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

School Libraries Worldwide
Volume 13, Number 2, July 2008


New Learners, New Literacies, New Libraries

Editor: Dianne Oberg, University of Alberta, Canada

Guest Co-Editors:
Marlene Asselin, University of British Columbia, Canada
Ray Doiron, University of Prince Edward Island Canada


Critical Concepts
Towards a Transformative Pedagogy for School Libraries
Marlene Asselin & Ray Doiron

Youth and their Virtual Networked Worlds: Research Findings and Implications for School Libraries
Ross Todd

Open Access and the Open Journal Systems: Making Sense All Over
Rick Kopak

Shaping Global Criticality with School Libraries
Keith McPherson


Diverse Contexts
Popular Culture in the School Library: Enhancing Literacies Traditional and New
Elizabeth E. G. Friese

Videogames in the Library? What is the World Coming To?
Kathy Sanford

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


Creative Expressions
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
Maryam Moayeri

Abstracts and Links to the Articles

Included below are the abstracts and links to all the articles in this special issue of School Libraries Worldwide.
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

Marlene Asselin & Ray Doiron

Today’s students are no longer the people our education system
was designed to teach. (Prensky,2001)

Abstract
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.

Article 2: Youth and their Virtual Networked Worlds: Research Findings and Implications for School Libraries

Ross Todd

Abstract
This paper provides an analytical review of recent research that examines young people's engagement with the web environment, and particularly their use of Web 2.0 applications and tools, and identifies key challenges for the school library and instruction in schools. Set within the immediate context of the role of information technology in school libraries, and the broader context of adult use of the web, the article provides a brief description of the web 2.0 environment, its growth and its functionality. It elaborates social network analysis as a useful framework for understanding the dynamics of young people's participation in Web 2.0, and identifies predominant virtual information seeking behaviors emerging in the Web 2.0 environment. Key challenges for school libraries relate to conceptualizing the school library as a knowledge commons, shifting instructional emphasis from information provision to knowledge development, and engaging the whole school community in appropriate pedagogical and policy decisions in relation to Web 2.0.

View the full article.

Article 3: Shaping Global Criticality with School Libraries

Keith McPherson

Abstract
This article reviews the unique online learning contexts and content in which Net Generation students are currently engaging, and challenges school libraries to take a different approach to literacy instruction. More specifically, it explores the role that school libraries can play in developing information literacy curriculum that enables students to cope with rapid changes in multimodal forms of communication, while fostering critical thinking skills that offset students’ risky online surfing behaviours. Current research supporting the incorporation of a multiliteracies pedagogy in school library curriculum is examined and practical activities are described.

View the full article.

Article 4: Open Access and the Open Journal Systems: Making Sense All Over

Rick Kopak

Abstract
At a time when students are increasingly turning to the Web as their primary source of information, it is well worth continuing to consider ways and means of taking advantage of this trend, and to perhaps relocate attention to traditional information sources presented in new ways. This paper makes the case that Open Access to electronic scholarly journals creates an opportunity for schools and school libraries to benefit from use of these journals. Furthermore, the article describes work being done by the Public Knowledge Project in creating a technical infrastructure for the creation and use of Web based electronic journals through the development of the Open Journal Systems, and the ongoing development of an interactive reading environment for these journals.

View the full article.

Article 5: Towards School Library 2.0: An Overview of Social Software Tools for Teacher-Librarians

Jo-Anne Naslund & Dean Giustini

Abstract
This article is an overview of popular web 2.0 learning tools for teacher-librarians. The authors supplement their review of social software by discussing representative examples and projects that illustrate their application in teaching and learning. The authors (both academic librarians) suggest that multimedia web tools can be transformative for student learning. In fact, key emerging technologies most likely to have an impact on teaching, learning and creative expression within learning focused organizations include those that encourage video sharing, collective intelligence and collaboration-building web spaces. In promoting these web 2.0 tools, teacher-librarians can continue to play a prominent role in their schools and raise awareness of relevant pedagogies for the iGeneration.

View the full article.

Article 6: Popular Culture in the School Library: Enhancing Literacies Traditional and New

Elizabeth E. G. Friese

Abstract
In an evolving landscape of traditional and new literacies, the roles of the school library and teacher librarian are changing. In order to support instruction in multiple literacies, teacher librarians must rethink both collections and services. Materials featuring popular culture influences are explored for their relevance to several types of literacy instruction. The inclusion of popular culture materials in school library collections can support achievement in traditional literacy while facilitating connection with everyday literacy practices. Popular culture materials also provide instructional opportunities for critical media literacy as well as information literacy. Popular culture texts are worthy of inclusion in school library collections for reasons enhancing both pedagogy and enjoyment.

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Article 7: Videogames in the Library? What is the World Coming To?

Kathy Sanford

Abstract
Sophisticated and complex learning happens through multiple forms of literacy and text types; and while schools and classrooms are slowly embracing learning through new media, libraries are rapidly and increasingly restructuring in ways that support learning through new/alternative technologies and texts. Videogame play supports learning in many complex ways, encourages positive interaction with computers, the use of imagination, problem-solving skills, and enables opportunities for collaborative engagement; these types of learning are being recognized and supported in public libraries and can be utilized more effectively in today's school libraries. This article focuses on videogames as sites of literacy, entertainment, and socialization that engage many 21st century adolescents, and suggests how school libraries, as the hub of the school community, can support learning through a range of new types of texts and modes of learning.

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Article 8: Immersive Learning Environments in Parallel Universes: Learning through Second Life

Jeremy W. Kemp & Ken Haycock

Abstract
Opportunities for more creative and innovative environments for learners continue to develop through distance education. Especially at the post-secondary level, these immersive environments can involve high-end video game technologies to create multi-user virtual worlds that can both replicate and far extend physical classrooms. At San Jose State University's School of Library and Information Science, courses offered in and through Second Life develop both competence and comfort in working with library users. Several useful lessons have also been learned.

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