Library and Resource Instruction

Library and resource instruction in public schools is made up of two components: general library skills and procedures, and information literacy through topical or assignment-specific strategies. This article describes the two components of library and resource instruction in grades kindergarten through high school; describes the characteristics of formal and informal library skills instruction; and summarizes the issues surrounding special needs students. The article concludes with a description of Responsive Classroom(r) methodology and a glimpse at the results of its application to an elementary school library.

Keywords Blog; Cognitive Apprenticeship; Copyright; Distance Learning; Gifted Digital Students; Information Literacy; Interlibrary Loan (ILL); Metacognition; Responsive Classroom(r); Special Needs Students

Overview

Public school libraries - from the kindergarten grades through high school - are often called alternative names, such as media centers, library-media centers, or resource centers. The diversity of names reflects the changing nature of school libraries. Today, school libraries contain materials and resources in a variety of formats, including books and magazines in paper and electronic formats, recordings, videos, Web-based and Internet resources, and materials available through interlibrary loan (ILL). As a result, school librarians are providing more diverse and sophisticated instruction in library and resource instruction to an increasingly diverse and sophisticated population that includes students, teachers, and parents. In this article, the focus is on public school library and resource instruction for students.

Components of Library & Resource Instruction in Schools

Library and resource instruction in schools is made up of two components:

• General library skills and procedures.

• Information literacy through topical or assignment-specific strategies.

General Library Skills & Procedures

General library skills and procedures cover the knowledge and facility needed to utilize the library's resources. Goals for this component of library instruction include the following six objectives:

• How to search the library's card or electronic catalogue.

• How to locate materials within the library.

• How to operate equipment such as photocopy machines and computers.

• How to follow procedures and regulations for checking out materials.

• How to follow procedures for using ILL.

• How to follow general library rules and regulations.

Information Literacy through Topical or Assignment-specific Strategies

Information literacy through topical or assignment-specific strategies covers the knowledge and facility needed to utilize the library's resources to research specific topics or complete a school assignment. These strategies build upon the knowledge gained from learning general library skills and advance to a state of "information literacy," or the ability to apply the general library skills known to specific information needs. Goals for this component of library instruction include the following five objectives:

• How to define the subject.

• How to determine information needs.

• How to collect the information needed.

• How to evaluate the information collected for currency, authority, reliability and relevance to topic.

• How to properly quote, attribute and cite the information used and avoid copyright infringement.

Usually, students will participate in an orientation program that teaches general library skills and procedures before they need to tackle topical or assignment-specific projects. Of course, the lower the grade level, the more scaled-back and basic the instruction and objectives will be.

The Concept of Metacognition

Jaeger (2007) describes his concept of developing information literacy through the concept of metacognition, which is defined literally as "thinking about thinking." Jaeger

expands the term "metacognition" as the linking of a student's current knowledge with new knowledge. This description is akin to applying the second component of library instruction, "information literacy through topical or assignment-specific strategies" described earlier in this article. The idea is to arrive at new knowledge by building upon current knowledge.

Who is the Instructor?

It seems to be obvious that the school librarian provides all the library and resource instruction to students. However, there is variability to this situation. The school librarian may teach all the instruction, or others may contribute. Here are some alternate "instructor" scenarios:

• The school librarian with teachers (the team-teaching approach).

• Teachers (usually for assignment-specific library instruction).

• Library aides or volunteers.

An interesting aspect of using alternate instructors such as teachers, library aides, or volunteers, is that the school librarian will usually need to instruct them in both library instruction components before they can instruct students.

Cognitive apprenticeship is another twist to teaching and learning library skills. Tilley (2007) examines the issue of mastering information literacy through cognitive apprenticeships that take advantage of current technology. He suggests that teachers and media specialists (school librarians) can learn much from peers and students who are well-versed in the use and value of computer technology. For example, Tilley promotes the benefits of peer mentoring - among both teachers and students - to learn information literacy skills through the use of structured problem-solving and information evaluation activities via blogs and other web-based tools. The idea is to utilize technology to uncover, teach, and internalize the knowledge of peers.

Formal & Informal Instruction

Library and resource instruction in schools consists of formal and informal instruction. Usually, both formal and informal instruction techniques are used in schools.

Formal Instruction

Formal library and resource instruction refers to instruction that is scheduled and provided in a large or small group setting, such as a session in the library or in a teacher's classroom. Formal instruction may be provided in person or via distance learning on closed circuit TV.

Informal Instruction

Informal library and resource instruction in schools is performed by school librarians, teachers, aides, volunteers, and students. Informal instruction is that which occurs on an as-needed basis and often on a one-on-one instructor-student basis. For example, a student may have already participated in a formal group session by either the school librarian or his teacher that provided instruction in finding sources for a particular assignment, but he still needs more help collecting information, so the librarian works with him on an individual basis for that assignment. The school librarian may also provide informal library and resource instruction through a library Web site or blog where students can find information, ask questions, or contribute their own instructional strategies and resources.

Digital Natives and Digital Citizenship

The continued growth of digital means of communication, and the widespread use of digital technologies by young people, sometimes to levels of expertise beyond that of their parents and teachers, has led some researchers to dub the current generation of school-age children "the digital generation" (Orth & Chen, 2013). Citing research that many young people spend more time interacting with media and using digital technology than they spend in school or with their families, Orth and Chen (2013) note that schools have an obligation to teach students how to be good digital citizens, which includes both responsible use of technology, and becoming literate in using digital information. Depending on school policies, school librarians may be expected to address both aspects of digital citizenship along with instruction on topics such as locating and evaluating sources of information in print sources, citing sources, and appropriate forms of communication.

Further Insights

Ideally, the school library helps all students develop the information literacy skills needed to reach their full academic potential, including the use of digital as well as print sources of information.

This section explores the issues of accommodating special needs students and considering their special circumstances by designing library and resource instruction to meet their needs.

For purposes of this examination, the focus will be on the following four types of special needs students:

• The foreign-speaking student.

• The physically disabled student.

• The learning disabled student.

• The gifted student.

The Foreign-Speaking Student

The first type of special needs student is the Foreign-speaking student. Foreign-speaking students present a unique challenge for the school library. Since it is not possible to provide duplicates of all library materials and instructional tools in every language, the most desirable solution is to at least provide some materials and library instruction tools in the languages of the students. Since the levels of English language proficiency will vary considerably among this population, some strategies to consider adopting include the following:

• Form or develop a reciprocal network with domestic and foreign school and public libraries for the sharing of library materials and instructional aids in various languages.

• Procure outside mentors or interpreters who speak the student's language to accompany the student to the library.

• Provide individualized instruction.

• Save and index all instructional tools that the library translates into foreign languages for future use.

The Physically Disabled Student

The second type of special needs student is the physically disabled student. Physically disabled students need accommodations that allow them to have full use of the school library materials and instruction. Accommodations for physically disabled students include the following:

• Large-print, Braille, and recorded materials for visually-impaired students.

• Removal of mobility restrictions for students who use wheelchairs or crutches.

• Lower placement of equipment such as computers and library catalogues.

• Sign language interpretations and written accompaniments of library instruction and tools for hearing-impaired students.

• Specific written and practiced instructions for safety drills and evacuation procedures.

A separate group of physically disabled students includes hospital or home-bound students. In addition to some of the accommodations already listed for physically disabled students, hospital or home-bound students will require someone to deliver and retrieve their schoolwork. Library materials and instructional aids can absolutely be included. Of course, if the student has use of a computer, this facilitates the process. Otherwise, the appropriate materials will need to be written, recorded, or delivered via a tutor.

The Learning Disabled Student

The third type of special needs student is the learning disabled student. Learning disabled students may need some of the same accommodations as physically-disabled students, such as large-print materials. In cases where the learning disability is severe, the librarian may want to consult with a student's teachers and parents for input on the best approach to library instruction. Perhaps, instructional aids could be sent home to be reviewed with the parents.

The Gifted Student

The last type of special needs student is the gifted student. We usually think of special needs students as those with physical or mental disabilities. Gifted students are included here because they may need additional stimulation and tools in order to reach their full academic potential. The danger with gifted students is that they will become bored or lazy and not reap the value that the school library can offer them.

Grabgoyes identifies a subset of modern-day gifted students who he refers to as "gifted digital students." He defines them as "students who as part of the 'digital generation' have grown up with technology but differ from their counterparts because they think faster; can absorb large quantities of data simultaneously; can receive a lot of data; and often have asynchronous development - growth and development in one area stops so that another area can grow (Grabgoyes 2007, p. 45).

Some strategies that school libraries can adopt for gifted students include the following:

• Solicit suggestions from gifted students, their teachers, and parents for library materials, instructional tools, and exercises.

• Incorporate materials and instructional exercises that are advanced and challenging enough to interest gifted students.

• Enlist the help of gifted students to design instructional materials and to teach library skills to other students.

Viewpoints

This section presents the Responsive Classroom(r) methodology and practices, and summarizes the experience of Bobby Riley, a library media specialist at an elementary school in Vermont, who applied the concepts to his library.

Responsive Classroom(r) is an approach to elementary school teaching that is based upon 10 classroom practices and five schoolwide practices that foster a safe, creative, and collaborative learning community.

Classroom Practices

• "Morning Meeting: Gathering as a whole class each morning to greet one another, share news, and warm up for the day ahead."

• "Rule Creation: Helping students create classroom rules to ensure an environment that allows all class members to meet their learning goals."

• "Interactive Modeling: Teaching children to notice and internalize expected behaviors through a unique modeling technique."

• "Positive Teacher Language: Using words and tone as a tool to promote children's active learning, sense of community, and self-discipline."

• "Logical Consequences: Responding to misbehavior in a way that allows children to fix and learn from their mistakes while preserving their dignity."

• "Guided Discovery: Introducing classroom materials using a format that encourages independence, creativity, and responsibility."

• "Academic Choice: Increasing student motivation by differentiating instruction and regularly allowing students teacher-structured choices in their work."

• "Classroom Organization: Setting up the physical room in ways that encourage students' independence, cooperation, and productivity."

• "Working with Families: Creating avenues for hearing parents' insights and helping them understand the school's teaching approaches."

• "Collaborative Problem Solving: Using conferencing, role playing, and other strategies to resolve problems with students" (Northeast Foundation for Children, Inc., 2007, Classroom Practices).

School-Wide Practices

• "Aligning policies and procedures with Responsive Classroom(r) philosophy: making sure everything from the lunch routine to the discipline policy enhances the self-management skills that children are learning through the Responsive Classroom(r) approach."

• "Allocating resources to support Responsive Classroom(r) implementation: using time, money, space, and personnel to support staff in learning and using the Responsive Classroom(r) approach."

• "Planning all-school activities to build a sense of community: giving all of the school's children and staff opportunities to learn about and from each other through activities such as all-school meetings, cross-age recess or lunch, buddy classrooms, and cross-age book clubs."

• "Welcoming families and the community as partners: involving family and community members in the children's education by maintaining two-way communication, inviting parents and others to visit and volunteer, and offering family activities."

• "Organizing the physical environment to set a tone of learning: making sure, for example, that schoolwide rules are posted prominently, displays emphasize student work, and all school spaces are welcoming, clean, and orderly" (Northeast Foundation for Children, Inc., 2007, School-Wide Practices).

Riley designed his practices to mirror the Responsive Classroom(r) practices of the teachers in his school by incorporating their language and rules in the library. He steadfastly followed the classroom practices outlined in the methodology. His goal was to have the students think of the library as a classroom, a place of learning and to engage them as active participants in the rules, dreams, future and spirit of the library and as a safe environment to communally solve library-related problems as they arise. These are somewhat unorthodox goals and practices for a school library and they depend upon schoolwide participation in the Responsive Classroom(r) methodology and practices. Most school libraries are not in a position to incorporate such a program. However, Riley feels that his participation has rejuvenated his teaching; created a more orderly, respectful, and caring environment; and fostered a stronger library and school community (Riley, 2007).

Terms & Concepts

Blog: Also known as web log or weblog, a blog is an online diary or collection of writings and information that is accessible to others via the Internet. Often, a blog is set up so that readers can add public comments.

Cognitive Apprenticeship: The development of expertise through guided practice with a mentor who holds the knowledge in his mind. The learning is collaborative and focused on real-world skills (Tilley & Callison, 2007, p. 27).

Copyright: "The exclusive legal right to reproduce, publish, and sell the matter and form as of a literary, musical, or artistic work" (Merriam-Webster's collegiate dictionary, 2000).

Distance Learning: "Learning that takes place via electronic media linking instructors and students who are not together in a classroom" (Merriam-Webster's collegiate dictionary, 2000).

Gifted Digital Students: Students who as part of the "digital generation" have grown up with technology but differ from their counterparts because they think faster; can absorb large quantities of data simultaneously; can receive a lot of data; and often have asynchronous development (growth and development in one area stops so that another area can grow) (Graboyes, 2007, p. 45).

Information Literacy: A set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (American Library Association. Association of College & Research Libraries).

Interlibrary Loan (ILL): A reciprocal arrangement in which libraries are allowed to borrow and lend materials to libraries outside their jurisdiction.

Metacognition: A term from brain research that means "thinking about thinking" (Jaeger, 2007, p. 18).

Responsive Classroom(r): "An approach to elementary teaching that emphasizes social, emotional, and academic growth in a strong and safe school community. The program is based upon 10 classroom practices and five schoolwide practices" (Northeast Foundation for Children, Inc., 2007, About).

Special Needs Students: Students who don't perform well in traditional settings (Gutloff's article as cited by Atkinson, 2007, p. 305).

Bibliography

American Library Association. Association of College & Research Libraries. (2007). Information Literacy Competency Standards for Higher Education. Retrieved November 20, 2007, from http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm

Atkinson, T. & Atkinson, R. (2007). Creating learning communities for students with special needs. Intervention in School & Clinic, 42 , 305-309. Retrieved November 20, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=24737714&site=ehost-live

Bentheim, C.A. (2013, Dec.). Continuing the transition work from traditional library to learning commons. Teacher Librarian 41 , p. 29-36. Retrieved December 28, 2013 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=92991111&site=ehost-live

Burk, L.F. (2007). Don't hesitate, just collaborate! Library Media Connection, 25 , 40-41. Retrieved November 20, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=27423441&site=ehost-live

Graboyes, A.S. (2007). No gifted student left behind: building a high school library media center for the gifted student. Gifted Child Today, 30 , 42-51. Retrieved November 20, 2007 from EBSCO Online Database Education Research Complete.

Jaeger, P. (2007). Think, Jane, think. Library Media Connection, 26 , 18-21. Retrieved November 19, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=27423434&site=ehost-live

Lamb, A., and Johnson, L. (2013, Oct.) Social studies in the spotlight: Digital collections, primary sources, and the common core. Teacher Librarian 41 , p. 62-68. Retrieved December 28, 2013 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=91262450&site=ehost-live

Merriam-Webster's collegiate dictionary (10th ed.). (2000). Springfield, MA: Merriam-Webster.

Northeast Foundation for Children, Inc., Turner Falls, MA. Responsive Classroom (r). Retrieved November 20, 2007 from Web site. http://www.responsiveclassroom.org

Orth, D., and Chen, E. (2013). The strategy for digital citizenship. Independent School 72 , p. 56-63. Retrieved December 28, 2013 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=87618786&site=ehost-live

Riley, B. (2007). The library media center and responsive classroom practices. Library Media Connection, 26 , 22-23. Retrieved November 19, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=27423435&site=ehost-live

Tilley, C. & Callison, D. (2007). New mentors for new media: Harnessing the instructional potential of cognitive apprenticeships. Knowledge Quest, 35 , 26-31. Retrieved November 20, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=26673572&site=ehost-live

Suggested Reading

Harper, M. (2007). Designing quality library lesson plans. Library Media Connection, 26 , 42-43. Retrieved November 20, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=27423442&site=ehost-live

Harris, C. (2007). It's not about the hardware. School Library Journal, 53 , 20-20. Retrieved November 19, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=26207804&site=ehost-live

Harris, F.J. (2003). Information literacy in school libraries. Reference & User Services Quarterly, 42 , 215-223. Retrieved November 19, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=9517346&site=ehost-live

Smalley, T. (2004). College success: High school librarians make the difference. Journal of Academic Librarianship, 30 , 193-198. Retrieved November 19, 2007 from EBSCO Online Database Education Research Complete. http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=14243009&site=ehost-live