Presentation Outline

 

 

Setting

 

The libraries: Thunder Bay Public Library and Lakehead University Library

 

The community:

• Population of 117,000 in Thunder Bay
• TBPL has 2 main branches and 2 neighbourhood branches
• 7600 students enrolled at LU
• Declining enrollment in public high schools
• Public high schools closing or merging
• Catholic high school enrollment remains steady or is increasing

 

What is the issue?

 

The issue: High school students and teachers are unaware of the resources available at the public library and often go to the university library for their research needs. However, the high school students don't know how to use the university library and need extra help, causing librarians to take time away from university students. Students need to become more aware of the resources (and e-resources that can be accessed from home) at both libraries in order to be successful in their high school studies.

 

Our initiative: A partnership between a public library and an academic library, for the purpose of creating an information literacy program for local high school students in grades 11 and 12.

 

The program will start in September 2008. Students and their teachers will attend sessions at the public library, taught by librarians from both the academic and the public libraries. These sessions will be followed by a tour of the university library and an introduction to the relevant resources available there.

 

The program will include general information literacy instruction, such as use of everyday information resources, along with more specific research-related instruction tailored to courses being taken by the students. It will introduce students to both public and academic library resources, and will help to prepare students for their first year of university.

 

The program will allow both libraries to introduce students to their resources and services. Most students are unfamiliar with both the public and academic library. The librarians will facilitate student discovery of new resources at both libraries, helping students to become comfortable with asking librarians for help and with library use.

 

The program will be planned by librarians at the public and academic libraries, in consultation with high school teachers as to the subjects being taught in classes and the needs of students.

 

Definitions

 

Information literacy:

Information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.

 

Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed and assume greater control over their own learning. An information literate individual is able to:

 

• Determine the extent of information needed
• Access the needed information effectively and efficiently
• Evaluate information and its sources critically
• Incorporate selected information into one's knowledge base
• Use information effectively to accomplish a specific purpose
• Understand the economic, legal, and social issues surrounding the use of information

 

Source:

Information literacy competency standards for higher education. (2000). Retrieved February 5, 2007 from http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm

 

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Why is it important and to whom?

 

The Public Library

• An opportunity for outreach to high school students
• Collaboration with academic librarians and high school teachers creates ties with the community and learning opportunities for public librarians
• Brings teens into the library space
• Makes students more aware of and comfortable with the resources at the public library

 

The Academic Library

• Gets students used to using the library in an academic setting, brings more students to the library
• Reaches out to potential new students; they may become students at the university after high school
• Spreads knowledge of the institution and resources
• Program should create a reduction in number of high school students who need extensive help at the university library

 

High School Students

• Gain information literacy skills
• Connect with librarians and libraries
• Will help with school projects

 

High School Teachers

• Helps students with projects
• They learn about resources and libraries as well
• Get support for their teaching program, an extension of the curriculum

 

High School Librarians

• Most high school libraries don't have the resources students need, so giving the students a chance to see and utilize new resources is an excellent opportunity to introduce them to real research beyond the walls of the high school

 

Parents

• Their children become more involved in the community and aware of community resources
• Students learn necessary research skills that can enhance their high school experience

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Who are the stakeholder groups and what is their connection to the issue? Rank them.

 

Stakeholder Ranking:

1	Head Reference Librarians (at TBPL and LU)
2	High School Librarians
3	High School Teachers and Department Heads
4	Head of Children's and Youth Services (TBPL)
5	University Librarian and Public Library CEO
6	High School Principals
7	Public Library Board
8	High School Students and Parents
9	Municipal Council

 

 

Connections to the issue:

• Head reference librarians (#1) will make the initial decision on whether the initiative can be carried out. They will be responsible for program development and outcome.
• High school librarians can influence teachers and principals to buy into the program.
• High school teacher and department head interest and approval are crucial to student and teacher involvement in the program. Will also advise on learning needs and interests of high school students.
• Head of children's and youth services will have connections with the high schools to develop interest in the program. Will also advise on learning needs and interests of high school students.
• The public library CEO communicates with the library board to get their approval and is often the go-between communicator that communicates with the important people in each of the stakeholder groups - s/he represents the library.
• High school principals ensure that the program fits with each school's overall objectives and with the curriculum.
• Public library board will ensure that the program fits with the library's overall strategic plan.
• High school students participate in the program and their parents/guardians may provide support for school programs. Parents may also be involved on school community councils.
• Municipal council approves the library's general direction as it relates to the overall municipal framework. They are more generally involved in gaining community support and awareness and may be able to promote the program in their newsletters or on their website.

 

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Who are the advocates?

At the public library:

Assistant Reference Librarian, Thunder Bay Public Library

 

At the academic library:

Instruction/Distance Education Librarian, Lakehead University Library

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What is the general advocacy approach?

 

What do the stakeholders value?

 

Library stakeholders:

• Effective use of library resources by students
• Promotion of library use and information literacy in the community
• Reduction of work for librarians in helping confused high school students
• Bringing teens into the public library

 

High school stakeholders:

• Student learning and achievement, skill development, student success
• Helping students to complete high school and move on to higher education, workplace, etc.
• Providing students with enriching learning and community experiences

 

General Advocacy Approach

 

• Look into high school student needs and create an outline of the proposed program
• Initial discussion between public and academic librarians to determine the nature of the collaboration
• Bring proposal to library department heads to gain approval for the project
• Contact high school department heads and teachers for support
• Ask to attend a meeting of high school department heads to present proposal
• Public and university instructional and reference librarians work with teachers and high school librarians to put together a meaningful program and to co-ordinate student session dates
• Final approval from univeristy librarian, public library CEO, high school principals
• Get support from public library board, high school students and parents, municipal council
• Feedback form everyone involved

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For more information, please view our presentation, A Library Partnership.