Information Literacy in Schools The Norwegian School Library Program. University of Agder Siri Ingvaldsen 11 April 2013

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1 Information Literacy in Schools The Norwegian School Library Program University of Agder Siri Ingvaldsen 11 April 2013

2 Norwegian School Library Program Norwegian Directorate for Education and Training & University of Agder (UiA)

3 Reading education Promotion of information literacy 3

4 Main focus areas: competence enhancement through studies and training courses practice-related school projects development of a digital collection of ideas and a learning resource concerning information literacy 4

5 What has been achieved? 210 development projects in 173 schools in 105 municipalities and all Norwegian counties 5

6 Project schools Schools are initially funded for one year, but have the opportunity to apply for an additional year The schools with two years projects: resource schools Project support only for primary and lower secondary schools (age 6-16) 6

7 Møre Research Centre No clear connection between resources allocated to school libraries and the degree to which these libraries were used for educational purposes (Barstad, Audunson, Hjortsæter & Østlie, 2007)

8 Møre Research Centre Most important factors: Support from the school administration Planning of library usage School culture Teachers attitudes 8

9 Projects schools Principal = project leader The whole project group, the principal, involved teachers and the school librarian, must attend compulsory courses. 9

10 Students acquire information skills most easily when they search for the texts they use as an integral part of completing their academic assignments = cooperation between teachers and librarians Cooperation with public library Municipalities = school owners are involved in the application process (Limberg & Alexandersson, 2007, Kuhlthau, Maniotes & Caspari, 2007) 10

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14 Knowledge Promotion 06 Norwegian national curriculum Does not use the term information literacy, but it strongly promotes: Reading in all school subjects Digital skills The ability to think critically Development of research skills Textual diversity Knowledge regarding library use Training of learning strategies 14

15 = Information Literacy 15

16 Information Literacy the ability to acknowledge a need for information the ability to identify and locate information the ability to evaluate information (source evaluation) the ability to use information for personal knowledge acquisition the ability to document sources (citation techniques, making a reference list) familiarity with central principles of copyright (what may be used in different contexts) the ability to communicate on the Internet (produce and share content on the Internet) 16

17 Marvel and ask Evaluate and select Reading for comprehension Create and share 17

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19 Resource schools examples: 19

20 Mortensnes Primary School Link teaching and learning efforts to the services and opportunities provided by the school library Examples of information skills training prepared for all grades Use the non-fiction collection actively for purposes of adapted teaching and special-needs education Teachers and librarians provide each other with training opportunities 20

21 Kanebogen Primary School Reading workshops Two hours a week Groups of four, two teachers Four stations Literary genres Learning strategies Writing skills Drama station 21

22 Sørvik Primary and Lower Secondary School & Harstad Library Municipality of Harstad committed to systematic reading instruction Reading plan adopted in 2010 All elementary school classes have a part-time reading supervisor (in Sørvik 20%) 22

23 Sørvik Primary and Lower Secondary School & Harstad Library Reading workshop in forms two to four Middle-level students, particularly boys guided and repeated reading 23

24 Kråkerøy Lower Secondary School My family in history Enable the students to better evaluate the relevance and credibility of sources Apply the information in their own work Improve skills in writing non-fiction texts National competition Norwegian Historical Association 24

25 Skaaredalen Primary and Lower Secondary School Progress plan on learning strategies from 1st to 10th grade Formalized methods of cooperation between teachers and librarian established in all classes Learning strategies plan divided into Grades Areas of responsibility Themes Topics Time frames 25

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27 Bud Primary and Lower Secondary School & Fræna Public Library School librarian s position divided among the school, the public library and the role as the municipality s school library coordinator Library plan all schools included 27

28 Bud Primary and Lower Secondary School & Fræna Public Library To be able to use the library in a goal-oriented manner, the students must master learning strategies. 28

29 Mørkved Primary School & Ringsaker Library «From Library to Learning Centre» Integrating the library as a permanent feature for reading instruction 29

30 Mørkved Primary School & Ringsaker Library Ringsaker Municipality - full-time school library coordinator position Position located within the public library staff Chief librarian and principals specify coordinator s tasks together 30

31 Thanks 31

32 Barstad, J., Audunson, R., Hjortsæter, E., & Østlie, B. (2007). Skulebibliotek i Norge: Kartlegging av skulebibliotek i grunnskole og vidaregåande opplæring. Volda: Møreforsking. (Arbeidsrapport ; nr 204). Available at: [ ] Kuhlthau, C. C., Maniotes, L. K. & Caspari, A. K. (2007). Guided Inquiry : Learning in the 21st Century. Westport, Conn., Libraries Unlimited Limberg, L., & Alexandersson, M. (2007). Textflytt och sökslump : informationssökning via skolbibliotek. Stockholm : Myndigheten för skolutveckling. Available at: [ ] 32

Siri Ingvaldsen University of Agder Kristiansand, Norway

Siri Ingvaldsen University of Agder Kristiansand, Norway http://conference.ifla.org/ifla78 Date submitted: 19 July 2012 Joint efforts to improve reading education: cooperative projects between public libraries and schools in the Norwegian School Library Program