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A Library Programme. Why now?. Reasons for development. Curriculum needs a framework. Curriculum needs a VISION. Curriculum needs ESSENTIAL ELEMENTS that link to the needs of changing learners and developments in the field (ISTE NETS, 21st Century Fluencies).

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reasons for development
Reasons for development
  • Curriculum needs a framework.
  • Curriculum needs a VISION.
  • Curriculum needs ESSENTIAL ELEMENTS that link to the needs of changing learners and developments in the field (ISTE NETS, 21st Century Fluencies).
  • Curriculum needs a unified continuum.
  • Curriculum needs context in the current world.
  • Curriculum needs benchmarks, scaffolding and identification of explicit skills.
  • Curriculum needs outcomes.
  • If it has all of this, then it can be a tool for clear definition and communication of our role.
from ross todd the guru of evidence based practice in libraries
From Ross Todd the guru of Evidence-based practice in libraries…

“Nobody is coming to rescue us. We must rescue ourselves!”

what we know about learners
What we know about learners
  • Children learn by being actively engaged and reflecting on that experience
  • Children learn by building on what they already know
  • Children develop higher order thinking through guidance at critical points and explicit teaching of skills
  • Children develop in a sequence of stages
  • Children have different ways of learning
  • Children learn through social interaction with others (technology)
  • Children are motivated by problem solving and inquiry
  • Mastery of content knowledge occurs when it is applied, manipulated, and original meaning is constructed based on existing knowledge of students
  • Technology needs to be taught as a tool to creative and productive learning
our over arching goal
Our over-arching goal

“Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning.”


21st Century Information Literacy…

  • Digital-age literacy
    • Basic, scientific, economic, technological
    • Visual and information literacy
    • Multicultural literacy and global awareness
    • Inventive thinking
    • Curiosity, creativity
    • Higher-order thinking and reasoning
    • Adaptability, self-direction, managing complexity
    • Effective communication
    • Teaming, collaboration, interactive communication
    • Personal and social responsibility
    • Effective use of real-world tools
    • Managing, prioritizing, planning
    • Production of relevant, high quality products
ict and 21st century skills
ICT and 21st Century skills
  • Learning skills for information, communication, and media literacy
  • Accessing and managing information
  • Integrating and creating information
  • Evaluating and analyzing information
  • Understanding, managing, and creating effective communications—oral, written, multimedia
  • Exercising sound reasoning
  • Making complex choices
  • Understanding the connections among systems
  • Framing, analyzing, and solving problems
  • Developing, implementing, communicating new ideas
  • Demonstrating teamwork, adaptability, respect
  • Practicing self-direction
  • 18 state studies prove that instruction in information literacy skills by a certified SLMS boosts student performance on state and local assessments, reading tests, standardized tests.
  • ISTE NETS, define a thinking, active, information literate learner.
  • Information literacy has evolved to embrace 21st Century Skills for the digital age, inquiry, and information fluency.
con t
  • New roles, competencies, and dynamics define information literacy for teachers and learners today.
  • A common vision, a shared skills matrix, and common goals emerge for teacher-librarians
library continuum
Library Continuum
  • Organizes the mashup of research, information literacy, media literacy, literacy, and ICT skills and Web 2.0 tools that has become Library Program.
  • Merges current thinking from a number of influences…
what sources
Together for Learning

Information Studies

TDSB Research Succes

On Your Own (Thames Valley)

GEARS (Grand Erie)

Bloom’s Digital Taxonomy

ISTE - NETS standards

AASL - Empowering learners and Standards for the 21st Century Learner

21st Century fluencies project

What sources?
other jurisdictions who have started a continuum
New York City schools

Washington-Saratoga BOCES

State Board of education - California

New Haven Unified School District

Big 6 Research Skills

Partnership for 21st Century Skills

Provinces of Manitoba, PEI

J.Clarke Richardson Collegiate

York Region Catholic

Other jurisdictions who have started a continuum…
longer term goals
Longer term goals
  • To develop a HWDSB Library Program
  • To develop lessons that embed the skills and ensure that all students are given the opportunity to learn and practice them
  • To promote collaboration among Teacher-librarians
  • To become a cornerstone of a Library Learning Commons that promotes collaboration with Librarians, Heads, Teachers and administration who buy into the same program
what is included
What is included?
  • Reflects the paradigm shift from information problem-solving to INQUIRY
  • Leads the learner to analyze, evaluate, and synthesize information
  • Focuses on digital literacy, emerging technological capabilities
  • Emphasizes student centered process: questioning, exploration, assimilation, reflection, critical and creative thinking
  • Learner is engaged and active
and a philosophy based on
And a philosophy based on…
  • Learner connects to prior knowledge, constructs meaning from text, evaluates process and products, draws original conclusions, synthesizes, creates, expresses and shares new understanding.
  • 21st Century Skills are incorporated for information fluency: information evaluation and management; collaboration; strategic use of information systems, databases, communication technologies; production and sharing of quality products.
Creates a framework for instructional partnerships linking librarians, teachers, and students in active learning.
  • Designed for collaboration and integration.
the continuum sections
Make it!

Share it!

Focus it!

Find it!

Evaluate it!

Source it!

Solve it!

Protect it!

Show it!

Use it!

Reflect on it!

Enjoy it!

Creativity and innovation

Communication and collaboration

Preparing for research

Accessing resources

Processing and evaluating sources

Referencing sources

Critical thinking, problem solving and decision making

Digital citizenship

Visual and media literacy

Information and computer technology skills

Metacognition skills

Love of reading

The continuum sections:
others have used























Others have used:
hopeful outcomes
Hopeful Outcomes…
  • Boost in student motivation
  • Boost in student achievement
  • Development of higher order thinking skills
  • Life long learning
  • Productive habits of mind
  • Collaborative school culture
  • Enhanced mastery of knowledge in the content areas
  • Questions, meaning, understanding, original conclusions