search on the Internet yields numerous discussions related to different forms of literacy including information literacy, computer literacy, media literacy, critical literacy, even “earth” and “health” literacy.5 Information literacy is unique in that it provides many of the necessary skills needed for these other types of literacy.
Typically, the librarian teaches information literacy skills, but we know that these skills taught in isolation with singular formats, are usually meaningless and soon forgotten. Digital literacy, a unique brand of 21st information literacy, opens more doors to knowledge and understanding than we could ever image, but it must begin with understanding the complexities of Internet and multimedia resources. Paul Glister, author of five books on the subject of Internet and nationally syndicated columnist, explains how digital literacy is different from traditional literacy. Digital literacy is not limited to text. It includes video, audio, and digital images. More importantly, users of digital information must construct meaning from “multiple sources and communicate these newly constructed pieces of knowledge to others."6 Our students are “digital natives” while our teachers, as “digital immigrants,"7 are still becoming accustomed to the language. According to a report by the U.S. Department of Education, 21st century students have the following characteristics:8
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28% of high school students access foreign news sources via the Internet
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94% of online teens use the Internet for school-related research
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90% of children between the ages of 5 and 17 use computers
To be effective library-teachers of information literacy skills, we must become accustomed to parallel thinking processes for multitasking, instant messaging, and video phones. Students are comfortable with simultaneous forms of information. They are fascinated by blogging, wikis, and electronic simulations. The savvy school librarian will provide ready access to these resources at “twitching speed” (video games speed) 9. If you are interested in these fast paced and extremely current information sources, Bernie Dodge has a Webquest that serves as an excellent beginner’s handbook.
The International Society for Technology in Education (ISTE) is an organization that is more about information than technology. Computer literacy skills recommended by ISTE10 include the ability to select, interact with, and evaluate electronic information. For this reason, strategies for integration of information skills are often taught in concert with computer skills. Not only must students learn the skills and methods associated with using the technology, they must learn to reflect on the quality of their work, evaluate, and revise when needed. Whether seeking new information or constructing new ideas based on information sources, students have many options for viewing or displaying information. Thus computer literacy, in addition to information literacy, is an important issue for the 21st century school library.
Next Page  References/End Notes
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Carol A. Brown is an Assistant Professor of School Media and Technology, East Carolina University, Greenville, N.C.
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