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Abstract Book Sections Redos IASL Reports, 2003 School Libraries: Breaking Down Barriers Selected papers from the 32nd Annual Conference of the International Association of School Librarianship and the 7th International Forum on Research in School Librarianship Durban, South Africa 7-11 July, 2003 Edited by Sandy Zinn, Genevieve Hart and Eleanor Howe 2003 International Association of School Librarianship Seattle, Washington, USA i Copyright © 2003, International Association of School Librarianship All Rights Reserved. Printed in South Africa by Citigate South Africa (Pty) Ltd., Durban. No part of this publication may be reproduced for commercial gain without prior written permission of the publisher. Copyright of works published in IASL Reports, 2003, is jointly held by the author(s) and by the International Association of School Librarianship. The author(s) retain copyright of their works but give permission to the International Association of School Librarianship to reprint their works in collections or other such documents published by or on behalf of the International Association of School Librarianship. Authors who give permission for their works to be reprinted elsewhere should inform the IASL Secretariat and should ensure that the following statement appears with the article: Reprinted with permission, from IASL Reports, 2003: School Libraries Breaking Down Barriers, title, pages. ISBN: 1-890861-28-6 ISSN: 0257-3229 Orders to: IASL Secretariat Voice: +1 604 925-0266 Fax: +1 604 925-0566 Email: [email protected] Secretariat Address and Web Site: Executive Director International Association of School Librarianship Box 34089, Dept 962 Seattle, WA 98124-1069, USA Visit IASL’s Web Site: www.iasl-slo.org ii Acknowledgements: Review Panel for the 7th International Forum on Research in School Librarianship L. Anne Clyde University of Iceland Iceland Genevieve Hart University of the Western Cape South Africa Eleanor Howe Pine-Richland School District USA Dianne Oberg University of Alberta Canada Review Panel for the Professional and Workshop Papers: Margaret Baffour-Awuah National Library of Botswana Botswana James Henri University of Hong Kong Hong Kong Sandra Lee University of Hong Kong Hong Kong Sandy Zinn University of the Western Cape South Africa IASL Executive Committee Peter Genco President (United States) Sandy Zinn Vice-President: Association Operations (South Africa) Helle Barrett Vice-President: Association Relations (Sweden) James Henri Vice-President: Special Interest Groups (Hong Kong) Kathy Lemaire Financial Officer (United Kingdom) Penny Moore Executive Director (New Zealand) iii Contents: Acknowledgements page Keynote Address The Politics of Making a New Space for School Libraries in South Africa 1 Jenni Karlsson (South Africa) Papers in the 7th International Forum on Research in School Librarianship School Libraries in Pre-service Teacher Education: A Research Program Examining the Inclusion of 13 School Libraries and Information Literacy in Pre-service Teacher Education from National and International Perspectives Marlene Asselin (Canada) Meaningful Research Projects: Perspectives from High School Students 23 Lois Barranoik (Canada) Inquiry Takes Time: Breaking Down Barriers to an Understanding of the Inquiry Process of Grade 9 Students 35 Jennifer Branch (Canada) Barriers to the Influence of Research: Research Quality in School Librarianship 43 L. Anne Clyde (Iceland) Breaking Barriers with Student-centred Teaching and Learning using Library Books in the United States’ Poorest Schools 54 Eliza Dresang & M. Bowie Kotrla (United States) Public Libraries Stepping into the Gap? A Study of School Learners’ Use of Libraries in a 71 Disadvantaged Community in Cape Town Genevieve Hart (South Africa) Adapting education for School Librarianship: Addressing the Needs of the Part-time Student 83 James Henri, Sandra Lee, Sue Trinidad, Alvin Kwan, Ming Lai, Felix Siu and Albert Chieng (Hong Kong) Presentation and Analysis of Supervised Personal Work in France (T.P.E. / Travaux Personnels Encadrés): 99 From Technicist Barriers (or “walling up”) to an Opening up to Pedagogy and Education for Information Vincent Liquete (France) The School Library Team: How Does it Influence Learning and Teaching? 111 Penny Moore & Maureen Trebilcock (New Zealand) Breaking Down Barriers: Teacher-librarians as Partners in Internet Use in Canadian Schools 122 Dianne Oberg (Canada) Be Wise – Condomise 133 Malin Utter (Sweden) Breaking Down Barriers Through the Creation of an International Digital Library for Children 142 Ann Carlson Weeks (United States) iv Contents: Professional Papers page Building Bridges Through Literature: A Practical Example and Ideas about Resource-Based 157 Learning as Teamwork Between a Teacher, a Librarian, and Students in a Project about African History and Literature Marianne Ageberg & Lars-Göran Rådström (Sweden) ECOLE – European Collaborative Learning Network 165 Ulf Akerberg (Sweden) The Carnegie Revitalisation of Public Libraries in Africa: A Possible Tool for Breaking Down 174 Barriers to School Library Development Margaret Baffour-Awuah (Botswana) Notes 186 Information Literacy Education in Nigeria: Breaking Down Barriers Through Local Resources 195 Virginia Dike and Ogo N. Amucheazi (Nigeria) Information Literacy Alliances: University Library and High School Libraries Working Together 206 for Life-long Learning Verna George & Paulette Kerr (Jamaica) Creating Partnerships for Information Literacy in Jamaican Schools 219 Myrtle E. Harris (Jamaica) Library Practice For Young Learners (LPYL): Developing School Library Services For Primary 227 And Secondary Schools In Disadvantaged Areas In South Africa 1997-2002: A Swedish – South African Project Maud Hell, Catharina Engström and Lena Lundgren (Sweden) Breaking Down Barriers to Literacy: Creating a Story Hour that Contributes to Reading 235 Comprehension, Tolerance and Multicultural Experiences Eleanor Howe (United States) An Enabling Adult: The Teacher-Librarian and the Reading Environment 244 Susan La Marca (Australia) Rendering a Comprehensive School and Community Library Service to Remote Rural 258 Communities in South Africa by Forging Partnerships Sophia Le Roux and Francois Hendrikz (South Africa) Integrating a Community Library into the Teaching and Learning Programme of Local Schools: 270 Experiences from Seshego Community Library, South Africa M. Eddy Maepa and Rhandzu Mhinga (South Africa) Don’t Buck It - Bend It: Using the Established System to Increase Your Influence to Create 280 the Working Environment You Desire Dianne McKenzie (Australia) School Libraries in the Sultanate of Oman: Breaking Down Barriers 286 May E. Moore (United States) v Contents: Bridging the Digital Divide through Schools: Developments in Sub-Saharan Africa 297 Stephen M. Mutula (Botswana) Eltham College: Linking Communities 310 Marie O’Brien (Australia) Collaborative Practice in an Inclusive Environment: Putting Learning into Context 318 Mary Reynolds and Irene Lategan (South Africa) Reducing the Digital Divide: The Role of School Libraries 323 Diljit Singh (Malaysia) Information Needs of Learners at Emzamweni High School, Inadi, South Africa: 332 A Preliminary Report of an Assessment Linked to the CHESP Community-based Learning Model Christine Stilwell and Fiona Bell (South Africa) Gender Issues in School Libraries: Paradigm Lost or Found 344 Peter Tsikudhu (Botswana) Workshop Papers New York City Partnerships: How Public Librarians and School Librarians Work Together 353 in the CLASP Initiative Sandra Bright and Katherine Todd (United States) Discover – Communicate – Collaborate - EdNA Online - http://www.edna.edu.au/ 361 Pat Pledger (Australia) Notes vi Keynote Address The Politics of Making a New Space for School Libraries in South Africa Keynote Paper for the International Association of School Librarianship (IASL) 2003 Conference Jenni Karlsson Director Education Policy Unit University of Natal South Africa A revolution that does not produce a new space has not realised its full potential; … A social transformation, to be truly revolutionary in character, must manifest a creative capacity in its effects on daily life, on language and on space…(Lefebvre, 1991p. :54). Introduction1 This proposition from Henri Lefebvre, the French 20th century social theorist, challenges all of us in post-apartheid South Africa. It does this because we proudly assert that we are transforming our society, and we perceive the eye of the international community to be on us, looking for lessons for fractured societies everywhere in need of transformation. South Africa is changing. But the increasing number of education policy reviews only a few years since their introduction, the discontent of many stakeholders that has given rise to new social movements (though still in their infancy) and vocal groups lobbying for education rights, the critique from the media and researchers, all point to the inadequacy of our policy changes in the immediate post-apartheid period and a growing realisation that they need at least to be refined and improved in the light of experience. If the school library sector in South Africa were to stand as a microcosm of that social change, then it is constructive to critically assess what we have achieved in the school library sector by considering the implications of Lefebvre’s assertion. Are South African policy-makers producing a new space and new practice for school libraries that will respond to the imperatives of the post-apartheid era? Or is it only more of what we did in the apartheid
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