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Introduction to Information Power

Introduction to Information Power. Peter G. Mohn Glacier Peak High School Snohomish, WA peter.mohn@sno.wednet.edu. Agenda to be Covered. History of National Library Guidelines Information Power Implementation Current Library Media Research Results Library Advocacy

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Introduction to Information Power

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  1. Introduction to Information Power Peter G. Mohn Glacier Peak High School Snohomish, WA peter.mohn@sno.wednet.edu

  2. Agenda to be Covered • History of National Library Guidelines • Information Power Implementation • Current Library Media Research Results • Library Advocacy • Where Do We Go From Here?

  3. National Library Guidelines • 1920 - NEA Committee on Library Organization • 1925 - NEA Committee Sets Elementary Standards • 1945 - School Libraries for Today & Tomorrow • First national K-12 standards • 1960 - Standards for School Library Programs - AASL • 1969 - Standards for School Media Programs • AASL and DAVI (now AECT) • 1975 - Media Programs: District and School • 1988 - Information Power • 1998 - Information Power: Building Partnerships for Learning

  4. Information Power Implementation • 5 year Commitment to Reach 90% of All School Library Media Specialists • Year 1 and 2 are Complete • Year 3 - Train the Trainers; Reach District LMSs • Year 4 and 5 - Build Partnerships

  5. Library Research Results • Colorado Studies, 1993; 1999 • Alaska Study, 1999 • Pennsylvania Study, 1999 • Oregon, New Mexico & Texas

  6. Library Research - Colorado • The size of a library media center’s staff and collection is the best school predictor of academic achievement, whether their schools & communities are rich or poor and whether adults in the community are well or poorly educated.

  7. Library Research - Colorado • Five sets of predictors of academic achievement were yielded by the second Colorado study. • Library media program development • Leadership of the LMS • Collaboration of LMS and staff • Technology Integration of LMC materials • Flexible Scheduling

  8. Library Research - Alaska • Five major predictors of academic achievement • Level of LMS staffing • Time spent by LMSs • Delivering information literacy to students • Planning with teachers • Providing staff in-service training • Collection Development Policy • Potential Internet connectivity • Relationship with public libraries

  9. Library Research - Pennsylvania • Five major predictors of Academic Achievement • Presence of both LMSs and support staff • Level of library expenditures • Presence of rich collections of print and electronic information sources • Extent to which technology is utilized to extend the LMCs reach into the classroom • Extent in which information literacy is integrated in the school’s standards and curriculum

  10. Key Common Findings • LMSs can and do exert a positive and significant effect on academic achievement • Principal support & teacher collaboration are critical to making the LM program integral • For LMSs to be pivotal players, support staff are essential • The LMS is a teacher of students & staff • LM programs that contribute most strongly are those with technology

  11. Information Power: Building Partnerships for Learning … Because Student Achievement IS THE BOTTOM LINE

  12. Library Advocacy • What is Advocacy? • Why is Advocacy Training Needed? • Why Advocacy Now? • Who Are Advocates? • Advocacy Issues

  13. Advocacy Issues • LMSs not included in curriculum planning • Outdated image of the LMS role • Decision-makers lack understanding of technology and information literacy skills • Money goes to technology • Site-Based decision-making diffuses support of school libraries • LMSs being replaced by classified staff • Internet seen as panacea • Lack of technical support • Library facilities outdated

  14. Where Do We Go From Here? • WLMA In-Service Training • First Meeting - November 1st • Clock Hours Available • District Level?

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