The School Library Manifesto: Its Development, Purpose, Content and Application

1. The School Library Manifesto: Its Development, Purpose, Content and Application Presentation by Gwynneth Evans Chair, IFLA Reading Section March 26, 2007 in San Jos�, Costa Rica

2. Brief History of the School Library Manifesto Work began in the mid-70s in Australia A number of publications on standards and guidelines were produced with the support of UNESCO and international associations like IFLA, IASL (International Association of School Librarianship) IFLA Pre-conference on School Libraries in the Developing World: 1993 in Cald�s de Montbui, Spain

3. Format of the Meeting Keynote papers on the essential issues National country profiles of school library development in every continent Group discussions Recommendations for the organizers (UNESCO, IFLA, IASL) Every participant was asked to make a promise to do something concrete towards fulfilling the recommendations

4. Canadian Follow-up Paulette Bernhard, Anne Galler and Gwynneth Evans attended Anne Galler had a sabbatical from her university shortly after the conference National Library of Canada distributed an international survey on school library policies to learn how many countries had such instruments (26/51 respondents)

5. Draft School Library Manifesto Draft completed at National Library of Canada and circulated to members of the Canadian School Library Association, IFLA Section on School Libraries and IASL officers Several drafts completed before UNESCO sponsored meeting in Amsterdam 1998 Approval by IFLA and then UNESCO PGI and General Conference 1999. Modelled on the Public Library Manifesto

6. School Library Manifesto Its Purpose or why do we have it? We live in an interconnected world and what happens in one place does affect us all We have standards and values in our profession and we want to develop statements that reflect those standards We do not want to duplicate high level documents when there is so much to do in implementing them and addressing the changes we face By sharing our knowledge and experience we are reinforcing our common humanity while understanding our diversity

7. The Manifesto IFLA/UNESCO School Library Manifesto The School Library in Teaching and Learning for All The school library provides information and ideas that are fundamental to functioning successfully in today's information and knowledge-based society. The school library equips students with life-long learning skills and develops the imagination, enabling them to live as responsible citizens

8. The 6 elements Mission Funding legislation and networks Goals of the school library Staff Operation and management Implementation

9. Mission of the School Library Supports the mission of the school Is an integral part of the learning services and provides books and resources, in varied media and subjects, to develop critical thinkers and effective users of information Librarians work with the teaching staff Access is equitable to all in the school community, is free and based on the Universal Declaration of Human Rights

10. Funding legislation and networks School libraries are essential to the national strategy for literacy, education, information provision and economic, social and cultural development School libraries are members of the national library and information network School libraries deserve sustained funding, trained staff, collections and facilities (access to computers etc)

11. Goals Depend on local circumstances Several very important, core roles: Development of Learning or Information Literacy skills � teachers and students Promotion of the joy of reading and development of the imagination and creativity Access to collections of cultural interest, in varied media Links with the community

12. Staff Key to the success of a school library programme Formal training in faculties of education and/or library and information science and colleges for technicians and continuing education Understanding of role within the educational and learning goals of school and ability to plan, manage, promote and evaluate programme Desire and ability to work with teaching staff

13. Operation and Management Need for policies, professional standards Accessible to the school members and local community Cooperation and leadership within the community with all its sectors: administration, teaching and library colleagues, students etc

14. Implementation Many actors: Minister of Education and officers of the Ministry; Faculties of Education and Library and Information Science; National Library and national library associations; parents; national publishers; school administrators and teachers; educational and cultural leaders; media Need to understand the context and have evidence of impact/outcomes of good school library programmes Need to link to national developmental goals

15. Case study in Canada Report by Dr. Ken Haycock, based on research and evidence Report on the Crisis in School Libraries: Case for Reform and Reinvestment Funded by the Association of Canadian Publishers and Canadian Heritage (federal ministry of culture) Challenges in Canada: federal state, education is the responsibility of provinces, culture is shared between federal, provincial and local levels

16. Major Findings Effective school library programme has positive impact on: Information Literacy or Learning Skills of children (and teachers) Reading Cultural identity

17. Information Literacy Term used for quite some time in school library context Many definitions but a simple one is: Information literacy is 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." It is a learning process.

18. Information Literacy Dr. Ornager of UNESCO stated in an IFLA-sponsored Asian workshop: The need to train students effectively is crucial. Information literacy aims to develop both critical understanding and active participation; it develops people�s critical and creative abilities.

19. Reading Reading is both an individual and group activity It is a driving force of the book chain: author, illustrator, publisher, bookseller/distributor, library, reader Promotion of reading responds to the heart of 4 pillars of learning: learning to learn, learning to do, learning to live with one another and learning to be (UNESCO)

20. Reading Major emphasis on reading in many parts of the world Important to expose very young children to sounds, music, rhythms of words The emphasis is one response to the dominance of technologies, but also to human conflict and social injustice In a positive way, it is a special means of building understanding and developing relationships across languages, distances, and diverse cultures

21. Cultural identity Effective school library programmes develop and enhance a sense of cultural identity They awaken and strengthen not only critical thinking but also creativity With reading and information literacy cultural identity looks forward to the future of societies and humanity, not just backward to our past

22. Conclusion School Library Manifesto: its background, content, implementation but its impact School Library Programmes: their impact on information literacy, reading and cultural identity Importance of working within the national and regional development strategies Importance of involving all sectors of the community