Title: Session
1Session 1326 LITERACY, LEADERSHIP AND SCHOOL
LIBRARIES
- Kathy Cowan
- Superintendent of Education,
- Toronto District School Board.
- Tim Gauntley
- Program Coordinator, Library and Learning
Resources and Interdisciplinary Studies, Toronto
District School Board.
2Agenda All in one/one in all
3Agenda School Libraries
Mission, and Goals
TDSB Administrators Guide
School Library Website
School Libraries
Online Resources _at_ Your School Library
4Agenda Literacy
Ministry Initiatives
Information Literacy
Superintendent Perspective
Literacy
A Library Learning Community
5Agenda Leadership
Collaboration
Developing School Library Collections
Equity
Success
Power of Knowledge (Ontario)
Leadership
Innovation
Tao of Leadership
6Agenda School Libraries
Mission, and Goals
TDSB Administrators Guide
School Library Website
School Libraries
Online Resources _at_ Your School Library
7School Libraries Mission and Goals
- The mission to teach all students to read for
breadth and understanding, research with purpose
and process, build knowledge with insight and
responsibility, and transform their knowledge
into wisdom for a lifetime of learning.
The overall goal to foster learning and improve
student achievement
8Specific Goal 1 Policies/Priorities
- To ensure that all students meet provincial
expectations and follow board policies and
priorities
9Specific Goal 2 Environment
- To ensure that all students learn in a school
library environment that is safe, nurturing,
positive, and respectful
10Specific Goal 3 Reading
- To ensure that all students develop the love of
reading for learning and pleasure
11Specific Goal 4 Information Literacy/ Research
- To ensure that all students develop information
literacy and research knowledge and skills
12Specific Goal 5 Equitable Access
- To ensure that all students have equitable access
to programs, resources, and technologies of
appropriateness and quality
13Specific Goal 6 Use/Application
- To ensure that all students use information and
apply knowledge with understanding,
responsibility, and imagination
14Specific Goal 7 Richness and Diversity
- To ensure that all students develop an
understanding of the richness and diversity of
Canada and the world
15Specific Goal 8 Character and Lifelong Learning
- To ensure that all students develop an
appreciation of how libraries build character and
foster lifelong learning.
16TDSB Administrators Guide
- 1. Mission Statement and Goals
- 2. TL Professional Role
- 3. Research on School Libraries
- 4. Program Standards
- The Role of the Principal
- The School Improvement Plan and the School
Library - Staffing and Timetabling
- Library Management and Facility
- TDSB Procedures and Documents Relevant to School
Libraries
17Read the TDSB Research Guide
Return to Library Resources page
Find more links for learning
Get to know the library program
Special page of links for teachers
Get site info
Welcome to Your School Library Website
Search your schools library catalogue
Print the Guide to each page
Start your search on the Home page
Explore directories and search engines
Find rich subject content
Discover French links
Learn how to research
Link to career sites and tools
The School Library Website is your KEY to the
Internet and online resources!
Find special links for your school
This website is created and maintained by the
TDSB Library Learning and Resources department,
with the help of secondary teacher-librarians.
18School Library Website Literacy Benefits
- Improves literacy by helping students and
teachers to - navigate to sites quickly
- find quality, dependable, safe sources
- explore rich sites
- learn about the Internet
- use at home and school (24/7)
19School Library Website Learning Guide
20Online Resources _at_ Your School Library
- Information literacy for home and school
- definitions
- hidden web
- steps to find and use resources
- pictures and explanations of each database and
E-book (e.g. Knowledge Ontario) - FAQs
Online Resources _at_ Your School Library A
Community Guide
21Online Resources _at_ Your School Library
22Online Resources _at_ Your School Library
8
23Agenda Literacy
Ministry Initiatives
Information Literacy
Superintendent Perspective
Literacy
A Library Learning Community
24Ministry Initiatives A Ray of Light 2000-01
The Ontario Curriculum, Grades 9 to 12 Program
Planning and Assessment, 2000 The Road Ahead
School Improvement Planning Handbook Elementary
Units and Course Profiles and The Ontario
Curriculum Exemplars
25Ministry Initiatives Winds of Change 2002-04
- Interdisciplinary Studies, Grades 11 and 12
- The Ontario Curriculum Unit Planner
- The Report of the Expert Panel on Early Reading
in Ontario - Supporting Student Success in Literacy, Grades
7-12 Effective Practices of Ontario School
Boards - Me Read? No Way
- Literacy for Learning The Report of the Expert
Panel on Literacy in Grades 4 to 6 - Think Literacy Teacher-Librarians Grades 7-9
26Ministry Initiatives Towards a New Standard?
2005-07
Think Literacy Library Research, Grades 7-12
The Ontario Curriculum, Grades 1-8 Language,
2006 (revised) EQAO Success Stories for Ontario
Student Literacy Test Boys Literacy Teacher
Inquiry Progress Report
27Ministry Initiatives Towards a New Standard?
2005-07
- The Role of the School Library
- strong mission and goals
- success across the language curriculum
- reading for understanding and enjoyment
- development of information literacy and research
skills - collaboration with classroom or content-area
teachers - authentic information and research tasks
28Information Literacy Information Studies
- evolution of school library programs
- consistent overall expectations in three strands
- grade-by-grade expectations
- step-by-step research process
- integrated with Ontario curriculum of 1999
- role of teachers teacher-librarians, parents and
students - Achievement Chart
29Information Literacy Research Success
- step-by-step research process based on
Information Studies K to Grade 12 - templates for recording work
- tips and advice to improve research
- checklists and rubrics
- MLA/APA Guides
- a new elementary Guide now available Imagine the
Learning
30Agenda Literacy
Ministry Initiatives
Information Literacy
Superintendent Perspective
Literacy
A Library Learning Community
31Agenda Leadership
Collaboration
Developing School Library Collections
Equity
Success
Power of Knowledge (Ontario)
Leadership
Innovation
Tao of Leadership
32Leadership Collaboration
Leadership through collaboration is the key to a
strong library literacy program for both teachers
and students
The following slides are adapted from Nicholas
Boothman How To Make Someone Love You In 90
Minutes Or Less, Forever!
33ANALYST
CONTROLLER
SUPPORTER
PROMOTER
34More Rational than Emotional
ANALYST
CONTROLLER
Socially More Outgoing
Socially More Reserved
SUPPORTER
PROMOTER
More Emotional than Rational
35ANALYST
Perfectionist Neat and organized Detail fact
oriented Likes to plan ahead Dislikes
unpredictability
36ANALYST
CONTROLLER
Perfectionist Neat and organized Detail fact
oriented Likes to plan ahead Dislikes
unpredictability
Enterprising Direct and self-assured Action
oriented Restless Dislikes indecision
37ANALYST
CONTROLLER
Perfectionist Neat and organized Detail fact
oriented Likes to plan ahead Dislikes
unpredictability
Enterprising Direct and self-assured Action
oriented Restless Dislikes indecision
SUPPORTER
Reliable good listener Sympathetic
loyal Hides deep emotions Modest
patient Dislikes sudden change
38ANALYST
CONTROLLER
Perfectionist Neat and organized Detail fact
oriented Likes to plan ahead Dislikes
unpredictability
Enterprising Direct and self-assured Action
oriented Restless Dislikes indecision
SUPPORTER
PROMOTER
Reliable good listener Sympathetic
loyal Hides deep emotions Modest
patient Dislikes sudden change
Enthusiastic Persuasive entertaining Spontaneous
friendly Impatient Dislikes filling in forms
39ANALYST
CONTROLLER
Perfectionist Neat and organized Detail fact
oriented Likes to plan ahead Dislikes
unpredictability
Enterprising Direct and self-assured Action
oriented Restless Dislikes indecision
SUPPORTER
PROMOTER
Reliable good listener Sympathetic
loyal Hides deep emotions Modest
patient Dislikes sudden change
Enthusiastic Persuasive entertaining Spontaneous
friendly Impatient Dislikes filling in forms
40ANALYST
- Responds well to being right
- Reacts badly to being wrong
41ANALYST
CONTROLLER
- Responds well to being right
- Reacts badly to being wrong
- Responds well to getting results
- Reacts badly to losing control
42ANALYST
CONTROLLER
- Responds well to being right
- Reacts badly to being wrong
- Responds well to getting results
- Reacts badly to losing control
SUPPORTER
- Responds well to acceptance
- Reacts badly to rejection
43ANALYST
CONTROLLER
- Responds well to being right
- Reacts badly to being wrong
- Responds well to getting results
- Reacts badly to losing control
SUPPORTER
PROMOTER
- Responds well to acceptance
- Reacts badly to rejection
- Responds well to admiration
- Reacts badly to disapproval
44ANALYST
CONTROLLER
- Responds well to being right
- Reacts badly to being wrong
- Responds well to getting results
- Reacts badly to losing control
SUPPORTER
PROMOTER
- Responds well to acceptance
- Reacts badly to rejection
- Responds well to admiration
- Reacts badly to disapproval
45ANALYST
KEY FEELING Intelligent
46ANALYST
CONTROLLER
KEY FEELING Intelligent
KEY FEELING Powerful
47ANALYST
CONTROLLER
KEY FEELING Intelligent
KEY FEELING Powerful
SUPPORTER
KEY FEELING Valued
48ANALYST
CONTROLLER
KEY FEELING Intelligent
KEY FEELING Powerful
SUPPORTER
PROMOTER
KEY FEELING Valued
KEY FEELING Important
49ANALYST
CONTROLLER
KEY FEELING Intelligent
KEY FEELING Powerful
SUPPORTER
PROMOTER
KEY FEELING Valued
KEY FEELING Important
50Nicholas Boothman The secret to
collaboration/love is the principal of mutual
opposites Two simple rules for meeting
people Entertain once a week, and accept all
invitations
51Leadership Developing School Library Collections
An important source of leadership for
teacher-librarians is their forging strong links
with their parent communities. Out of adversity
comes strength
52Leadership Developing School Library Collections
Situation A school community objected to a large
weeding deemed necessary by library
staff. Stakes The collection could not grow,
the teacher-librarians position was weakened,
and large-scale political action was
threatened. Solution Think big and use the
opportunity to create collection standards tied
to literacy and student achievement, and
communicate them to the larger community.
53Leadership Developing School Library Collections
- Purpose to support communities in understanding
how quality school library collections are
developed and maintained. - Contents
- Library Program Mission and Goals
- Selection and Approval of Learning Resources
- Criteria for Assessing and Selecting Learning
Resources - Deselecting Material from the School Library
Collection - FAQs about Collection Development
54Leadership Developing School Library Collections
- Implementation
- Writing
- Approval
- Printing and distribution
- Creation of stamp
- Professional development
- Field feedback
55Leadership Knowledge Ontario
- Ask Ontario
- Connect Ontario
- OurOntario.ca
- Resource Ontario
- Teach Ontario
- Video Ontario
56Leadership Knowledge Ontario
- Equity
- Of access
- Of opportunity and inclusion
- Success
- For all students (esp. at risk)
- For all teachers (esp. new)
- Innovation
- To extend the idea of library to community
- To bridge technologies (e.g., e-books)
57Leadership Knowledge Ontario E-books
58The Tao of LeadershipThe Sage as Leader
- Three great treasures
- True virtue
- Non-action
59I have just three things to teach simplicity,
patience, compassion.These three are your
greatest treasures. Simple in actions and in
thoughts,you return to the source of
being. Patient with both friends and
enemies,you accord with the way things
are. Compassionate toward yourself,you
reconcile all beings in the world.
The Sage as Leader
60Encouraging people and cultivating
them Encouraging them without taking
over Working but taking no credit Leading but
taking no control This is virtue the mysterious
Te.
The Sage as Leader
61Sound harmonizes with Silence. And those ahead
dance with those behind. Knowing this, the sage
embraces Non-action in her daily life. Her
practice is a teaching without words. She pays
attention to things As they come to her. She does
not turn away.