School Libraries and the VELS:
Great Minds at Work
Dr Ross J Todd
Director of Research
Center for International Scholarship in School Libraries
School of Communication, Information and Library Studies
Rutgers, The State University of New Jersey
cissl.scils.rutgers.edu rtodd@scils.rutgers.edu
The Foundation of
Education
"Education is not an
affair of telling and
being told but an
active constructive
process.”
At the heart of great
minds at work is
constructing
knowledge
John Dewey
Great Minds at Work
Learners
VCAA
Teachers
VELS
School
Leaders
Community
Teacher Librarians
BElief
BElong
BEhaviour
Great Minds at Work
Learners
VCAA
Teachers
VELS
School
Leaders
Community
Teacher Librarians
BElief
BElong
BEhaviour
The Essential Question
“The Victorian Essential Learning Standards
– does your library stack up?”
VELS = Constructivist framework
Written by and for Teacher-Librarians
Not just
Communication (Listening, Viewing and Responding, Presenting)
Thinking Processes (Reasoning, Processing and Inquiry;
Creativity; Reflection, Evaluation and Metacognition
Information & Communications Technology (ICT) (ICT for
Visualising Thinking; ICT for Creating; ICT for Communicating)
Personal Learning (The Individual Learner, Managing Personal
Learning)
But every VELS is an opportunity for leading of learning
through the school library
Core Dynamics of VELS
Constructivist Learning:
learners construct deep knowledge and deep understanding rather
than passively receiving it
learners are directly involved and engaged in the discovery of new
knowledge and development of new skills, attitudes and
experiences
learners transfer new knowledge and skills to new circumstances
learners encounter alternative perspectives and conflicting ideas
so that they are able to transform prior knowledge and experience
into deep understandings
learners take ownership and responsibility for their ongoing
learning and mastery of essential content and skills
learners contribute to social well being, the growth of democracy,
and the development of a knowledgeable society.
VELS Evidence of
Constructivist Learning
English: “understanding”, “interpreting”, “critically
analysing”, “reflecting upon”; ‘interpret the main
ideas”; “support interpretations with evidence drawn
from the text”
Civics and Citizenship: “think critically”; “articulate
and justify their own opinions”; “apply their knowledge”
The Humanities: “direct observation or observation
from a variety of media”
Mathematics: “mathematical inquiry”
Humanities-History: “historical reasoning and
interpretation”, “multiple, conflicting and often partial
interpretations of events”
VELS: Key Implications
for School Libraries
Constructivist frameworks must underpin the
pedagogy, collections and access of school libraries
learners construct deep knowledge
and deep understanding rather than
passively receiving it
learners are directly involved and
engaged in the discovery of new
knowledge and development of new
skills, attitudes and experiences
learners transfer new knowledge
and skills to new circumstances
}
PEDAGOGY AND
INSTRUCTIONAL
INTERVENTIONS
OF TEACHER
LIBRARIANS
VELS: Key Implications
for School Libraries
Constructivist frameworks must underpin the
pedagogy, collections and access of school libraries
learners encounter
alternative perspectives
and conflicting ideas so
that they are able to
transform prior knowledge
and experience into deep
understandings
}
READING
FOUNDATIONS
OF SCHOOL
LIBRARIES
-----------NATURE OF
COLLECTIONS
OF SCHOOL
LIBRARIES
VELS: Key Implications
for School Libraries
Constructivist frameworks must underpin the
pedagogy, collections and access of school libraries
learners take ownership and
responsibility for their
ongoing learning and
mastery of curriculum
content and skills
learners contribute to social
well being, the growth of
democracy, and the
development of a
knowledgeable society.
}
LEARNING
ENVIRONMENT
OF SCHOOL
LIBRARY
----------SCHOOL
LIBRARY AND
LIFELONG
LEARNING
Pedagogy:
Key Priority
Through the school library, a pedagogy directed to:
Learning for all
Pursuit of excellence
Engagement and effort
Respect for evidence
Openness of mind
}
Reading to Learn
Learning to Read
KEY
PRINCIPLES
OF THE VELS
The Reading Foundation
of the VELS
The core assumption of the VELS is reading:
Reading the word – textual, visual, oral, tactile
Reading the world – self, others, cultures, societies
When reading is at risk, it is not just school libraries
that are at risk; more critically, it is knowledge that
is at risk.
View of Reading that
underpins the VELS
Not merely acquiring sound-print and writing
techniques
“Complex system of deriving meaning from print”.
The transformation, communication and dissemination
of text and the development of meaning and
understanding.
“An attitude of creation and re-creation, a selftransformation producing a stance of intervention in
one's context” (Paulo Freire,1973)
The school library as a transformational agent in the readinginformation-knowledge life cycle begins with reading
Reading-Information-Knowledge
Life Cycle: Delaware
Survey of 154 public school libraries in Delaware (2004-2006)
(100% of public school libraries)
Typical activities to foster reading through the school library:
literature displays, book talks, promoting information
resources, reading incentive programs, and to a much lesser
extent story telling, book clubs and author visits.
Primarily passive activities.
Reading activities that foster active student engagement,
discussion and creative outputs far less frequently reported.
Reading for knowledge construction given little attention in
school libraries.
Learning Outcomes:
Delaware
Number of instructional collaborations is low.
Information literacy instruction initiatives typically center on
knowing about school library, different sources and formats,
learning how to use resources, and evaluating information.
48% of school librarians are involved in the provision of
professional development on information literacy in their school
communities.
39% indicated school library had helped students develop skills in
locating, selecting, organizing and evaluating information
37% indicated school library helps improve reading skills; interest
& motivation in reading
22% indicated improvement in technology skills
16% indicated development of positive attitude to libraries
Consider this….
Think of the most recent time you worked with a teacher and a class
in your school library.
What did your students really learn?
What deep knowledge and understanding of essential learning
standards did they develop through their SL experience?
What skills and attitudes did they continue to develop? How do you
know this?
How did they transform information into deep knowledge?
How did they use this knowledge in a critical way?
How would you explain the learning outcomes to your school
community?
How did it inform your practice? ACTION RESEARCH
New Jersey IMLS Funded
Research 2003 - 2005
What knowledge outcomes does the school library
enable as students make use of diverse digital and
print information sources?
How might these knowledge outcomes be identified,
measured, and embedded into professional
practice?
Develop a learning impacts measure for use by
school-based teams. (SLIM Toolkit: School Library
Impact Measure)
KNOWLEDGE CONSTRUCTION THROUGH
THE SCHOOL LIBRARY
Schools Context &
Sample
10 New Jersey public schools
Experienced and expert school librarians
Diverse public schools
10 school librarians working on curriculum projects
with 17 classroom teachers
574 students in Grades 6 – 12; range of disciplines
Inquiry Training Institute Feb 24, 2004: overview and
critique of units, use of data collection instruments,
procedures and ethical guidelines
Central Research
Questions
As they proceed through the stages of a collaborative inquiry
project:
What changes, if any, are evident in students’ knowledge of a
curriculum topic
What changes, if any, are shown in the students’ feelings?
How does the students’ study / learning approach influence
knowledge construction of a curriculum topic?
What interactions exist between knowledge construction,
feelings, and study approach?
How did school librarians and teachers help students with
their learning
Changes in Knowledge:
5 Approaches to Measurement
Substance of knowledge
Amount of knowledge
Structure of knowledge
Personal estimate of knowledge
Labeling of knowledge
Study / Learning Styles Measure
Feelings measure
Substance of Knowledge
Statement type
Definition
Example
Property
statements describing
characteristics
The color of Valentine’s day is red
Manner
statements describing processes,
styles, actions
People drive aggressively in USA
Reason
statements of explanations of how
and why
The wall was constructed to block
invaders
Outcome
statements providing end result
(People eat too much) As a result,
people got very sick
Causality
statements showing some event
causally leads to another
Too much alcohol can lead to liver
failure
Set Membership
statements about class inclusion
Michelangelo created works such
as statue of David, Cistine Chapel
and the famous Pieta
Implication
statements showing predictive
relations, inference, implied
meaning
He was suspected of poisoning
him
Value Judgment
statements presenting personal
position or viewpoint
That’s not right
AIM (Achievement Improvement
Monitor) 2006 Year 9 English Test
Analysis of Grade 9 English Test based on Graesser & Clark’s typology
(34 multiple choice questions)
Properties:
Set Membership:
Manner:
Reason:
Outcome:
Causality:
Implication:
Value judgment:
statements describing characteristics
statements about class inclusion
statements describing processes, styles, actions
statements of explanations of how and why
statements providing end result
statements of some event causally leads to another
statements showing predictive relations
statements presenting personal position, viewpoint
Reason, Outcome, Consequence, Causality, Implication,
Conclusion based on evidence predominate in this test!!!!
Limited focus on properties, manner: limited recall of
facts; expectation is that students engage with facts in
building deep understanding
AIM 2006 English Grade 9
Nature of Questions Asked
Have depth and breadth of knowledge and
understanding
Test ability to engage in intellectual exploration
Ask students to think deeply about ideas
Ask students to deal with conflicting data and
information: problematic knowledge
Demand higher order, flexible thinking: analysis,
synthesis, evaluation, problem solving; able to think
creatively and laterally
Able to reason with with evidence, particular to the
discipline area
Relevant, connected knowledge
Able to use the complex language of a discipline:
Meta-language
NJ Study:
Changes in Knowledge
Two distinctive approaches to knowledge
construction:
-- Additive
-- Integrative
Additive Approach to
Knowledge Construction
Knowledge development characterized by
progressive addition of property facts
As the students built knowledge, they continued to
add property and manner statements, and to a lesser
extent, set membership statements
Stockpile of facts, even though facts were sorted,
organized and grouped to some extent into thematic
units by conclusion.
Remained on a descriptive level throughout
Integrative Approach to
Knowledge Construction
Initial: superficial sets of properties
Moved beyond gathering facts:
- building explanations
- address discrepancies
- organizing facts in more coherent ways
Interpret found information to establish personal
conclusions and reflect on these.
Some students subsumed sets of facts into fewer but
more abstract statements at the end
NJ Study: Study Styles
Deep Learners:
Demonstrated knowledge change by synthesized replies.
Confident and optimistic throughout the process.
Conveyed a specific interest for their topics, and this interest was a
key basis for learning more about topic.
Strong awareness of information quality.
Surface Learners:
Knowledge remained on a factual level throughout and showed
little increase.
Estimates of knowledge showed little change.
The easiest aspect of the search process was availability of
information.
Information seeking seen foremost as a process of collecting facts.
Seemed particularly relieved when the projects ended.
Low levels of interest and engagement.
VELS:
“Personal Learning”
Understanding of preferred learning styles
Understanding strategies that enhance personal
learning
Learning strengths and weaknesses
Feedback on developing content
Set and monitor learning improvement goals
Understand how different perspectives and
attitudes shape learning
Learning habits
Ethical frameworks
Criteria based evaluation
Factors contributing to
differences across Schools
Changes in knowledge (knowledge growth) did not occur
evenly in the schools
No significant variations across the age, grade, and gender
groups
Nature of task: imposed task or negotiated task
Engagement and ownership
Nature of Interventions: Development of skills to construct
knowledge rather than finding information
VELS: A time to Rethink
Information Literacy
Information literacy instruction typically focuses on “finding”
information: transport rather than transformation; stockpiling of
facts rather than engagement with facts to develop deep
knowledge and deep understanding
Typically treat information literacy as a separate discipline (teacher
teaches content and school librarian teaches information skills)
Scope and sequence models of Information Literacy (akin to “fixed
schedules”)
Students do not go beyond the basic knowledge level of Bloom’s
Taxonomy: recalling and recognizing information
VELS calls for a constructivist approach to learning
through the school library: Inquiry, not Information Literacy
Multiple Models of
Information Literacy
The standard “define, locate, select, organize,
present, assess, reflect” model of information
literacy is inappropriate for the VELS
Starting point for the school library is not
information literacy, but a critical Zone of
Intervention in the VELS, and the nature of
disciplinary knowledge and how a discipline /
field of study develops knowledge
The Burning Question
Can you live with
multiple models /
conceptions of
Information Literacy?
An Approach to
Auditing VELS
Identify ZONES OF INTERVENTION where information-toknowledge processes and knowledge outcomes are
embedded and lend themselves to inquiry in the school
library = opportunities for developing authentic research
Understanding how disciplinary knowledge is constructed
Frame information-to-knowledge processes (Information
Literacy) in the language of the particular discipline and
based on how knowledge is constructed in the discipline
Establish learning outcomes as established by the VELS,
using language of standards
Construct instructional interventions, building in approaches
to Evidence-Based Practice
An Approach to
Auditing VELS
VELS: ……………….
Dimension
aspect
Zone of
Intervention
Disciplinary
Knowledge
Construction
Instructional
Intervention
Outcomes
Measures
(EBP)
Outcomes
Dimension, or part of a dimension, at any level that
lends itself to inquiry and authentic research through
the school library, and where the pedagogical expertise
of the teacher-librarian can contribute to reaching VELS
VELS Science:
Zones of Intervention
Level 4:
Analyse a range of science related
issues;
Contributions of Australian
scientists made to improve and / or
change science knowledge
Level 6:
Debating contentious and / or
ethically based science-related
issues of broad community concern
VELS Science:
Knowledge Construction
Develop curiosity
Use scientific understanding and processes
Establish existing understanding: describe, classify, explain
information
Formulate hypotheses / questions
Design and pursue investigation related to their question
Develop systematic approach to data collection
Record observations from sources, environment, testing
Generate, validate, analyse, critique and interpret evidence
Draw valid conclusions
Explain how scientific knowledge is used
Construct working models to demonstrate scientific ideas
Present results using data appropriate formats
VELS Mathematics:
Knowledge Construction
Especially the “Working Mathematically” dimension: Aims to develop
students sense of mathematical inquiry: problem posing, problem
solving, modeling and investigation
Zone of Intervention: Level 4: “recognize and investigate the use of
mathematics in real life”
Mathematical Inquiry framework (= IL Framework)
CONJECTURE, FORMULATION, SOLUTION, COMMUNICATION
Find ideas, examples, counter examples
Explore patterns
Develop conjectures
Test simple conjectures
Explain propositions
Analyse reasonableness of points of view
Develop generalisations by abstracting features
Test truth statements and generalisations
Develop models
VELS Civics & Citizenship:
Knowledge Construction
Zones of Intervention:
Level 3: Identify a local issue and plan possible actions to
achieve a desired outcomes
Level 4: Present a point of view of a significant current issue
IL Model:
Establish existing knowledge and develop background
knowledge
Draw on a range of sources
Explore and consider different perspectives
Contest different opinions
Articulate and justify own opinion using supporting evidence
Refine own opinions, values and attitudes
Develop an action plan which demonstrates knowledge
Apply knowledge and skills in a range of community based
activities
VELS History:
Knowledge Construction
IL Model = Historical Reasoning and Interpretation
Research and Inquiry Skills
Own knowledge and experience
Plan investigation
Framing questions
Gathering evidence from a variety of sources
Documenting evidence from sources
Make judgments about sources
Critically evaluate completeness of evidence
Representing values, cultures, literal and symbolic
meanings
Multiple, conflicting, partial interpretations
Communicate understanding of history using conventional
forms to report findings and conclusions
VELS: Zones of Intervention
for Authentic Learning through
the School Library
The Arts Level 5: Compare, analyse, evaluate and
interpret the content, meaning and qualities in arts
works created in different social, cultural and historical
contexts
The Arts Level 6: Analyse, interpret, compare and
evaluate the stylistic, technical, expressive and
aesthetic features of arts works created by a range of
artists
Health & PE: Level 4: Describe and analyse the various
roles required in competitive sports
Health & PE: Level 5: identify the health concerns of
young people and the strategies that are designed to
improve health
Integrating “Thinking
Processes”
Existing knowledge and experience
Explore ideas and perspectives and collect
information from a range of sources to build
background knowledge
Question validity of sources
Generate, predict and test ideas / claims
Establish points of view
Research to develop reasoned arguments with
supportive evidence
Generate imaginative solutions
Document changes in ideas
VELS and School Libraries: An
Approach to Auditing Standards
VELS: ……………….
Dimension
aspect
Zone of
Intervention
Disciplinary
Knowledge
Construction
Instructional
Intervention
Outcomes
Measures
(EBP)
Outcomes
Teacher Librarians must develop exemplars of
pedagogy to demonstrate to teachers how these
standards can be developed and measured
Building Background Knowledge
Framing / Testing / Questioning
Ideas
I didn’t know that!

Questions I have???

I agree / disagree
Read
View
Listen
Connect

I wonder ….

Dealing With Conflicting
Information to Develop
Knowledge
Central
Questions
who
what
when
where
why
how
result
Source 1 eg
encycl
Source 2
eg Poor
quality web
site
Source 3 eg
High quality
web site
Source 4 eg
Newspaper
Source 5
High quality
print source
What I can
say?
Evidence for
my
statement?
Pedagogy of
CRITICAL THINKING
Observations. From a series of observations, we can come
to establish:
Facts. From a series of facts, or from an absence of fact,
we make:
Inferences. Testing the validity of our inferences, we can
make:
Assumptions. From our assumptions, we form our:
Opinions. Taking our opinions, we use the principles of
logic to develop:
Arguments. And when we want to challenge the arguments
of others, we employ:
Critical Analysis (through which we challenge the
observations, facts, inferences, assumptions, and opinions
in the arguments that we are analyzing).
Argument Analysis
Claim: statement that you are asking the other person to
accept
Data: evidence / truth on which the claim is based
Warrant: underpinning assumptions
Qualifier: limits eg 'most', 'usually', 'always', 'sometimes'
Rebuttal: counter-arguments that can be used
Backing: additional support to an argument
Toulmin, Stephen. Uses of Argument. New
York: Cambridge University Press, 1958.
VELS and
Assessment
Evidence-based practice is at the heart of
implementing and assessing the VELS
VELS & School
Library Best Practice
Best practice is about working to achieve the highest levels of
sustainable performance in order to achieve the highest level of
outcomes.
It is not about reaching some kind of idealistic (often thought of as
mythical) standard and staying there.
Rather it is both a mindset and action orientation that strives to
continuously improve on existing processes as times change, as
things evolve, and as research informs.
Move beyond just thinking about improvement, and taking action –
implementing local strategies and processes that contribute to a
cycle of ongoing improvement
The VELS School
Library Challenge
BElief
BElong
BEhaviour
Taking action means you are living the solution.
Not taking action means that you will be living
someone else’s dreams and someone else’s
solutions.
And someone else’s solutions may not be in the
best interest of student learning outcomes
through the school library.