School Libraries Worldwide - Volume 14 Number 2, July 2008
Welcome to a special edition of School Libraries WorldWide (SLW). The theme for this edition (Volume 14, Number 2) is New Learners, New Literacies, New Libraries.
The goal of this issue is to explore some of the current research and emerging notions of School Libraries 2.0. By this we mean implications for libraries of Web 2.0, or “the trend in the use of World Wide Web technology, social software and web design that aims to enhance creativity, information sharing, and, most notably, collaboration among users”(Wikipedia, ¶ 1). Library 2.0 entails “both physical and mindset changes that are occurring within libraries to make our spaces and services more user-centric and inviting” (Wikipedia, ¶ 1). We are publishing this issue in blog and wiki formats to reflect new ways to publish and share information and to allow viewers/readers to add their responses and comments to the content presented. Thus the journal itself is a living example of socially constructing knowledge with Web 2.0 tools.
We have gathered an eclectic set of articles all of which are linked to a variety of web-based resources which support and extend the content in the articles. The authors have varied perspectives and experiences and present a wide variety of issues related to the challenges facing the worldwide school library community. The idea is to present the core set of articles for all to share and then have viewers explore beyond that core in order to build their own understanding of Web 2.0 and the influence it continues to have on emerging notions of new school libraries (what some are calling school libraries 2.0).
While the influences of Web 2.0 may vary in regions around the world, there can be little doubt that the challenges raised by new technologies must be addressed by the entire school library community. Without facing the new realities of how people use information and communication or digital learning technologies, we risk a real danger of becoming isolated as print-only learning environments. We need to draw on our traditional leadership in building collaborative teaching and learning activities in order to engage students in new learning environments which harness their innate interests in new technologies and connect their in-school and out-of-school literacy practices.
While these challenges seem daunting on many levels including providing adequate and equitable access, improving teacher and teacher-librarian education, and developing curriculum aligned with current notions of literacy and learning, we hope this issue will foster an international conversation about how school libraries can show leadership and create compelling models for school libraries in the 21st century.
Guest Editors: Marlene Asselin & Ray Doiron
Table of Contents
Volume 13, Number 2, July 2008
New Learners, New Literacies, New Libraries
Editor: Dianne Oberg, University of Alberta, Canada
Marlene Asselin, University of British Columbia, Canada
Ray Doiron, University of Prince Edward Island Canada
Towards a Transformative Pedagogy for School Libraries
Marlene Asselin & Ray Doiron
Youth and their Virtual Networked Worlds: Research Findings and Implications for School Libraries
Shaping Global Criticality with School Libraries
Popular Culture in the School Library: Enhancing Literacies Traditional and New
Elizabeth E. G. Friese
Immersive Learning Environments in Parallel Universes: Learning through Second Life
Jeremy W. Kemp & Ken Haycock
Towards School Library 2.0: An Overview of Social Software Tools for Teacher-Librarians
Jo-Anne Naslund & Dean Giustini
New Learners, New Literacies, New Libraries - a wiki
Marlene Asselin & Ray Doiron
School Library Mash-Up
Lillian Trousdell & Sharon Doyle
Technology in our Lives- Voices of Two Learners
Kaitlyn & Allen
Young People Talk about Libraries - A Video
Abstracts and Links to the Articles
You are invited to read any and all of the articles and add your comments at the link below each abstract.
Wednesday, June 4, 2008
Article 1: Towards a Transformative Pedagogy for School Libraries
Today’s students are no longer the people our education system
was designed to teach. (Prensky,2001)
As more and more educators face the impact of Web 2.0 (O’Reilly, 2005), and as we see emerging what could be called a Learning 2.0 environment, it becomes urgent to expand teaching to meet the literacy and learning needs of the Net Generation (e.g. Oblinger & Oblinger, 2005). These ‘new’ learners and their expanding literacy needs have major implications for current models of school library programs which are traditionally focused on reading promotion and information literacy skills. Discussions and resources about this challenge are rapidly appearing, appropriately within Web 2.0 environments (e.g. Classroom 2.0, iBrary, School Library Learning 2.0, and Library 2.0,). Arising from these sites is the need to critically question long held tenets of school libraries and to create a new research-based vision that will accord with the current economic and social directions driving educational change (e.g. Partnership for 21st Century Learning, 2007; Government of Canada, 2002). This paper contributes to that process by proposing a framework for the work of school libraries in New Times (Luke & Elkins, 1998) based on research in new literacies, new learners, and new concepts of knowledge.
View the full article.