‘Evidence’ case study
Blue Mountain College, Tapanui, West Otago
Project participants:
Librarian: Karen Green
Teachers: Kate Lawrence, Dianne Erickson
As part of the Information Literacy Collaborative Project1, a year 8 class at Blue
Mountain College, Tapanui, West Otago, completed the NEMP2 Information Skills
Survey 2005. Some key results are shown in the following table.
This unit was part of the wider Information Literacy Collaborative Project to improve
student information literacy in a group of schools by developing collaboration
between library and teaching staff.
Information Collaborative Project Student Data: 2008
NEMP Information skills survey: Year 8
How often do you look for information because
you want to, not because you are told to?
Sometimes/ never results
National profile BMC results
77%
89%
How much do you like hunting for information?
40%
69%
How much do you like writing what you find
down?
50%
77%
How often have you used the library
catalogue?
58%
86%
Interpretation of the data suggested the need to look at ways to develop student
attitudes and skills in searching for information, writing about the results and using
the library catalogue.
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Information Literacy Collaborative project: Ministry of Education / National Library of New
Zealand sponsored 2007/ 8 project in Otago and Southland to:
• Support professional development in information literacy for teachers and librarians
in up to 8 schools in Otago and Southland
• Raise student achievement in information literacy
• Develop an aligned, cohesive approach to the teaching of information literacy skills
by working collaboratively (both teachers and librarians) within schools.
• Further explore and develop the Draft New Zealand Curriculum through the
information literacy programme in each school.
• Explore an opportunity for SSS to work collaboratively with National Library as
another professional development provider.
Completing schools: Tokomairiro High School: Milton (Lead School), Aurora College:
Invercargill, Blue Mountain College: Tapanui, James Hargest High School: Invercargill,
Taieri College: Mosgiel
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National Education Monitoring Project: Access Tasks, Information Skills 2005
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Planning strategy to work with the evidence
Where to start? Time was too limited to focus on all the shortfalls highlighted in the
NEMP and skills testing. It was decided to focus on improving student writing skills
and attitudes. The Education Review Office (ERO) was due to visit the school. A
“Reporting” unit was developed where students interviewed the visiting officers and
compiled the results into an article for the local newspaper.
Student skills focus:
 Learn to formulate questions to maximise information gathered
 Develop skills in interviewing for information
 Focus on literacy terms specific to newspaper reporting
Process used:
 Approval received from Principal to publish students' news articles
 Local reporter invited to class
 Agreement from the visiting ERO team to be interviewed by the class
 Tasks assigned to each student
 Interviews conducted
 Photographs taken
 The librarian, wearing Editor’s hat, involved in lessons
 Reports written and emailed to librarian
 Sub editors worked with librarian on editing reports
 Design/photographers worked on photos and layout with Editor
 Draft copy sent to ERO and Principal for approval
 Final copy submitted for publication
ERO unit goal and outcomes
Goal:
To improve students’ skills / attitudes to writing
Outcomes:
 After coaching, students published an article on the ERO visit in local paper
 Students enthusiastic from the outset to the end – “ownership”
 Skills cemented through practical experience:
 Formulating questions
 Interviewing reporter
 Producing for newspaper
 Very high student engagement / interest
 Anecdotal evidence of ongoing improved student attitudes to writing
General agreement at the completion of the project that:
 The project encouraged reflection / self review by both groups: teachers and
librarians
 Students had benefited from the approach
 Project had impacted on student learning
 Improved professional understandings in ILP schools
Ongoing change dependent on developing school leaders’ perceptions of:
 The role of school libraries for student learning
 Librarians as professional members of school learning and teaching teams
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